•  
  Events
   
•  
  Photo Gallery
   
•  
  Media Centre
   

Stebbing School, in Stebbing, near Dunmow, Essex, has introduced the Montessori method into its Foundation Stage this academic year.

The Montessori St Nicholas Charity will oversee the project for five years as the Montessori approach to education is introduced throughout all age ranges in the school.

It becomes the second Montessori / State Primary School Partnership project. Following the success enjoyed at Gorton Mount Primary School in Manchester during 2005-2006, the staff and governors of Stebbing Primary School in Essex also approached the Montessori St. Nicholas Charity to request funding support to introduce the Montessori method into their Foundation Stage.

Stebbing School is for children aged four to 11. It has 90 pupils.

The Montessori St Nicholas Charity will provide £20,000 towards the cost of training and equipment for an initial pilot year and this will be combined with financial resources from the school. If the project is successful the same funding will be put in place for four following years as the project is rolled out through the school.

Headmistress Janet Matthews is enthusiastic about the concept and stated

“Stebbing Primary School staff, governors and all the parents who attended the Montessori information meeting are excited about the prospect of using the Montessori approach in our Foundation Stage. Our Reception class teacher is very committed to training in Montessori methodology and enhancing her already substantial experience.”

The Project Manager will be Mrs Ruth Bloomfield Mont. Dip. A.I.L on behalf of the St Nicholas board of trustees while the training Manager for the first year will be Sarah Rowledge who so successfully led the Gorton Primary School Project last year. Supporting the implementation of the project will be Michelle Wisby who was also heavily involved in the Gorton Mount Project on behalf of Montessori and the St Nicholas Charity.

Montessori Chief Executive Philip Bujak stated

 “This is another outstanding opportunity for Montessori practitioners to show how Montessori methods and approaches can greatly enhance the quality of life and learning for children in Primary Schools and demonstrate that what Montessori offers works for all children in all settings – whether state or privately funded.”

Throughout the summer the Foundation Stage classroom was redecorated and Montessori learning materials put in place. Montessori specific equipment has been purchased from Artful Dodgers and Community Playthings who are supporting the initiative. Following the Montessori National Conference sponsorship has also been offered by ws-montessori, who have supplied the school with some beautiful cultural materials.  

Previous Success

The impact of Montessori teaching at Gorton Mount Primary School was ‘wholly positive’, according to its HMI OFSTED inspection. Nursery and reception pupils at the inner city Manchester school were taught using the Montessori method, the first time the alternative education method had been adopted by the state sector since the 1920s. And a chance HMI OFSTED inspection resoundingly endorsed the improvements made illustrating great progress since the arrival of Montessori and citing areas of improvement specific to Montessori.

The OFSTED Inspection examined the Foundation Stage looking especially at Mathematical Development and Personal, Social and Emotional Development.

• Majority of children have high concentration and perseverance levels, even the nursery ages.
• The Montessori philosophy of limiting resources and activities to increase purposeful learning and decrease aimless wandering has worked as children choose an activity and stick to it.
• The ‘barer’ Montessori classroom has brought about a much calmer working environment for the children.
• The atmosphere is calm and purposeful with children on task and adults engaged continuously in teaching individuals or small groups.
• Leadership and management are very good, the project having been overseen diligently, carefully and with a great deal of thought.
• Teacher’s professional knowledge and understanding of how young children learn has increased significantly since the project began.
• Overall the children are either within or beyond the requirement green stepping stone bands.