About Us

DSC02890Why Bright Spark Montessori for your child? The provider has looked at the essential elements that make a successful partnership with children and parents. The children enjoy coming to school and they enjoy the “freedom of choice”. The older children enjoy supporting the younger children and, like the Montessori directresses, are role models for them. The Montessori directresses take every opportunity to encourage children to learn during the most important developmental stages of the “Absorbent Mind”. We take pride in our very structured monitoring system. Observation is paramount therefore we take the process to Observe, Plan, Deliver and Evaluate, so that children are constantly supported and cared for with their developmental stages.
The Montessori room is the room for the children’s intellectual work.  In order for self directed learning to take place, the environment has been prepared to guarantee good exposure of materials and experiences. The room also extends, where children have the opportunity to develop their role play, ICT skills and creative development. The whole environment is focused on giving the children the opportunity to take advantage and develop their unique ability at their own pace. It is in a quiet and peaceful environment that children can develop their concentration in.

The Montessori Directresses
The Staff are skilled in providing a warm and welcoming environment for the children to learn and develop. We observe the key person system. The Staff actively observe the children and record the observation to prepare their Individual Learning plan. The Montessori activities are presented to children when they are interested and ready to benefit from it. Children profit from the wealth of learning resources available that promote their progress in all areas of development (OFSTED report).

The Early Years Foundation Stage – Statutory Framework

The aim of the Early Years Foundation Stage is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by: setting the standards, providing for equality of opportunity, creating the framework for partnership working, improving quality and consistency, laying a secure foundation for future learning.

The Early Years Foundation Stage – Practice Guidance

A Unique Child – every child is a competent learner from birth who can be resilient, capable, confident and self-assured.
Positive Relationships – children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.
Enabling Environments – the environment plays a key role in supporting and extending childrens’ development and learning.
Learning and Development – children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected.

Foundation stage planning and assessment has been published to support from birth to five years of age. Bright Montessori has taken every step to conform to the above regulations. We have incorporated the guidelines in Early Years Foundation Stage in a Montessori Environment.

Parents’ questionnaire
Parents complete the questionnaire that enables us to understand and develop the child’s individual interest and needs. As a Provider we wish to take every step to work with parents to give the best childcare.

We follow the work cycle to present Montessori resources. We do short observations, narrative observations, tracking observations together with group observations.
The formative assessment will help us to complete a Foundation stage profile when the child leaves to join the primary school at the age of five.

We communicate with parents by providing information and opportunities to understand how we prepare the children in our Montessori.

Information pack on policies and procedures
Home link diary to liaise with parents
News letter to inform current events
Parents have access to observation records of the children to monitor their developmental stages
Parents see children at work to look at their routine at school
Parents meet with key persons to discuss children’s development and their achievements