The aim of the Montessori method of pre-school education is to encourage and enable young children to grow happily in independence in a safe, secure and stimulating environment. By means of developmentally appropriate activities and a high level of adult support, we offer a curriculum, which leads to nationally approved learning outcomes and most importantly, prepares the child for a happy and confident transition into the National Curriculum at the age of 4 or 5 years.

The practical life exercises, which are a fundamental part of a Montessori class, help the children in the whole of their development: physical, mental and moral. 
They aid the child to:

1. Grow in self-knowledge and independence.

2. Develop motor perception and perfection of movement.

3. Develop a sense of responsibility and establish order.

4. Appreciate his and others cultures and beliefs.

5. Develop power of concentration.

6. Develop an understanding of the environment.

We shall encourage them to be kind and considerate to others: never to take equipment from another child, only from the shelves and then to replace it in the same place after use.  This helps them to endorse their natural sense of order.

We cover the major developmental areas in the following ways:

PHYSICAL DEVELOPMENT:

1. Elementary movement and gross motor skills…walking on the line; music and dancing; tiptoeing silently; climbing and balancing; skipping and hopping; outdoor and indoor play using a wide range of equipment and opportunities.  A high level of adult supervision enables the children to develop confidence and enjoyment in the use and development of their own physical skills.
    

2. Fine motor skills…pencil control; sewing; threading; cutting and pasting; transferring objects using tongs and tweezers; pouring from one receptacle to another.
    

3. Hand-eye co-ordination…jigsaws; colouring; cutting and pasting; threading; matching games.

PERSONAL AND SOCIAL DEVELOPMENT

1. Self help skills: recognising own coat and shoes and changing to go out into the garden; going to the toilet and washing own hands; preparing for lunch time: helping to set the table and finding own lunch box.
    

2. There are dressing frames to enable the child to learn how to do up:
   Various buttons; Press-studs; Hooks ‘n eyes; Laces; Bows; Zips and Velcro.
    

3. Grace, courtesy and patience: showing respect and care for another’s work and possessions; expressing gratitude and thanks; helping others in need of assistance; apologising and excusing oneself; asking permission to borrow and then returning borrowed item.  These are all learnt through activities, conversation and practical example.

We aim to make the child happy with himself by always using a positive approach.  We should hope never to tell him that he is wrong, but to give him the choice to correct his actions by pointing out a different course.

The nursery has a mixture of Montessori equipment and compatible constructive toys.  These are all designed to lead towards independence and self-confidence.  Many of them have their own control of error, by which the child is able to conclude whether their attempts have been successful or not, without adult intervention…. Thus making it more of a learning experience.

LANGUAGE DEVELOPMENT:

1.  All children are given the opportunity to share information and experiences either within a large group discussion or individually, however he feels most comfortable. He is also encouraged to listen to others without interrupting.
    

2. By the use of a wide range of books, story tapes and music tapes, which have been carefully chosen with the younger child in mind, we develop an ability to listen and respond appropriately to stories and rhymes with enjoyment.  Every child has the opportunity to become familiar with the books and be aware of their dual use…. As both a source of pleasure and also for reference.
    

3. Each session includes a song time, during which time we increase the range of vocabulary by singing many varied songs and also asking the children to sing their favourite ones. (Some are keener than others!)
    

4. Many of our games and equipment are alphabetically based so that the children are absorbing the written symbols whilst engaged in other activities.
    

5. By the daily use of Letterland characters, the children become familiar with these symbols, enabling them to draw and write when they are ready.  Whilst it is our intention to help each child to start to write, we do not consider it to be the most important area of their overall development.

MATHEMATICS:

1. As with the alphabet, we use many games and equipment to familiarise the children with numbers.  They then become familiar with patterns, sorting, matching; ordering; sequencing and counting activities, which forms the basis for early maths.
    

2. As they develop an understanding of basic mathematics they progress to the vocabulary of shape; position; size; volume and number.
    

3. Books and songs are also a very useful way to introduce and re-enforce knowledge of numbers and their relevance.
    

4. Construction toys are available at all times and are used for many areas of maths, such as patterns, size, and shapes.
    

5. Sometimes number based work sheets are used and although it may seem (by the appearance of the sheet) that not a lot has been accomplished, there will have been a large amount of discussion about the objects etc.

CREATIVE DEVELOPMENT:

There is a wide range of resources available for the children to explore their creativity:

1. Art equipment…including: paint; glue; crayons; materials…as well as junk materials; playdough and modelling clay
    

2. Constructive equipment….  Lego; duplo; stickle bricks; tessellation shapes.
    

3. Imaginative role-plays…dressing up; shop; post office, hairdressers, house and home corner. We have puppets and a theatre.
    

4. The children join in with music and stories, which are particularly aimed at encouraging imagination.
    

5. Each year, at Christmas, we have a Christmas SingSong, to which all parents, relatives and friends are invited, providing they are prepared to join in! There is also the children’s Christmas party.
    

6. We have a computer, which is used as an aid and enhancement of all the activities already mentioned.

KNOWLEDGE AND UNDERSTANDING OF THE WORLD.

Children acquire a range of skills, knowledge and understanding of the world in many ways. They learn skills necessary to this area of learning by using a range of tools such as:

1. Computers, magnifiers, calculators, magnets, tape recorders and construction kits.
    

2. They will learn effectively by doing things themselves in experiments, such as during sand or water play.
    

3. They will encounter creature, people, plants and objects in their natural environment, both inside and outside the nursery.
    

4.  Understanding design work will come from using a variety of joining methods and materials.
    

5. We will teach the basics of health and safety in the use of tools and equipment and hygiene in cooking as well as personal.
    

6. To gather information we use books, cd roms, audio reference material, pictures, photographs, maps and artefacts.
    

7. We organise visitors and undertake outings and visits. You are asked to sign at the end of this form that you agree to your child being taken out. A notice will always be put up to inform you when these events happen.

EQUAL OPPORTUNITIES POLICY

We ensure that the nursery is free from prejudice and discrimination and it is a crucial part of the Montessori ethos to encourage a positive image for all children.

Each child is as important as the other. Their opinions and news are listened to and considered.  These are then accepted or rejected courteously and thoughtfully. Their values, religion, language and culture are respected and welcomed.

We are committed to integrating children and students with special needs. Health Visitors, the Pre School Advisor and other supporting agencies often recommend us to parents as a suitable nursery for children with physical, learning or behavioural difficulties. This is due to the generally, calm atmosphere which we work hard to maintain. Also, 2 staff members and myself are trained in the Portage method of working with  “special children”.

There is a more comprehensive Equal Opportunities policy in our Operational Plan, which is in the hallway. All the nursery’s policies and procedures are in there for you to look through whenever you wish. If you would like a copy of any of them, they are available at a small charge.