School Re­port

In­side Soar­ing High Montes­sori School

Essex Life - - INSIDE - Sarah Rowledge, Prin­ci­pal

METHOD­OL­OGY

Over a cen­tury af­ter the Montes­sori method was first in­tro­duced, its prin­ci­ples are be­ing fol­lowed all over the globe. Montes­sori ed­u­ca­tion is a process of dis­cov­ery, us­ing all five senses and pro­mot­ing in­de­pen­dence, with the free­dom of move­ment. At Soar­ing High, chil­dren are chal­lenged, fo­cused and their ef­forts and work are re­spected at all times. Leavers con­sis­tently achieve in­de­pen­dent school schol­ar­ships and places at lo­cal gram­mar schools.

TEACH­ING

Soar­ing High has a com­mu­nity of ded­i­cated and pas­sion­ate teach­ers, who are com­mit­ted to bring­ing out the best in all chil­dren. Ev­ery mem­ber of the team is in­spired by the tai­lored ap­proach taken to all pupils in their care, and the ex­cep­tional ra­tios al­low chil­dren the time re­quired to fully mas­ter skills and un­der­stand­ing, across the broad­based cur­ricu­lum.

LEARN­ING EN­VI­RON­MENT

The en­vi­ron­ment at Soar­ing High is a cru­cial part of what makes the school spe­cial. Nes­tled in the Es­sex coun­try­side with spec­tac­u­lar views across the fields, the school takes full ad­van­tage of its lo­ca­tion with out­door class­rooms and reg­u­lar for­est school ses­sions.

FI­NAL COM­MENTS

‘Through­out the pri­mary years at Soar­ing High, we have cho­sen to take the Montes­sori ap­proach to ed­u­ca­tion – a unique method that puts the child at the cen­tre of all that we do. Ev­ery child is planned for in­di­vid­u­ally across the aca­demic sub­jects and is nur­tured to progress at his or her own pace. We al­low each one to achieve rapidly in ar­eas in which they ex­cel, while al­low­ing the time re­quired in other ar­eas to fully mas­ter a con­cept. As a small school, with a teacher:child ra­tio of 1:10, we have the time to get to know all the chil­dren and how each one learns. We warmly in­vite vis­i­tors to wit­ness the calm in­dus­try of a Montes­sori class­room. Chil­dren tran­si­tion flu­idly from Soar­ing High to the sec­ondary schools of their choice, and they do so with an aware­ness of what they re­quire to suc­ceed, a strong sense of self and an in­ner con­fi­dence and re­silience.’

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