At Rosewood we believe that the foundation of a good education fosters a love of learning and the ability to adapt to change. Our broad-based curriculum encompasses the very best of the Early Years Foundation Stage as well as the highly successful Montessori programme. The result is a rigorous yet innovative hybrid curriculum that goes beyond traditional programmes of education. Our course of study is an integrated thematic approach that ties the separate disciplines of both curricula together.
“Children benefit from the multi-sensory approach employed by the Montessori method of education”
At Rosewood, lessons are introduced simply and concretely in the early years and are re-introduced several times during the following years at increasing degrees of abstraction and complexity.
All growth must come from voluntary actions of the children themselves. To encourage this voluntary action, the child spends their morning or afternoon in a non-competitive situation, stimulated by other children, older and younger, guided individually by the Directress, and proceeding to each aspect of the programme at their own pace. The children work either together, alone or in small groups on mats on the floor or at tables, and may move about the room freely as long as they respect the activities of others.
A Montessori ‘teacher’ is called a Directress. This is because she aims to guide the children into constructive work and to direct them into acquiring both love for learning and self-motivation. Especially trained to observe, to respond to the needs of each child and to direct the whole group, they do not teach in the traditional sense, but rather guide each child forward. The Directress is not a powerful figure, but complements the children’s environment by preparing it and helping them to care for it. She ensures that each member of the school community is respected, and shows individual children how to use the educational material most appropriate to their stage of development.
“A Montessori Directress is said to be: behind the child to see where they have been, in front of the child to see where they are going, and next to the child in case they need help”
This room is a child-size world, with chairs, tables and shelves, in appropriate size. It is a unique feature of the ‘prepared environment’ that every object in the classroom has a specific place and purpose.
Each child’s learning requirement is supported appropriately within the classroom. Children benefit, particularly in the early years, from the multi-sensory approach employed by the Montessori method of education. Staff work closely with parents and where necessary, liaise with external advisors such as educational psychologists. Each child has a record card and a forward plan where achievements are recorded and monitored.