"Our work is to prepare spaces and cultures that honour all children. Environments where inclusion is the standard, never an afterthought."
Emma Rattigan, Principal
Why Montessori?
Maria Montessori’s original model for education was so broad that even today, Montessori schools are a wide and meandering river of support for many children. As societal attitudes to the rights of the child, including neurodivergence and disability progress, the river is under pressure and soon needs to burst its banks if all children are to have access and to be able to sail the seas of success.
EMAS strives to be a place accessible to all children. Where disability, diverse identities and celebration of the complicated are never thought of as ‘difficult’ or ‘more work’, but as invaluable opportunities for us each to learn more about the human condition. Our classrooms are designed and continuously adapted to meet the needs of the rich tapestry of students who work and learn here. In turn, all our students benefit from living their day to day lives with a broad section of society, all of whom are valued for the gifts they bring to our community.
EMAS challenges ableist stereotypes in ways we believe reflect the values Maria Montessori stood for. We embed ‘education for peace’ throughout our practice by honouring the privilege we each possess and acknowledging the challenges our privilege brings. Our children grow in a community where everyone is worth the time. The time to stop and find out what someone might be communicating; the time to support others when they need a little extra; the time to really listen as we might just learn something new.
Montessori developed her educational method through her teaching and observations of children from a huge variety of backgrounds. She discovered that, given freedom to explore in an environment designed to meet their needs, children developed confidence and made thoughtful choices. They learned the social mores and graces of their place and time, formed a caring community and explored their world with enthusiasm and joy.
With encouragement, and time to develop at their own pace, children’s fascination for their world was invariably strengthened and developed.
"Making the environment as welcoming as it is, where every child is understood and respected by their teachers and guides, comes from all of the staff caring deeply, being open, reflective and adaptive. It comes from candidly acknowledging where things go right and where things go wrong in equal measures."
Emily Braznell - Parent