Inspired by Maria Montessori

Dr. Maria Montessori (1870–1952) was a pioneering Italian physician and educator. She defied social norms to become one of the first women in Italy to earn a medical degree. By observing children with learning differences, she developed the globally recognised Montessori Method, which emphasises self-directed learning and independence.

Why use Montessori approaches?

At Anstey, we do not want children to be passive vessels, into which we 'download' knowledge. Instead, we see children as active builders of their own minds. By shifting our focus in this way, we want to work with children to help them understand what they are learning, and ask important questions all along their journey.

Our approach focusses on two core pillars that prepare children not just for exams, but for life:

To follow children's interests and allow them to have an active role in their learning.
To promote independence, responsibility and effective learning behaviours.

Active learning, following a child's interests

When children have an active role in their own learning journey, the experiences stick. We know that this happens both through our own observations and wider research that educators have carried out.

Wherever possible, we encourage and promote the use of physical, concrete resources to support the development of concepts. This could be 'sandpaper letters' that help with forming lettering correctly, specific maths materials that reinforce a particular concept such as multiplication, or simply items from the natural world that children can use to develop counting and their understanding of the number system.

In this approach, the role of the teacher is likened to a guide or facilitator, particularly in the Early Years and Foundation Stage. Teachers encourage curiosity and work with children to develop an understanding of their interests. Teachers can then plan activities and investigations that appeal to the learning appetites of their pupils.

We work in mixed-age groups as often as possible. Children can play different roles during their days, acting as mentor and mentee depending on their strengths. Explaining a concept or skill to another child is a clear demonstration of mastery, and we aim to give children this opportunity frequently. Additionally, children develop their social interaction skills more deeply when they are in mixed-age groups. This also reflects the world we are preparing them for more accurately.

Independence and responsibility

Two of our favourite Maria Montessori quotations are:

"Do not do anything for a child that they can do for themselves."

"Any unnecessary aid given to a child is an obstacle to their development."

We don't just teach children; we design our entire environment so they can learn to rely on themselves. True independence builds self-regulation, resilience, and a deep sense of personal pride.

What does this look like at Anstey?

There are three elements to this:

The Prepared Environment: Our classrooms are thoughtfully organised with beautiful, natural, and child-sized materials. Everything is within reach, allowing children to choose, use, and carefully put away their work without needing to ask an adult for help.

Materials and resources: Many of our hands-on materials have a built-in "control of error." If a puzzle piece doesn't fit or a calculation doesn't balance, the material itself shows the child. This allows them to self-correct independently, turning "mistakes" into friendly puzzles rather than sources of frustration.

Attitudes and values: The ethos of the integrated approach is that the attitudes and values work in every classroom, for every child. Our school values have been designed with this in mind, and match the ethos and values of the Montessori methodology.

Anstey First School

Inspired by Maria Montessori

Why use Montessori approaches?

What does this look like at Anstey?

Further reading