OFSTED – the Office for Standards in Education, Children’s Services and Skills – inspects and regulates schools to achieve excellence in the care of children and young people, and in education and skills for learners of all ages.
Staunton Montessori School OFSTED Registration Certificate
Following the OFSTED inspection in November 2008 the Staunton Montessori School was graded as grade 1 – Outstanding – on all of OFSTED’s criteria, and was subsequently awarded ‘Outstanding Provider’ status.
The key inspection judgements and what they mean
Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality
Grade 2 is Good: this aspect of the provision is strong
Grade 3 is Satisfactory: this aspect of the provision is sound
Grade 4 is Inadequate: this aspect of the provision is not good enough
OFSTED Inspection – Staunton Montessori School – November 2008
Overall Effectiveness
How effective is the provision in meeting the needs of children in the Early Years Foundation Stage? – Grade 1
How well does the provision promote inclusive practice? -Grade 1
The capacity of the provision to maintain continuous improvement. -Grade 1
Leadership and Management
How effectively is provision in the Early Years Foundation Stage led and managed? – Grade 1
How effective is the setting’s self-evaluation, including the steps taken to promote improvement? – Grade 1
How well does the setting work in partnership with parents and others? – Grade 1
How well are children safeguarded? – Grade 1
Quality and Standards
How effectively are children in the Early Years Foundation Stage helped to learn and develop? – Grade 1
How effectively is the welfare of children in the Early Years Foundation Stage promoted? – Grade 1
How well are children helped to stay safe? – Grade 1
How well are children helped to be healthy? – Grade 1
How well are children helped to enjoy and achieve? – Grade 1
How well are children helped to make a positive contribution? – Grade 1
How well are children helped develop skills that will contribute to their future economic well-being? – Grade 1
OFSTED Inspection Report 10th Novermber 2008
OFSTED Inspection Report 30th June 2005
OFSTED Inspection Report 15th September 2004
Montessori Methodologies and their Relationship to the QCA Foundation Stage Curriculum
The purpose of this article is to examine how the Montessori methodologies practised at Staunton Montessori School relate to and work within the six areas of the Foundation Stage Curriculum set by the QCA. The intended readers are interested parents, prospective parents and visiting OFSTED inspectors. It has been noted that the purpose of the specialist Montessori equipment is not always clear to newcomers. The entire Montessori system can in fact be placed neatly within the latest QCA Early Years framework, that OFSTED use as a guideline for inspection. Below is a table that sets out how five classic Montessori Curriculum areas correspond to the six Foundation Stage Curriculum areas:
| Montessori Curriculum | Foundation Stage Curriculum |
| Language | Communication, Language & Literacy |
| Maths | Mathematical Development |
| Practical life | Knowledge & Understanding of the World (KUW); Personal, Social & Emotional Development (PSE) |
| Sensorial Learning | Mathematical Development; |
| Cultural Subjects: (include Geography, Science, History & Arts) | KUW & Creative Development |
At Staunton Montessori School each child’s progress is assessed and monitored in the following ways:
(i) Termly reports: These are divided in to the six areas of the Foundation Stage Curriculum set by the QCA, however many details discussed refer to Montessori exercises. For instance, progress with the ‘sand paper letters’ or the construction of the ‘pink tower’.
(ii) Progress Lists: These chart the child’s progress in hundreds of areas of activity. The lists include both traditional Montessori and ‘non-Montessori’ activities. Each activity is categorised into one of the six areas of the Foundation Stage Curriculum. This categorisation indicates how all of the various Montessori activities can be placed within the QCA framework, however there is often a great deal of overlap (see table). These lists also help with informed planning.
(iii) The Skills Register: This pack published by Step Forward (2001), reviews the key areas of learning in the Foundation Stage, and this is employed to give a focus on the whole child’s development.
Please also see the Foundation Course Manual (From Birth-6), published by Montessori St. Nicholas Centre (Revised 1993), for clarification on the purpose of the large number of specialist Montessori materials. Rather than review them here, it is possible to find the learning attainment targets for each exercise listed under ‘purpose’, in the manual. Please ask a member of Staunton Montessori School staff for assistance in this process if required.
Although some Montessori practitioners have felt threatened by the introduction of a nation-wide Foundation Stage Curriculum, it seems clear to us at Staunton Montessori School, that there need be no conflict between the two systems. They are actually complimentary, and moreover the recent QCA Curriculum assists in bringing the classic Montessori methodologies up to date.
