Our Quality Assurance Pledge
Maple Tree Montessori School believes:
• That all children have the right to an environment which is carefully prepared so that it meets and nurtures the developmental needs of each child
• The child is an active participant in the learning process
• Multi-age groups aligned with developmental planes provide for optimal social, emotional and cognitive learning
• Self discovery and exploration are important parts of the learning process
• A non-competitive approach and the use of self-correcting materials promotes independence and self confidence
• The culturally diverse backgrounds of families and their involvement enrich and foster a community which embraces tolerance and cooperation
As a result of these beliefs, we strive to implement the following Montessori Quality Standards:
Montessori Prepared Adults
• Have Montessori qualifications for the levels they teach
• Undertake regular Montessori professional development
• Utilise observation as a key tool for reflection and programme planning
• Serve as role models
• Serve as facilitators for the child’s learning and discovery
• Serve as supporters of the child’s natural development
Montessori Prepared Learning Environment
• Has appropriate multi-age groupings aligned with the developmental planes
• Builds in uninterrupted daily work periods, a minimum three hour work cycle as ideal, and integrates any specialty programs around this period
• Is organised according to Montessori principles and offers multiple learning opportunities and learning spaces both inside and outside
• Offers a full complement of developmentally appropriate Montessori materials, resources and activities
• Is aesthetic, well maintained, ordered and provides enticement to activity
• Supports the child’s development and encourages self-responsibility and awareness of how actions may influence others and the environment
Montessori Curriculum Planning, Implementation and Assessment
• Follows the Montessori National Curriculum, is developmentally appropriate, dynamic, purposeful and engaging
• Is guided by Montessori principles in all aspects
• Encourages independence, self-direction, active learning and discovery
• Uses a process of reporting student progress that is compatible with Montessori principles
• Implements state-mandate accountability requirements in such a way that the character of the Montessori program is not compromised
Commitment to Improvement, Leadership, Vision and Child Advocacy
• Employs a principal/educational leader who has knowledge of Montessori principles and curriculum
• Employs teachers with Montessori qualifications for the levels they teach
• Budgets for continuing professional education through workshops and conferences
• Utilises an admissions process that informs parents about the nature of Montessori education and the commitment involved in Montessori
• Provides Montessori parent education programmes that promote understanding of the Montessori curriculum and education as an aid to life
• Supports the broader Montessori mission and undertakes continuous development
• That all children have the right to an environment which is carefully prepared so that it meets and nurtures the developmental needs of each child
• The child is an active participant in the learning process
• Multi-age groups aligned with developmental planes provide for optimal social, emotional and cognitive learning
• Self discovery and exploration are important parts of the learning process
• A non-competitive approach and the use of self-correcting materials promotes independence and self confidence
• The culturally diverse backgrounds of families and their involvement enrich and foster a community which embraces tolerance and cooperation
As a result of these beliefs, we strive to implement the following Montessori Quality Standards:
Montessori Prepared Adults
• Have Montessori qualifications for the levels they teach
• Undertake regular Montessori professional development
• Utilise observation as a key tool for reflection and programme planning
• Serve as role models
• Serve as facilitators for the child’s learning and discovery
• Serve as supporters of the child’s natural development
Montessori Prepared Learning Environment
• Has appropriate multi-age groupings aligned with the developmental planes
• Builds in uninterrupted daily work periods, a minimum three hour work cycle as ideal, and integrates any specialty programs around this period
• Is organised according to Montessori principles and offers multiple learning opportunities and learning spaces both inside and outside
• Offers a full complement of developmentally appropriate Montessori materials, resources and activities
• Is aesthetic, well maintained, ordered and provides enticement to activity
• Supports the child’s development and encourages self-responsibility and awareness of how actions may influence others and the environment
Montessori Curriculum Planning, Implementation and Assessment
• Follows the Montessori National Curriculum, is developmentally appropriate, dynamic, purposeful and engaging
• Is guided by Montessori principles in all aspects
• Encourages independence, self-direction, active learning and discovery
• Uses a process of reporting student progress that is compatible with Montessori principles
• Implements state-mandate accountability requirements in such a way that the character of the Montessori program is not compromised
Commitment to Improvement, Leadership, Vision and Child Advocacy
• Employs a principal/educational leader who has knowledge of Montessori principles and curriculum
• Employs teachers with Montessori qualifications for the levels they teach
• Budgets for continuing professional education through workshops and conferences
• Utilises an admissions process that informs parents about the nature of Montessori education and the commitment involved in Montessori
• Provides Montessori parent education programmes that promote understanding of the Montessori curriculum and education as an aid to life
• Supports the broader Montessori mission and undertakes continuous development