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Profile In Conversation with Barbara Isaacs

Barbara Isaacs is Chief Executive of the Montessori Centre International in London. This year marks the 100th anniversary of the opening of the first Montessori school, when Dr Maria Montessori started her project in the slums of Rome and began what soon became a global education movement. There are now more than 22,000 Montessori schools, with around 750 in the UK teaching 30,000 children. How relevant is Montessori education for children - and teachers - today? Please note that the Montessori Centenary was celebrated in 2007.

[Q&A]

1) The Montessori early-years curriculum system is based on six core areas - practical life; sensory development; language, mathematics, cultural subjects and being creative. Indeed Montessori schools have often been 'before their time' - they were the first to get into phonics-based teaching of reading and writing for example. Can you summarise in what ways the Montessori system and approach differs from what one might call the 'usual' approach of education?

Montessori was one of the pioneers of early years education alongside Froebel and Steiner. She recognized the enormous learning potential of young children and was the first to voice the view that early years experiences influence the childs whole development and later learning. Her pedagogy was based on learning by doing in a sensorially rich environment under the guidance of a trained adult who used observation as the main assessment tool. She believed in childrens need to be free in order to follow their natural development. This freedom has limits within the collective interest of the group. Montessori was an interesting mixture of a visionary and a pragmatist, being the first woman to become a doctor in Italy in 1890. She has left a legacy of unique learning materials which remain relevant to childrens learning today. But her biggest contribution lies in her philosophy of following the child and believing and trusting in the childs individual potential. It is incredible that one hundred years on we have an Early Years Foundation Stage framework for young childrens learning, which identifies all the key principles advocated by Montessori hundred years ago.

2) Montessori is best known for its early years programmes. Is it relevant to older children - and up to what age?

Yes Montessori is best known in this country for her approach to nursery education, but in countries such as Sweden and United States, Holland, Austria, the pedagogy is well established in nurseries and schools, from birth to eighteen, with the main focus being on three to twelve year olds.

Is it the case that Dr. Montessori felt that because of the rapid growth, the increased need for sleep, and hormonal changes, it is useless to try to force teenagers to concentrate on intellectual work? At one time she was rather 'new age' - recommending an Erdkinder, or Earth school, where children would live close to nature, eat fresh farm products, and carry on practical work related to the economics of supplying food, shelter, transportation, and so forth. Intellectual work is still done, following the child's interests, but without pressure. Yes, she saw the teenager to be as unpredictable as the toddler. Her vision for secondary education was certainly unique, and we have very few schools following her complete vision of the Erdkinder.

How many Montessori schools in the UK cater for older children? To my knowledge there is only one school in the UK which offers opportunities for Montessori education beyond 12. This school works within the ethos of following the childs interests but these children have very few Erdkinder opportunities. David Kahn in the United States has created 21st century vision of the Erdkinder combining academic curriculum with opportunities to come close to nature. I believe there is an Erdkinder community in the South African countryside between Cape Town and Durban. Some schools in Sweden offer Montessori education beyond the age of 12.

3) It is estimated that less than 1% of UK schoolchildren are taught using Montessori principles. After 100 years - why aren't more people convinced?

This is a global challenge for the Montessori community how can we bring the Montessori approach to more children. Montessori herself certainly hoped that all children in the world will benefit from her approach. The characteristics of children who have benefited from Montessori education are strong sense of self, confidence, initiative, resilience as well as good social skills. These children grow into strong individuals. It is significant that the 2020 Government vision for education includes all these qualities to be fostered in our learners. The Montessori community will need to work harder in demonstrating to the Government that we offer children these opportunities. The developments we have seen in the early years during the past ten years have certainly made more practitioners as well as experts aware of what Montessori has to offer children. It has opened doors for dialogue with government departments. Recently the Montessori Schools Association was invited to prepare a Guide to the Early Years Foundation Stage in Montessori Settings to be published in April 2008, and launched at a National Conference. To my knowledge this is the first public recognition by the Department for Children, Schools and Families that the Montessori approach makes a worthwhile contribution to children and their families.

4) In recent years there have been some rather tentative moves to include some Montessori principles into the state sector.

During the past three years several main stream Primary Schools introduced the Montessori approach to their foundation stage classrooms. The first school was Gorton Mount Primary in Manchester where the children benefit from Montessori prepared environments. They learn from mainstream teachers who also completed Montessori training as part of the CPD. The head Carol Powell, recognized the enormous value Montessori education gives children in developing strong sense of self, community and emphasis on respectful behaviour, as a firm foundation for all future learning. Gorton now has 120 children in the nursery and reception benefiting from the Montessori education programme, They also have a scheme which encourages access to Montessori training and they are exploring ways for introducing the Montessori approach in year one and two. The statistics from last years Foundation Stage Profiles indicated real progress in many areas of learning but most significant progress, well above the Manchester averages, in the area of Personal Social and Emotional development.

Stebbing Primary in Essex are gradually introducing the Montessori approach to the whole school, and St. Hildas near Blackpool have launched their Montessori reception class last September. Several other schools expressed interest. With the financial help of the Montessori St. Nicholas Charitable trust we hope to facilitate more of these partnerships. 5) Recent research in the US has indicated that Montessori children show greater social skills and similar academic development by the time they reach teenage years. In an age when manners and etiquette seem to be in short supply, these social skills must be more needed than ever. How do you manage to instill these disciplines?

By being respectful and trusting in the childrens ability to learn from the favourable environment prepared specifically to meet their developmental needs and by positive role modelling both by peers and the adults.

6) Parents who visit Montessori early-years establishments are often struck by the calm, ordered atmosphere. How do you manage it?

If you give children freedom to engage in interesting activities and if they are supported by a empathetic, well educated adults, they will focus, concentrate and enjoy what they do. This is how the atmosphere of calm, harmony and industry is achieved. Do you think Montessori children are similarly behaved when they get home? Usually, but much depends on the family parenting style. Children benefit greatly when the family and the nursery share the same values and ethos.

7) How do Montessori children fare compared to others in the independent sector when they move on to secondary education and beyond?

Isn't the hubbub of the outside world rather a shock? Children who benefit from Montessori primary education will approach secondary school with confidence, positive attitude to learn, an ability to manage their own learning with responsibility and sense of joy and adventure.

8) How would you answer critics who say Montessori is too 'free and easy', 'unstructured', 'last century' even. Come and see for yourself!

There are so many misconceptions about Montessori education, but good Montessori nurseries and schools cannot be described by any of these phrases.

9) Your College offers Montessori training for teachers through full-time, part-time, or distance learning courses. Prices range from nearly 7,000 full time to 700 or so for a basic distance learning course. Most Montessori schools charge fees. Does this all mean that Montessori in the UK is the exclusive preserve of those on middle and upper incomes - a far cry perhaps from the slums of Rome which spawned the movement?

Yes, the training is expensive because training colleges do not receive any government funding. Like any other independent school or college we are self financing. We offer not only full time but also part time and distance learning courses, which make study at MCI more financially accessible. Mothers, nannies and young women wishing to change their profession usually fund their studies from their income. Small number of students benefits from a grant from the St. Nicholas Charity. We also run a work-study programme for three independent schools, where the school funds Montessori training for their trainee teachers.

In terms of Montessori nursery education, since grant funding has become available in 1996, many parents have chosen Montessori nurseries for their children because the grant contributes to their childrens nursery fees. Unfortunately the changes to grant funding will mean that Montessori education will become, once again, out of reach of many families,

10) The main Montessori St Nicholas Charity which exists to promote protect and develop Montessori is registered with the Charity Commission. Is what you do going to be sufficient to persuade the Charity Commission of your charitable status under its 2008 guidance? Or might you opt out of such status voluntarily as some independents seem to think they might?

(I AM SORRY I AM NOT ABLE TO ANSWER THIS QUESTION AS I DO NOT KNOW ENOUGH ABOUT THE MANAGEMENT OF THE CHARITY. THE COLLEGE DOES NOT BENEFIT FROM THE CHARITABLE STATUS OF MONTESSORI ST,NICHOLAS,

11) What proportion of your students are mainstream-trained teachers seeking to 'convert' to Montessori or add it to their skills?

One to two percent of our student body are mainstream trained teachers. They usually come to us because they want to set up and manage their own nursery. Montessori gives them a useful marketing tool and an opportunity to offer well established and recognized child centered education. They usually have some previous knowledge of Montessori and they want to know more.

We also get many nursery nurses and BTec, NVQ qualified early years practitioners who are looking for CPD. The majority of our students come to appreciate the principles which underpin the Montessori Approach and each one of them also makes a personal journey as they learn about themselves. It is a rigorous course of study and inevitably there will be some failures.

But all students have the opportunity to retake the examination if they fail and we do have a well established revision programme for them.

12) What are the downsides to Montessori?

None, however, it is disappointing that more children do not benefit from this excellent approach to education, which celebrates childrens achievements and gives them opportunities to grow in autonomy, initiative, and embrace challenges.

13) Montessori is hoping to join the Independent Schools Council, and have schools independently inspected. This may make Montessori a more integral part of the wider independent schools sector - but might it not 'water down' the differentials which set Montessori apart?

Yes the Montessori Schools Association are negotiating admission to the ISC. We see this as a wonderful opportunity to be part of the Independent schools community. Many nursery schools are small businesses which will benefit from being members of this professional body. I do not see any reason why we should water down our ethos and approach, We have a strong educational approach which benefits children. It may be that some Independent schools

will want to know more about our work. I believe that we are as committed to delivering high quality education to children as any of the schools within the ICS. Unfortunately many of our settings are small and do not benefit from large income, therefore expansion and developed are slower within the nursery sector,

Personal FactFile:

  • Born 1949
  • Married: yes for 34 years
  • Husband's name Tony.
  • Children Adelle. 23 Daniel 21
  • Schools and University Attended [names]
  • Secondary education in the Czech republic,
  • Montessori Nursery and Primary Diplomas, awarded by Montessori St. Nicholas
  • Bachelors Degree in Adult Education and Management achieved when I was 40, awarded by University of Greenwich
  • Masters in Early Years Education with Care, under the guidance of Professor Tina Bruce, awarded by North London University
  • First job in England: I was a nanny to a two year old girl, her family introduced me to Montessori education,
  • First management job 1973-82 manager, administrator and researcher N,R, Omell Gallery London
  • First job in education 1984 class teacher. 3-5 year olds in St. Nicholas Preparatory school, followed by the first lecturing post in 1985 at ST. Nicholas College
  • Appointed to current job [year] 1998
  • Favourite piece of music All chamber music, but recently I saw the film Oncewith our children and the soundtrack made me feel I was 17 again.
  • Favourite food: All that comes from the sea and well cooked vegetables
  • Favourite drink Rioja
  • Favourite holiday destination Damascus
  • Favourite leisure pastime: Sewing, reading novels and gardening but I have much to learn about plants and gardening in general
  • Favourite TV or radio programme/series: Desert Island Discs
  • Suggested epitaph Follow the child
  • My husband says it should be She never stopped