Montessori International - Reaching out - Montessori St Nicholas
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Issue 124 Spring 2018
Montessori
International
Published by the Montessori
St Nicholas Charity
Reaching
out
fo L
st E T Y
.in IA
pe E A
ta FR OD
ry R
w. R T
w U P
w YO N U
R G
FO SI
The Montessori
Framework on
Tapestry!
Tapestry already provides software to build a cherished
journal of videos, photographs and memories for Early
Years. Montessori settings can now use Tapestry with Features include:
our Montessori Curriculum,
in conjunction with other • Detailed explanations of Montessori
frameworks, to record the activities for staff and relatives of the
learning and development purpose of Montessori materials.
of children and to share and • Direct links from Montessori
celebrate their progress with activities to the EYFS.
parents and other relatives • Simple and clear analysis screens
across the world! showing the attainment and
progress of individual children and
groups of children.
• Share observations securely with
parents and relatives anywhere in
the world!
• Next steps suggestions to support
planning for all children.
• Inclusion of the Montessori
curriculum in Learning Journals!
Montessori assessment screens
Visit www.tapestry.info/montessori
Montessori
International Issue 124 Spring 2018
Published by the Montessori
St Nicholas Charity, London
Editor
Philip Davies
Editorial enquiries
Welcome
Tel: +44 207 493 8300
e-mail: daviesp@montessori.org.uk
from the editor
ur aim with this issue of the magazine is to present articles that
O
Editorial Address
18 Balderton Street, complement the theme of the MSA-MEUK National Conference,
London W1K 6TG which as you will remember was titled ‘The Child as an Agent of
Change’. It is a packed issue to which we’ve given the title ‘Reaching
Display & Job advertising enquiries out’, and it contains a really rewarding range of articles.
Lucy McNicholas The first theme article is by John Siraj-Blatchford (one of MSN’s trustees) on
e-mail: reception@montessori.org.uk peace education and sustainability, discussing the importance that Maria
Marketing Address Montessori gave to themes of peace, interdependence and co-operation in
18 Balderton Street, London W1K 6TG education. When we were commissioning articles for this issue we invited people to
Subscription enquiries write a little about how they support children in peaceful coexistence, and the
Sameena Wali on +44 207 493 8300 following ‘montage’ article ‘Supporting children in troubled times’ is the result.
In his article Aric Sigman reflects on the effects of children seeing upsetting
Annual subscription rates
Magazine incl. p&p (3 issues)
things on screen devices of one kind or another, and offers guidance on protecting
UK £19.95 children from exposure to such imagery. Next we adopt a European perspective as
Europe £29.95 / €45.00 Marvin Reyes describes approaches to sustainability employed in a Cologne
Rest of World £33.00 / US$65.00 nursery. Looking at the international perspective in a different way we come to
Students (incl. p&p): UK £15.95; Randa William’s article, which gives us an account of her setting’s engagement
Europe £23.00 / €36.00
with UNICEF’s Rights Respecting Schools Award.
Rest of World £28.00 / US$56.00
Introducing an arts element, Jane Murphy writes about the Hallé Orchestra’s
E-magazine (3 issues):
SHINE programme, which is introducing Year 5 and 6 children in Manchester to
UK and overseas £14.95
music. Psychoanalyst Jane Goldberg asks how we should talk to children about
The views expressed in Montessori tragedy, before we finally move once more to the international picture with Maha
International are not necessarily those of
Turner’s article about helping refugee women to become Montessori teachers, “a
the publisher and editorial team, nor are
advertisements endorsed by them. story of hope emerging from the chaos in Syria.”
This we feel is a strong selection of informative articles, in addition to which we
Montessori International is designed and still have our regular features of course – news items, bright ideas, book reviews,
produced by Stuart O’Neil, Design for Print, ask the expert Q&A and Montessori and me. I hope you will enjoy reading this issue
Berkhamsted, Hertfordshire 01442 874233
as much as we have enjoyed bringing it together.
Printed by Buxton Press, Buxton, Derbyshire
01298 21 2000
ISSN 1470-8647
www.montessori.org.uk Philip Davies, Editor
Montessori International Spring 2018 1
Contents Issue 124 Spring 2018
26
30
13 34
Feature articles
13 Peace Education and Sustainability 34 A story of helping and empowering
John Siraj-Blatchford discusses Maria Montessori’s views refugee women to become Montessori
on interdependence and solidarity and their continuing teachers
relevance today.
As related by Maha Turner
17 Supporting children in troubled times
47 Montessori in the wider community –
We invited a number of people to write a little about how
they support children in the idea of peaceful coexistence
AMA EDU update
in their practice Sevérine de Sadeleer is pleased to share further exciting
news with Montessori International readers.
20 For children, ignorance can be bliss
Dr Aric Sigman reflects on the effects of viewing violent or
Regular departments
upsetting scenes, and offers some guidance for parents
and Montessorians to help them protect children from 3 Charity News
exposure to this sort of imagery 4 MSA News
23 Sustainability in the nursery 38 Bright ideas
Marvin Reyes describes some of the approaches to 40 Book Reviews
sustainability being employed at a nursery in Cologne.
44 Ask the Expert Q&A
26 Montessori, UNICEF, and children’s 46 Research Watch
rights in practice 48 Montessori & me
Randa William describes her setting’s engagement with a 50 MEAB Accredited Schools
particular UNICEF school award and its positive impact
55 MSA Membership
30 Well orchestrated 57 MSA Advisory Council
The Hallé SHINE programme is introducing Year 5 and 6
58 Progression Route
children from two Manchester primary schools to music;
Jane Murphy tells us all about it. Classified advertising
33 How do we talk to children about 52 Teaching opportunities
tragedy?
Cover picture
Jane Goldberg gets to grips with a difficult issue for
Photo taken by Anna Baåsz Szücs (see page 23).
parents and teachers alike
2 Montessori International Spring 2018
charitynews
Marlborough House marks new era
for Montessori St Nicholas
Montessori St Nicholas has moved to
Marlborough House, which will mark a
new era for the organisation.
Marlborough House is situated in St John’s
Wood in north-west London and just down
the road from the well-known Abbey Road
crossing made famous by the Beatles.
The house was built between 1850 and
1879 in the early developments of
the St John’s Wood area. Research
has confirmed that the building
was substantially added to
during the 1870s by the then
owner, Sir Thomas Henry Huxley,
who is commemorated with a blue
plaque on the building facade.
Sir Thomas Huxley was a famous English
biologist and a contemporary of Charles
Darwin. He was affectionately known as
‘Darwin’s Bulldog’ for his advocacy of
Darwin’s theory of evolution. The biologist
moved to the house in December 1872 where
he enlarged ‘a small house into something Board are all based here. There will be three
ample and comfortable’. He had a wide Montessori classrooms, a student common
circle of contemporaries from the scientific room, staff room and a boardroom which will
community and would regularly hold Royal be available for hiring.
Society meetings and lectures at the house. Marlborough House Nursery will also open
Darwin’s archives show that he and Sir in early 2019 and be located on the ground
Thomas were close friends and Darwin was a floor, which opens out on to a large rear
regular visitor to the house. garden.
Marlborough House is now the home of Montessori holds regular open events
Montessori St Nicholas and the Charity, where prospective students can find out more
Montessori Centre International, the about the courses and tour the facilities. We guests can visit the house and hear from our
Montessori Schools Association and the will be hosting an extended open morning on Head of Academic Programmes, Penny
Montessori Evaluation and Accreditation Saturday 2nd June, 10.30am – 1.30pm, where Johns, about our range of courses.
The new address is: Marlborough House,
38 Marlborough Place, London, NW8 0PJ. For
more information, please visit our website:
www.montesssori.org.uk
Outstanding Ofsted
Congratulations to Beckett House Nursery
in Islington, Rosewood Montessori in
Ruislip, Colourbox Montessori School in
Haverhill and Norfolk Lodge Montessori
Nursery in Barnet which have been
awarded Outstanding in their latest Ofsted
inspections.
Don’t forget to let us know when you
receive Outstanding in your Ofsted
inspection so we can mention your school
in the next issue of Montessori
International.
Montessori International Spring 2018 3
msaregionalround-up
We were reminded that “work cycle”
North basically means "the period of time in which the
child has the freedom to choose where, how
Supporting 0 to 2 year olds and with whom to learn”. This “nugget”, this
On 11th November Leeds Montessori School simple description of what the work cycle
and Day Nursery welcomed over 30 entails, inspired our team to review our practice
practitioners to explore Supporting 0 to 2 Year and we have, since then, made some minor
Olds in a Montessori Setting. Barbara Isaacs amendments to our day with significant effects
delivered the session and there was plenty of on the flow of our morning and, more
opportunity to discuss practice, share ideas and importantly, the wellbeing of our children. Since
to have a look around the setting. It was a the workshop, we have moved our peripatetic
brilliant chance to refresh and develop practice. activities to the end of the morning, ensuring
The attendees also shared some new materials that all children access a 2.5 hour work cycle
for older children, and the next region training before choosing whether to participate in music
on 12th May will explore new ideas right across or dance. Children are calmer and now
the curriculum, including an art session. To book transition much better between the work cycle
for the next training contact and their peripatetic activities because they
msanorth@montessori.org.uk have had the time and the space to engage
with the different activities in the in- and outdoor
classrooms. The teachers are more relaxed too
London
since we don’t feel so “timetabled” – we are
free to observe and support the children
Montessori practice – the working at their natural pace.
work cycle and supporting We left feeling reconnected with Montessori’s
philosophy and proud to call ourselves
children in all day Montessorians. Not only have we changed our
provision morning set-up, we have changed our planning
to reflect the Montessori areas of the
Wendelien Bellinger reports classroom, rather than planning for the EYFS
Areas of Learning. We have thrown open the
On Saturday 27th January the team from door to outside from the start of the morning
Kingston Vale Montessori Nursery attended MSA and we have introduced more activities me to attend these meetings. Next we got to
London’s workshop focussing on the work cycle embracing the different cultures in our nursery tap into our own creativity by building trees with
and supporting children in all day provision. The to support the growth of our little Citizens of the a variety of materials. It was relaxing and
workshop was led by none other than Barbara World. In short – our Montessori fires were relit. enjoyable and quite frankly a luxury to be given
Isaacs herself. time to (re)discover the joy and wonder of being
All of the key workers in our team are London & Middlesex creative. I'm going back to my setting with an
Montessori trained. We all feel passionately that increased confidence in my own artistic abilities,
the Montessori philosophy supports the having tried and tested several water colour
preparation of the child for the future, Creative adventures with techniques. Furthermore, I have come away from
developing a love for lifelong learning. But it is Deb Hoy the training with tips, inspiration, and a recipe
easy, in this day and age, to be sucked into a for homemade water colour paint. We finished
vortex of "Early Learning Goals" and "Areas of “Hosting a joint event with Rosie Roberts' region the day with a reflection and we made an
Learning". External moderations push us towards on 4 November 2017 was such a joy. It was action list of projects to implement in our
EYFS-focussed planning and assessment, with what MSA stands for– Connection in settings. Top of my list is a collaborative project
the Montessori philosophy being driven to the Community. A celebration of collaborative work painting a backdrop for our Christmas
background. We all felt we could do with a and the sense of belonging and valuing our production.
“refresher”, a “touch up”, a bit of guidance. own practice.”
Sanne Aldrich, Reception Teacher
Attending the workshop on the work cycle was a Georgina Hood
team day out for us and we hoped for an “It was indeed a joy to hold this event The art training day was a wonderful
opportunity to reflect, remember what inspired together. Those who attended valued the opportunity for Montessori practitioners to
us to become Montessori educators in the first opportunity to come together as a Montessori gather together and get creative. Led by the
place, and set a vision for moving forward. We community.” knowledgeable and enthusiastic Deb Hoy the
were not disappointed. Rosie Roberts day started with a discussion about the benefits
Barbara took us back to the foundations of of creativity for children in Early Years and how
Montessori’s work, emphasising the importance
Art Every Day, Creative adventures
to break the barriers that stand in the way of
of following the child and trusting that the child with Deb Hoy children expressing their artistic and creative
will be intrinsically drawn to activities which will Deb Hoy started the day with an inspiring nature. It was then time to get ‘hands on’;
benefit his/her development. Our memories presentation about the importance of creativity groups of four were given a mystery bag of
were jogged as we discussed the stages of and art for both children and adults. This resources and the brief “build a tree”. Even as
development of the Absorbent Mind, sensitive sparked discussions and we shared our adults the learning that takes place during these
periods and human tendencies, the features of thoughts, ideas and opinions within the group. activities was evident. Throughout the process of
the favourable environment and the role of the The opportunity to do this and network with creating a tree there was a need for
teacher. other professionals is an important reason for communication skills, teamwork, fine motor skills,
4 Montessori International Spring 2018
msaschoolnews
critical thinking, imagination, and problem Brightstart donates to
solving. The end results were varied and
beautiful, but everyone agreed it was the NANSA
process that was more rewarding than the
NANSA, one of Norfolk’s leading disability
product. Taking time to reflect is a vital part of
empowerment charities, is delighted to have
creativity. It allows time to identify what went
been chosen as Charity of the Year by the
well and what you might do differently next time,
Brightstart Montessori Nursery in Norfolk.
an important skill for young, growing minds. The
Brightstart has fundraised for NANSA over the
afternoon was spent learning techniques for
last two years through Christmas nativity plays
using watercolour paints and sharing of how we
held at their North Walsham and Scottow sites,
will implement these new ideas in our settings.
with last year’s collection raising £185 thanks to Working in a museum
Gabriela Roberts, Rosewood Montessori the generosity of parents and staff.
Children from
Fiona Halkyard, Brightstart Manager said:
MSA Chldminders Network Colourbox
“We had been looking for a local charity to
Montessori
support and one of our parents strongly
Nursery in
Clay workshop recommended NANSA as their child regularly
Newmarket learnt
uses NANSA services, and she is a real
Our first meeting in January was at the setting about their local
advocate for the support NANSA gives their
of Debbie Ross in Harwich; the theme for the horseracing
whole family.”
meeting was a clay and sensory material- heritage at the
making workshop hosted by Anna Blackman. beautiful new National Horseracing Museum in
The meeting was well attended and thoroughly Newmarket. The fantastic facilities at the
enjoyed by all, with Anna sharing her wealth of museum enabled the setting up of a Montessori
experiences of working with clay with children. classroom in one room where Practical Life and
The workshop covered combining clay and Sensorial activities were all horse themed. The
natural sensory materials including shells, children were so familiar with the layout that
lavender, rosemary, wood and stones, to name they set straight to work. Maths and literacy
but a few of the things we can combine to activities were also horse themed and very
create a sensory clay experience for our popular. The children enjoyed grading
children. horseshoes from biggest to smallest, pouring
These network meetings are held across the and spooning horse feed, polishing horse
brasses, colour shading to paint wooden horses
and playing 'racing silk' lotto.
During their lunch break the museum
provided horse jumps for the children and
introduced the children to the resident horses.
Other sessions included visiting a huge display
Fiona continued: ”Although the Montessori of trophies (which inspired the children to create
child-centred approach is used with children their own using a multitude of shiny resource,
who have a wide range of learning abilities, the studying the paintings by Sir Alfred Munnings,
founder Maria Montessori initially worked with and wool winding to match the colours in
groups of children with learning disabilities, so it various horse pictures. The children enjoyed
feels that NANSA is a perfect fit for us to seeing how horses move by using a zoetrope
support with fundraising.” and learnt about their bones with a special x-
country, and our next meeting in June is at NANSA Fundraising Officer, Vicki Goddard ray machine. It was a wonderful day, full of
Drakes Montessori in Devon. This meeting will said: “We are so grateful to the staff, parents excitement and learning.
have an early years music workshop on and children at Brightstart Nursery for choosing
Developing Rhythm and Pulse in the Early Years to support NANSA. As a charity, we are reliant That cold
run by Eliza Wylie and Jane Parker from on the support and donations of individuals, snap
www.hopskipandsing.co.uk who use the Kodaly community and corporate supporters to be able
method. to run our full range of vital services. If you Taking advantage
would like to support our work or looking for a of the cold at
Forthcoming meetings for 2018 are as follows
charity to support this year, we would love to Denning
Saturday 23rd June 2018: Drakes Montessori hear from you by emailing Montessori, the
Childcare, 19 Drake’s Avenue, Exmouth, EX8 fundraising@nansa.org.uk” children put their
4AB. NANSA supports people across a range of model mini beast
Saturday 6th October 2018: Marula Montessori, age groups with varied physical, learning and collection in water
30 Foxlease, Bedford, MK41 8AP sensory disabilities. It works in partnership with trays and had fun
many organisations in Norfolk, and is a locally trying to observe
Saturday 19th January 2019: Busy Bumblebees
recognised, proven provider of high quality them the next day, as the water had turned to
Montessori Childcare, London TBA.
services. Brightstart Montessori Nursery was ice and the trays were covered in snow. Here
Saturday 19th June 2019: Red Door Montessori, established in North Walsham in 1996, with a Molly Swinglehurst is brushing off the snow, and
Liverpool, and TBA second nursery opening in The Fairstead, the children tried to break the ice in their trays,
Scottow in September 2008. leading to lots of exploring in the snow and ice.
Montessori International Spring 2018 5
msanews
Outstanding Contribution to the Montessori Community Award
Sarah Rowledge
Back in the early days of the MSA a few
determined, resilient and resourceful people
came together to create a vision, to inspire
Montessori practice in the UK. This person
has truly achieved this goal.
She accepted the challenge of managing
and supporting the transition of a failing state
primary school in Manchester, Gordon
Mount – she left her own thriving business
and moved to Manchester for a year to train
their teachers and establish what is now an
outstanding school – this was one of the first
of many challenges she has taken on as part
of her relationship with the MSA.
Through the years she has been a true
professional, a Regional Chair for many
years and having established her own
Montessori Primary School in Coggeshall,
Essex she developed the role of Primary
Chair for the whole of the UK, not forgetting
her work with MEAB.
Through the years she has inspired and
trained hundreds of Montessori practitioners. L to r: Erin Blessitt, Sarah Rowlwdge, Raju
Her own pre-school and primary school have
shown us exemplary practice and her doors
Surelia, Deborah Palmer, Jenny McArthur and
Sandra Copping
Montessorians
are always open to visitors in the hope that babies and toddlers, and she has touched of the year
just a little of the magic she has created the lives of over 100 children and their
there will rub off and inspire practice Sandra Copping
families since 2006.
elsewhere. Jenny has given huge amounts of energy to Montessorian of the Year 2018
Sarah Rowledge has offered us her promote childminding as a career pathway Before joining Colourbox Montessori School
passion, her time and her inspiration and among the MSA membership and more in 2005 Sandra had worked with young
deserves our enormous thanks for the gifts widely in Exmouth. As a founding member of people and adults with learning difficulties.
she has shared with us over the years; she the childminders network Jenny chaired the Although she loved this work she felt that
has without doubt provided an outstanding group for several years, bringing her talents there was something missing; then she
contribution to the Montessori community. of organisation, calm practicality and, always, discovered Montessori and undertook the
Raju Surelia careful attention to detail. Jenny is so positive, International Montessori Teaching Diploma.
friendly and welcoming to encourage and Sandra is a true champion of children’s
We are thrilled to honour Raju Surelia for her
involve new members in our network. rights, particularly those children with
Outstanding Contribution to the Montessori
She applies the Montessori principles to additional needs. As well as enriching the
Community. Raju is an Assessor for the
nurture us all in the same way she looks after lives of young children with whom she comes
Montessori Evaluation and Accreditation
her staff and the children at Drakes into contact through her role as the setting’s
Board, she has her own nursery, Little
Montessori, by developing our independence, Operations Manager, she has also enhanced
Learners, in Solihull, and was one of the
our confidence and our curiosity. As a group the lives of many older children and young
founding members of the Montessori Schools
we are geographically spread out across the adults. Sandra is a strong advocate of
Association. After many years of being
UK, so to ensure nobody misses out Jenny Montessori – she serves the community in
Region Chair for MSA Midlands, Raju has
established using an agenda and minutes many ways that have also brought
decided to step down and we would like to
model for our meetings, plus under her Montessori into the spotlight.
take this opportunity to thank her for her hard
guidance we established an online social Her previous experience made her the
work in organising regional events, attending
media platform for childminders to stay in ideal SENCO and many young children with
Advisory Council Meetings, supporting her
touch. Jenny is generous in offering her SEN have benefited from Sandra’s expert
colleagues and working so hard at
advice to our network, and acting as a knowledge over the last 12 years. Not only
conferences.
sounding board for anyone who needs help, has she helped them to develop their skills
Jenny McArthur especially graduates who are new to and confidence, but she has supported their
Jenny McArthur set up her childminding childminding. families too by liaising with outside agencies
setting, Drakes Montessori in Exmouth, in Her husband adds that "She also does a to get the help they are entitled to. Sandra
2006. She saw the opportunity to apply the fantastic side line in general parenting advice emphasises that ‘inclusion’ applies as much
Montessori approach in particular with – which is often much needed." to gifted and talented children as to children
6 Montessori International Spring 2018
with SEN – she ensures that these children
are also suitably challenged.
Debbie Palmer
Our ‘thank you’ to
Montessori Practitioner of the Year Martin by the MSA
2018
Debbie Palmer, the Manager of Theydon Bois Advisory Council
Montessori Nursery, has a natural instinct for
artin Bradley, who
M
creating the most enriching learning
experiences and activities for children. She is has sadly taken the
able to facilitate them in such a nurturing way decision to resign his
that one small idea becomes a whole position with the
project, and has an ability to put the “magic” Montessori Schools
into these activities, such as tossing paper
Association, has been an inspiring
snowflakes into the air from a parachute and
watching how the wind plays with them. It Chair over the last ten years, and
must be something to do with the sense of raised the profile of our professional
fun, humour and lack of rushing with which association. We do not believe we would have grown to the extent we have – in
Debbie inspires her staff to use when this time – without his wisdom and knowledge.
approaching activities. His commitment, passion and breadth of understanding of issues affecting the
How Debbie works with and inspires her
sector have been instrumental in taking the MSA forward over the last decade.
staff to work with parents is also
commendable; she is ever-ready with sound We have seen such a progression in our profession as he inspired us and
advice, but never imposes her view. But motivated us as a team. His knowledge of current policy and practice has created
perhaps the real talent is how she nurtures a firm foundation on which many of us have kept our members up to date, and has
and empowers her staff to create the best indeed affected our own practice.
possible environment for the children they
He is someone credible and respected in educational circles outside the
look after. She has created a nursery that is a
fun, playful, calm and safe place for the
children. Please join us as a community to thank Martin for his
Erin Blessitt unerring drive and perseverance. Without his
Montessori Practitioner of the Year knowledge, experience and willingness to listen, we
2018 would be in a very different place.
Erin came to Clifton Children’s House in April
2014 as a newly qualified (Distinction)
Montessori world, and who has understanding and empathy for what we do within
Montessori practitioner. She quickly became
a competent and respected member of the the Montessori community. He brought with him invaluable knowledge of the
small staff team, and showed a strong working of the government and Ofsted. We so appreciate his ability to clearly
interest in children’s language and ‘translate' for us those never-ending, dense documents that the Department of
communication, and attended several Education bombarded us with.
courses on the subject. He supported countless school heads with inspections and parent complaints,
Erin then decided to work for her Early
drawing on his inside knowledge as an HMI.
Years Teacher Status. While doing this she
further developed her leadership skills in the He has supported Montessori Childminders joining the Montessori Schools
role of ‘Lead Practitioner’. Erin achieved her Association. He attended post conference meetings and offered sound advice and
EYTS with Distinction, began an MA in Early expertise based on his extensive knowledge.
Childhood in January 2017, and since There have been several occasions over the years where Martin – to use his
September has been in role as Manager of
own words – has got into a “bit of bother” at home with Mrs Bradley due to his
the setting. She has quickly picked up and
improved the management routines, but most
unending passion for the MSA and his desire to “just finish this paper”. So we do,
of all has put wellbeing at the heart of her of course, need to also thank Mrs Bradley for her enduring patience with us all.
work, both with children and staff. She Please join us as a community to thank Martin for his unerring drive and
planned and ran a very well-attended perseverance. Without his knowledge, experience and willingness to listen, we
evening for parents on this topic, with very would be in a very different place.
positive feedback. She cares greatly for the
We wholeheartedly thank him for all he has done and wish him the very best
most vulnerable children and families, has
built up trusting relationships, routinely with whatever he decides to do, as we know it will be a great success. On behalf
monitoring and meeting with parents, and is of the Montessori Schools Association Advisory Council members, we feel extremely
becoming well known for her timely advice proud to have shared the MSA chapter with Martin.
and parenting strategies.
Montessori International Spring 2018 7
msanews MSA-MEUK National Conference 2018 Jordon-Lee Squibb reports This year’s National Conference took place on Saturday 17th March at the Institute of Education. For the first time, the conference was held in partnership between the Montessori Schools Association (MSA) and Montessori Education (UK). This year’s title, ‘The Child as an Agent of Change’, could not be more fitting as we see today’s world challenged by uncertainty and instability. Ahead of the conference, organiser and Chief Education Officer at the Charity, Barbara Isaacs, said the theme would “remind us of our own role in helping children understand the impact they can have on the world by becoming respectful citizens”. The morning started with a warm welcome from Kevin Coyne, Chairman of the Trustees. He spoke of the positive benefits of this year’s conference being held in partnership with Montessori Education (UK) and of love and its utilization will lead us to the children with skills that effectively defuse explained that he hoped it would bring source from which it springs, The Child”, she anger and aggression in schools,” she said, further collaboration to the Montessori explained that Montessori spent a lot of her “skills that they can even teach to their community. Kevin updated delegates about life pleading for love to be studied as a force parents such as, for example, Nonviolent the Charity, highlighting the upcoming move to unite mankind. Helen concluded her talk Communication.” to Marlborough House which will mark a new by explaining the conference was a Throughout her talk, Scilla maintained she era for the organisation. “2018 heralds many “manifestation of Montessori’s plea being is hopeful for the future and that now is changes for the Charity, MSA, MEAB and MCI acted on” and that delegates were united in actually a time where humanity has the including the move to St John’s Wood in the trying to make a contribution. opportunity to “pioneer the possible”. summer term,” he explained. Special guest speaker Dr Scilla Elworthy She also spent time talking about an ex During his welcome, Kevin also took the then took to the stage. Scilla founded the child soldier named Henri in the Congo who opportunity to thank Dr Martin Bradley for his Oxford Research Group in 1982 to develop risks his life every day trying to free children significant contribution to the Montessori effective dialogue between nuclear weapons from conflict. The peace activist explained he Schools Association. Dr Bradley has served policy-makers worldwide and their critics. Her does this by opening up dialogue with those as Chair of the MSA for over ten years, work with the group has led to her being who seek to entrap young children. “Henri growing the association and ensuring it has a nominated for the Nobel Peace Prize three does this by holding on to what Archbishop voice and influence within the early years times. She discussed that children and young Desmond Tutu has taught us – if you want community. Following Kevin’s welcome, Helen people are increasingly showing signs of peace, don’t talk to your friends, talk to your Prochazka, Chairman of Montessori Education distress as the media present a world filled enemies.” (UK), introduced the day’s theme with her by chaos and violence. However, she Following Dr Elworthy’s empowering talk, it presentation ‘Love as the catalyst of change’. explained that despite the media’s portrayal, was time to announce this year’s recipients of Helen discussed how Maria Montessori the world is becoming less violent in most the Montessori Awards. Debbie Palmer, Erin believed that love was a universal basis for areas and as adults, it is our job to present Blessitt and Sandra Copping were named interaction between children and their the truth to young people and teach them Montessori Practitioners of 2018, while Sarah environment. Quoting Montessori’s “The study tools to handle challenges. “We can assist Rowledge, Raju Surelia and Jenny McArthur Kevin Coyne presented the awards Scilla Elworthy Helen Prochazka 8 Montessori International Spring 2018
were awarded for their outstanding MCI, discussed how peaceful ways of living endless opportunities to enrich Montessori
contribution to the Montessori community. together had become embedded in the environments with things that interest the
Winning huge applause, the six winners culture of the school she founded in 2006. children. Each child may need something
collected their awards on stage from the Anita Looby, from Paint Pots Montessori, different from their environment, but you will
Chairman. Lunch followed and delegates got was the final speaker of the day. She only know it if you listen very carefully.”
the chance to explore the exhibitors’ area. opened her talk with one of Montessori’s
The afternoon session started with a talk by most famous quotes, that “establishing
MCI’s Leader of e-Learning, Jeremy Clarke, lasting peace is the work of education”.
titled ‘To love, know and serve’. Jeremy, who Taking inspiration from her time in the
spent 13 years as a schoolteacher, examined classroom, Anita shared a number of peace
how Maria Montessori viewed human values and mindfulness activities that delegates
and made links to how they can both guide could incorporate into their own settings, to
and be a product of the classroom. He awaken the child’s understanding of the
emphasised that respect comes from a world around them.
starting point of love, adding that “love is the As the conference came to a close,
human value that drives us all”. Next, Emma Barbara Isaacs made the closing remarks.
Rattigan, Director of Edinburgh Montessori “Each one of you has the power to touch the
Arts School, considered points from heart of the child in your classroom. Each
Montessori’s 1949 publication Education and child is unique and this is the message I want
Peace. Emma, who undertook training with you to take today,” she said. “There are
Montessori International Spring 2018 9msanews
Implementing the General Data Protection
Regulation (GDPR)
From 25 May 2018 all businesses in information you receive at each stage, how National Online Safety offers a GDPR for
the UK will need to be GDPR- you use it and where and how you store. Schools training series – see what they have
compliant – it will be the nursery’s If you use an electronic digital to offer and the cost by using this link
management and/or recording system, some https://nationalonlinesafety.com/training/gdpr
responsibility to ensure that the data
of your questions about the safety of your -for-schools-webinar-training-series/
you hold on the children attending information could be answered by the The National Day Nurseries Association
your setting, their families and your provider of the system, and you should seek provides half day workshops for a fee; you
staff is secure and compliant with their reassurance that their data protection may want to check if there is one in your
European legislation. systems are secure and compliant. In area planned for the next few weeks.
addition you will need to keep evidence of
You have probably already taken all the Educare (many of you already use their
the parents’ and staff members’ agreements
necessary steps to ensure that you meet this services) offers a short course for £20.00
to the method of communication and
legal requirement. Should you need some https://www.educare.co.uk/course-
duration of storage of this data.
help to reassure yourself that your setting is library?keyword=A+Practical+Guide+to+the+G
There are many companies which will
meeting all the requirements, it is best to DPR+for+Education&tab=All#all
provide you with training and information –
create a checklist of all the information you we have already shared some information Why not share your GDPR expertise with
hold on the children, their families and staff, with MSA members on the MSA forum. You your Montessori colleagues on the MSA
and communications you have with them. can also use the following companies in Forum?
Identify where and how it is stored and ask search of further information: https://moodle.montessori.org.uk/course/view
yourself if and how it is secure. Having done .php?id=48
The Information Commisioner’s Office
the checklist prepare a flowchart of how the https://ico.org.uk offers very useful free Misbah Mann, MSN trustee, is happy to
information ‘travels’ through your organisation information. Their guide Preparing for GDPR: share with us the checklist below, prepared
from the moment a family expresses interest 12 steps to take now is most helpful checklist for the schools within the Academy trust for
in your setting to the time the child leaves. https://ico.org.uk/media/1624219/preparing- whom she works. We hope you will find it
The same process should be applied to your for-the-gdpr-12-steps.pdf helpful.
staff records; once again analyse what
Summary of key GDPR changes to be in place by 25.5.18:
Actions detailed below are the responsibility of the Data Protection Officer (DPO).
(To note there are still consultations in place re: Children and data protection and other changes)
Key Area of Change Action
Privacy notices The GDPR is more detailed on what you must include in your privacy notice. You still need to say who you
are, why you process information and what you do with it, but now you must also include items such as your
legal basis for processing, the individual's right to make a complaint to the supervisory authority and other
rights in relation to access and correcting inaccurate data.
All privacy notices should be in clear and plain language, but particularly those that refer to children's data –
so that a child can easily understand.
Review current privacy notices and put a plan in place for making necessary changes – DFE Templates
Subject access requests Under the GDPR, you won’t be able to charge in most cases, and normally you'll have just a month to comply.
Currently, you have 40 days
You can refuse a request or charge for requests that are manifestly unfounded or excessive. If you refuse a
to comply with a subject
request, you must tell the individual why and that they have the right to complain to the supervisory authority
access request and in some
and to the judicial remedy.
circumstances you can
charge for the cost of You must verify the identity of the person making the request using ‘reasonable means’ (e.g. two forms of ID).
complying. All written requests should be followed up with a phone call to confirm the request was made and to confirm
the details of where the information should be sent.
Update procedures and plan how you will handle requests within the new timescales and provide any
additional information
Schools should expect to see a far larger number of these requests than previously and will need to put a
process in place to ensure they handle increased numbers within the one month timescale.
10 Montessori International Spring 2018Key Area of Change Action
Consent Consent for processing someone’s personal data must be freely given, specific, informed and unambiguous,
The GDPR brings in stricter and a positive affirmation of the individual’s agreement; (e.g. this may be relevant for any contact
rules around consent. preferences you hold for parents and alumni for school fundraising purposes).
Review how you seek, record and manage consent and whether you need to make any changes. Refresh
existing consents now if they don’t meet GDPR standards.
No pre-ticked boxes, and consent cannot be inferred by silence or inactivity (i.e. no phrases such as ‘...if we
do not hear from you we will assume you consent’).
Schools must have a process in place to handle withdrawn consent and halt the processing of that person’s
personal data.
If someone denies having given consent would you be able to produce some form of proof that they had
given it?
Recruitment/contracts – data controller to check consents during recruitment process
Detailed guidance available from ICO
Protections for children For the first time, the GDPR will bring in special protection for children’s personal data, though only in the
context of commercial internet services such as social networking.
You will need to consider whether parental/guardian consent is required for the data processing you carry
out with regards to things such as using apps in the classroom.
Consider systems in place to verify individuals’ ages and obtain parental/guardian consent for any data
processing activity
Parental consent up to 13 years of age, thereafter the pupil’s own consent: how is the school going to
manage this?
Data breaches The ICO must now be notified within 72 hours of data breaches where an individual is likely to suffer some
form of damage, such as identity theft or a confidentiality breach.
Make sure you have the right procedures in place to detect, report and investigate a personal data breach
quickly and implement measures to prevent recurrence.
If the breach is potentially a ‘high-risk’ to the individual(s) affected then the school must also notify the data
subject(s)
Data protection impact This will become a legal requirement in some circumstances under the GDPR.
assessments
It is currently good practice Carry out a privacy impact assessment when your school is considering using data in new and innovative
to carry out a privacy ways, or implementing new technology to monitor pupils in some way.
impact assessment when Familiarise yourself now with the ICO’s code of practice on Privacy Impact Assessments
your school is considering
using data in new and
innovative ways, or
implementing new
technology to monitor pupils
in some way.
Data protection officers Under the GDPR, all public authorities must designate a data protection officer to take responsibility for data
You can currently choose protection compliance. This means that many schools will need to put this in place for the first time. Consider
whether you want a where this role will sit within your organisation’s structure and governance arrangements.
designated data protection
The DPO has three main responsibilities:
officer in your school.
1. To advise and inform the school and its staff about their obligations to comply with the GDPR and any
other data protection legislation
2. To monitor the school’s compliance with GDPR, train staff, conduct audits, etc.
3. To be the first point of contact for the ICO and data subjects
Continued on next page
Montessori International Spring 2018 11msanews
Key Area of Change Action
Demonstrating Organisations will have to be able to demonstrate how they comply with the new law. It is important that
compliance schools are committed at the highest level to putting the relevant policies and procedures in place.
To demonstrate compliance, you could:
• Put in place appropriate technical and organisational measures
• Keep records on data processing activities (e.g. records of what data you’ve shared with which
organisations, and how you made the decision to do so)
• Undertake data protection impact assessments. The ICO suggests, for example, that you might do this
where you've considered implementing a new web monitoring system in the classroom or sharing data
with a local troubled families initiative
Organise an information audit
Effective policies and procedures are in place
Produce data flows to show clearly what personal data is moving through the school systems and where it
ends up.
Fines This will increase to €20 million under the GDPR, although the regulation does state that the fine must be
Currently the maximum fine "proportionate", and each member state may lay down its own rules on whether and to what extent fines
for breaching the Data may be imposed.
Protection Act is £500,000.
Individuals’ Rights
International Check procedures to ensure they cover all the rights individuals have, including how you would delete
personal data or provide data electronically and in a commonly used format.
The GDPR includes the following rights for individuals:
• The right to be informed
• The right of access
• The right of rectification
• The right to erasure
• The right to restrict processing
• The right to data portability
• The right to object; and
• The right not to be subject to automated decision-making including profiling
Any information provided to an individual would have to be free of charge
A clear data retention policy needs to be in place
Do schools know where the personal data is going if outside the EEA.
If you use cloud software, where is it hosted?
12 Montessori International Spring 2018montessori reaching out
Peace Education and
Sustainability
John Siraj-Blatchford discusses Maria
Montessori’s views on interdependence and
solidarity and their continuing relevance today.
"Everyone talks about peace but no one
educates for peace. In this world, they
educate for competition, and competition is
the beginning of any war. When educating to
cooperate and owe each other solidarity,
that day we will be educating for peace.”
(Maria Montessori) Tasting and celebrating global differences
n a Stanford University conference commemorating the has happened, the individual thinks more about the success of
I work of Martin Luther King, Amartya Sen (2008), the Nobel
prize-winning Indian economist and philosopher,
discussed the role of King and Mahatma Gandhi in their
calls for social reform through peaceful protest. While Sen
said that he considered himself an atheist, he argued that
religion had played a large part in social reform, and he
illustrated his argument with a story that Jesus apparently told
his group than of his own personal success.” (Montessori, The
Absorbent Mind, p.212)
“Good laws and good government cannot hold the mass of
men together and make them act in harmony, unless the
individuals themselves are oriented toward something that
gives them solidarity and makes them into a group.”
(Montessori, The Absorbent Mind, p.215).
a lawyer about a wounded man who was eventually given aid Montessori believed that every child should develop to
by a Samaritan despite being ignored by his neighbours who recognise their own dignity and self worth, their place and role
passed him by without providing any help. In the story, Jesus in the world; the importance of giving, receiving and
questioned the lawyer’s concept of a duty to one’s neighbour. contributing to something much greater than themselves. As
Jesus asked the lawyer: who was it that should be considered Grazzini (2001) has noted, Montessori argued that a ‘universal
the wounded man’s neighbour? The point of the story boiled union’, already existed, and that all that was needed was that
down to the question of how we understand the concept of we should become aware of its reality. We should therefore:
what a ‘neighbour’ actually is. The lawyer finally answered that “…replace the idea of the necessity of bringing about union
it was the ‘Good Samaritan’ who helped the man who was the among men, by the recognition of the real and profound
neighbour, which was Jesus’s point. Sen concluded by arguing existence of these bonds of interdependence and social
that the case illustrated how “The boundaries of justice grow solidarity among the peoples of the whole world.” (Montessori,
ever larger in proportion to the largeness of men’s views”. 1949, p11)
In the world of today, improved transportation, digital The roots of solidarity are, from this perspective, the
connectivity and media have created a global village. Our acceptance of our inherent human social nature and an
recognition of interdependency as individuals does not rely affirmation of the bonds that we share with every other
upon us being especially ‘good’, it simply requires a member of our species. Of course Montessori’s concern was
recognition of global realities. Montessori recognised this more not limited to humanity alone and her cosmic understanding of
than 100 years ago. She argued that: our interdependency with nature will be identified further below.
“Social integration has occurred when the individual Montessori (Human Solidarity and Peace, p.20) argued that
identifies himself with the group to which he belongs. When this Continued on next page
Montessori International Spring 2018 13montessori reaching out
the “great task of education”, was to “cultivate humanity”, and Britain has a historical legacy of cultural chauvinism,
that this was to be achieved by making “…the child conscious colonialism and imperialism that very few now take pride in. As
of the reality and depth of human solidarity” (p.21). While the a common cause, a central aim, or ambition, ‘solidarity’ would
pervasive media coverage of conflict and warfare around the have none of the problems associated with the promotion of
world may make it difficult for us to recognise at times, it is assumedly ‘fundamental British values’ and it can now be
also important for us to remember that wherever we find applied in the framework of an Education for Sustainable
ourselves in the world, human beings are mostly and very Citizenship (ESC) (Siraj-Blatchford et al, 2010, 2016, Siraj-
significantly friendly, unselfish and civilised towards each other. Blatchford and Brock, 2016) at the classroom level, in
In fact, these qualities may be seen as intrinsic to global association with the local community, and at national and
society. As Jürgen Habermas showed, the intrinsic rationality global levels of concern for humanity as a whole. As Taylor
and morality of all of humanity’s communicative action should (2013) put it:
make us optimistic about the future. For Habermas (1984), “Twenty-first century children need relational and collective
freedom and the ideals of reconciliation are 'ingrained' in the dispositions not individualistic ones to equip them to live well
fundamental mechanisms of the linguistically mediated within the kind of world they have inherited” (p.117).
sociation of humanity (Szczelkun, 1999). As Klaus Topfer (2014), the United Nations (UNEP) Director
While ‘interdependence’ may be widely recognised as of has argued: “Sustainable development is the peace policy of
fundamental significance, less understood, perhaps especially the future”. Nobel Prize winner Wangari Maathai made the
in the British context, is the notion of ‘solidarity’. The aim of point succinctly when she said that in just a few decades, the
developing solidarity has not traditionally been seen as a relationship between the environment, resources and conflict
priority in the British education system and this may in part be will seem almost as obvious as the connection that we see
understood in terms of its apparent conflict with efforts to today between human rights, democracy and peace. The
encourage greater competition. Yet as Rogoff (2003) has United Nations Sustainable Development Goals provide a
suggested, while: powerful new global initiative to support and encourage good
“Issues of morality bring questions of individual rights versus practice. Montessori was a founding member of UNESCO and
harmonious social order to centre stage. Individual was nominated in 1948 for the Nobel Peace Prize (Isaacs,
achievement can be sought and recognised in ways that 2013) and UNESCO’s co-ordination of the Global Action
prioritise competition or can be appreciated as a contribution Programme (GAP) on ESC is set to make a substantial
to community functioning.” (p.234-5) contribution to the UN global target 4.7 in particular:
Solidarity as a concept has only very recently been evoked “By 2030, ensure that all learners acquire the knowledge
in the UK context of its relevance to countering a rise in and skills needed to promote sustainable development,
religious and political extremism and terrorism. The national including, among others, through education for sustainable
strategy, that has been applied with the aim of discouraging development and sustainable lifestyles, human rights, gender
radicalisation throughout education and beyond, has been equality, promotion of a culture of peace and nonviolence,
entitled Prevent. The Prevent strategy provides support in global citizenship and appreciation of cultural diversity and of
countering extremist propaganda and aims to identify and culture’s contribution to sustainable development.”
support vulnerable individuals with services that include Montessori’s ‘Cosmic’ curriculum was developed and
mentoring and diversion. Unfortunately, the strategy has often continues to function in many Montessori schools and pre-
been viewed with suspicion by minority communities and is schools around the world to draw children’s attention to the
sometimes regarded as counter-productive. Much of the fundamental interconnected and interdependent nature of life
problem stems from its association with efforts to get people to and the natural world. Siraj-Blatchford and Brock (2016) argue
unite around a set of declared Fundamental British Values. that it was her emphasis upon encouraging children’s
While the particular values identified by the curriculum independence, their ability to assess risk and to accept
authorities might be considered much more widely held, responsibility that provides a significant grounding for children
framing them in terms of being fundamental and specifically to take on a responsibility for active sustainable citizenship in
British, was considered confrontational from the very beginning early childhood (Montessori, 2007, p.56). Montessori argued
to many of those who take pride in the country's diversity and that the democratic and peaceful organisation of a society
multiculturalism. Politicians often speak of the need for an depended upon the independence and responsibility of the
education that promotes 'acceptance', 'respect' and 'toleration' individuals that made it up. In the Montessori classroom:
rather than focusing upon active, democratic, and civic “The children have the freedom to choose which activity to
engagement in the creation and re-creation of common values. work with and where to work with it. Children make their own
Arguably, this issue takes us back to Amartya Sen, and Jesus’s choices, explore and take responsibility. The freedoms within
earlier cited point about what it is to be neighbours. limits (ground rules and time to make choices) offer
14 Montessori International Spring 2018You can also read
