53 Owles Terrace, New Brighton, Christchurch 8061
In 1988, Marsha Morgan and Pauline Matsis formed Garden Montessori School, the first Montessori Primary School in the South Island. As the school grew, it was registered and known as the Ripple Educational Community and then to Nova Montessori Primary School.
By 2002, the school had established two locations – one on Manchester Street and the other on Owles Terrace. Where Nicola Gresson and Phil Gang joined the faculty team.
Consolidation of both sites to the present location in 2004 was a major step towards the creation of a full time Montessori School and the foundation for the Children’s House (3-6). To facilitate that development a new Trust, Nova Montessori Centre (NMC), was established in 2005.
The vision began with 3 children, now in 2018, thousands of graduates later, the roll reflects the vision of the school and settles at around 80 children.
In the original Italian, Dr Maria Montessori coined the words casa dei bambini, which translates to Children’s House.
We use the term Children’s House to designate a Montessori preschool because we do not view it as “pre” school. We see it as a very relevant “school” that meets the child’s physical, emotional and intellectual needs between the ages of three and six.
What are the elements of the Montessori approach that create a unique learning environment?
Let us suggest a few…
Liberty is essential to learning. Through free choice children express and strengthen their individuality, fostering the development of self confidence and integrity. Freedom of choice reinforces the construction of a healthy and vibrant will as well as independent thinking. Montessori explains, ‘”The child ‘constructs’ his (or her) own will by a process of self education … developing the will by making decisions.”
Montessori learning strategies for all developmental stages call for the inclusion of purposeful activity – activity which connects the intellect with real to life experiences. The didactic materials that are found in Montessori environments are tools for reflective action. They are meaningful in that they draw the learner into relationship. They are not ‘tools for teaching’ as much as they are experiences upon which one constructs personalised theory. Knowledge is created through the transformation of experience.
The boundary of liberty is the domain of the responsibility. Every child needs opportunities to acquire social, physical and moral responsibility. In the Montessori learning environment responsibility. In the Montessori learning environment responsibility is developed through experience and natural consequences.
Children are provided opportunities through social life activity to align themselves with the highest values needed in a democratic society.
Communion is a basic human need to belong. It is an act of sharing that creates a context for personal and group meaning. A healthy community that requires the nurturing of deep communication skills – skills that honour children as individuals and ones that create a safe space for listening, hearing and honest dialogue.
Love is not only the attractive force that compels us to be with each other, it is a continuum of respect and reverence for life and the unfolding potential of humanity. Without love, learning is reduced to a method or a subject and the field of experience is limited.
Montessori explains, “A teacher must not imagine she can prepare herself for this vocation simply by acquiring knowledge and culture. Above all else she must cultivate a proper attitude to the moral order.” In every school subject there is an activity of love. It is this spiritual component which differentiates a Montessori class from a class that uses Montessori materials.
Children’s House Curriculum
A Montessori three to six environment includes these general areas:
Exercises having to do with care of self, the environment and concern for others. Concentration and co-ordination are developed. Grace and courtesy skills are practised.
Exercises having to do with sense discrimination, observation and descriptive language. A clear approach fosters the continuing effort of children to categorise and organise the qualities of the world around them.
Activities having to do with receptive and expressive language. Young children are interested in writing and reading. Given the opportunity, most children are ready to learn to read by age six.
Activities having to do with counting and number relationships, including an overview of the function of the decimal system. Careful design of materials in the mathematics area and in the sensorial area lays the groundwork for the future learning in algebra and geometry.
Experiences that provide children with information about geography, history, music, art, science and nature study. Other areas of interest or knowledge from the hobbies or occupations of our community are explored as well.
Children attend core hours: 8.30am to 3.00pm, however depending on the individual needs of each child, especially the 3 year olds, there is the opportunity to start at ½ days and work toward full days.
Lillard, Paula Polk. ‘Montessori, A Modern Approach’
Montessori, Maria. ‘ The Absorbant Mind’
Montessori, Maria. ‘The Secret of Childhood’
Yesterday I caught up with one of the mums from Children’s House. We were talking about how wonderful Nova is, such a special environment for our children to grow and learn much more than literacy and numeracy. They gain more than a love of learning. What is most important to us is that our children learn what it means to be good people in society. We both echoed each other in our sentiments that this precious investment into our children’s lives is something we just cannot achieve at home despite our best attempts or interests.
This is our village and what an amazing village it is.
These thoughts and feelings about Nova don’t come from just the two of us, but from many other mums whom I’ve connected with. And I wanted to let you know how thankful we are for the special unique environment Nova is.
Not only is it a special community for the children, but somehow, you have managed to create a supportive, compassionate union between the parents. How on earth this was possible, I have no idea. But I know for sure that I continue to benefit from the daily interactions with both staff and other families and I am sure others do also.
With the greatest continued thanks to you and your team, Rushani Bowman
The school’s approach to education fits my child very well. She learns so much and has so much fun doing it! Frances
One of the stand out things I love about Nova is that the “whole” child is received each morning. Through this respect and honoring of the child an environment is created whereby the learning becomes a rich and joyous journey! How lucky are these children to be meet in this way….thank you. Kate Anderson
There is an on-going, profound and visible evolution my children experience being in Nova Montessori School. Their “essence” is honored and nourished through the stunning professional support and integrity of the Nova Montessori Teachers. A truly valuable holistic education. Nicole Greaves
Confidence in knowing that the needs of my children met and I’m included, appreciated, valued, respected and feel that I have a voice which is met with encouragement.
Close enough. Mel Drumm
I asked Hussain why he likes Nova? I think his response was better than what I could have articulated
‘I like Nova because I get to do lots of exciting things everyday – its great! I can do world maps, painting, reading, writing, gardening and lots of things.’
From our perspective as parents, I think it has been really interesting seeing our five year old learn great things at Nova. I can really see the difference it’s making to him and shaping him as an individual who is respectful towards others while growing his skills in all aspects of life – from baking to reading to painting. Thank you to the amazing teachers at Nova. Hafsa
We are very grateful our children are going to Nova Montessori School, with teaching directresses who are always ready to follow the needs of the child. Each and every one of them. Zachary
As a parent of two Nova Montessori School children I feel privileged that I discovered this wonderful place for my children to learn in.
This unique school offers many opportunities for my children to develop. I enjoy being part of my children’s learning journey, and to be able share in the many stories of their day at Nova.
At Nova the teachers have a passion for teaching the Montessori philosophy, which starts when the children are met everyday at the school gate by a teacher. The children then go into the classroom to begin their work, which is an uninterrupted three hour work cycle.
I have observed how the teachers work with the children in the classroom and how they manage the children, who are all working on different learning lessons. This seems a huge task but it is because the classroom is set up in such a way that the children have all the Montessori resources and other resources at their fingertips.
My children have learned valuable skills on taking ownership of their own learning.
I enjoy entering through the school gates to the immaculate school grounds and buildings. These have been designed and prepared so that the children can use them as an aid to education.
My children have gained a wide understanding and knowledge of their community as the school uses all the resources in the community to discover and explore new learning opportunities, which they use to their full advantage. Toni Cowey
Liam and Jemma have loved their time at Nova. We have too, as parents, because there are so many ways we have been able to share in the education of our children- through field trips, school camp, discussion groups and the PTA.
Nova has provided an environment to nurture an enthusiasm and love for learning. What more could we want from a school?
Natalie and Jonny Collins
As a parent of children who attend Nova Montessori I have noted down just some of the aspects of the children’s education that I value …….
Firstly the way the children are honoured each morning as they are welcomed into the schools warm embrace with a hand shake and a few words spoken.
The opportunity the children have to self direct their learning through making their own choices, this to me offers fantastic life skills.
Having an uninterrupted 3 hour work cycle which allows the child to fully engage and focus on the challenge at hand.
Learning both by receiving a lesson and then, when they are ready, having the opportunity to teach a lesson to others. In this way the learning experience is richly deepened to the benefit of others.
Watching the children’s learning move from the concrete experience of handling the Montessori equipment to then being able to work with challenges in the abstract form. From my observation, the Montessori equipment seems to support this process so effortlessly.
Seeing the children be presented with “stories” discussing the big questions in life like where did we come from and how was planet earth created.
Having the children participate in the joys and wonders of tending a garden and then hearing about the coming together of the children to share in soup made at harvest time.
Aside from the points made above, which hardly even scratch the surface, what draws me to this school has been the absolute love and commitment that these teachers pour into these lucky lucky souls day after day. The embrace of love that these children are held in and the respect that they are offered is inspiring. To have my children be consciously communicated with for these years in their life brings me such joy and peace……..thank you thank you thank you.
Kate and Glenn Anderson
As a parent of two Nova Montessori School children I feel privileged that I discovered this wonderful place for my children to learn in.
This unique school offers many opportunities for my children to develop. I enjoy being part of my children’s learning journey, and to be able share in the many stories of their day at Nova.
At Nova the teachers have a passion for teaching the Montessori philosophy, which starts when the children are met everyday at the school gate by a teacher. The children then go into the classroom to begin their work, which is an uninterrupted three hour work cycle.
I have observed how the teachers work with the children in the classroom and how they manage the children, who are all working on different learning lessons. This seems a huge task but it is because the classroom is set up in such a way that the children have all the Montessori resources and other resources at their fingertips.
My children have learned valuable skills on taking ownership of their own learning.
I enjoy entering through the school gates to the immaculate school grounds and buildings. These have been designed and prepared so that the children can use them as an aid to education.
My children have gained a wide understanding and knowledge of their community as the school uses all the resources in the community to discover and explore new learning opportunities, which they use to their full advantage.
Toni Cowey
