Introduction and Historical Reference
Drumnigh Montessori Primary School (DMPS) has been providing Montessori education since 1962 on the north side of Dublin. The school started when a group of parents got together to establish an alternative form of Education for their children. The first school opened as ‘The Childrens House’ in Raheny before moving to Drumnigh House in Portmarnock. The school now resides in St Cholmcille’s, Donaghmede.
A Parents Choice
Parents look to schools to help prepare their children for the world of change, in which we live. Unfortunately, they consistently find Educational systems geared to the past, built upon rewards and punishments, grading curves and class rank, rote memorization and testing. Primarily sitting and listening, each student is isolated at a desk with little opportunity for developing the social and communicative skills required for solving problems in the real world.
Modern Irish Primary schools face a real and consistent problem, as levels of behaviour and discipline decline, and this negative school atmosphere impacts dramatically on the values and achievements of their children. However, over recent years we have seen a consciousness develop among our teachers and parents alike. Many questions and demands have been made on successive Governments, which has seen a very positive shift towards a more inclusive and broadening, of the Primary Curriculum. Along with European Guidelines on Education, Ireland has moved positively forward.
What other options are available and how do they work?
At DMPS we use Maria Montessori’s Approach to Primary Education.
What is a Montessori Primary School?
Montessori is an approach to education that balances freedom with responsibility in the classroom and also sets high standards of intellectual and social development for children. Equally important, it encompasses a vision of the development of human beings from childhood to early adulthood. As a result, it is a logical and consistent plan of education that follows the child from one developmental stage to the next.
This unique educational approach is the Montessori Method.
The Board of Management
DMPS is voluntarily and democratically run by a board of management consisting of parents and is closely supported by its teachers/directresses. The board of management meets on a monthly basis to discuss all school related issues including both the day to day operational matters and the schools overall long term strategy and development.
Doctrinal Instruction
DMPS is a non-denomination school and there is no religious or ethical instruction within the class. The Board of Management, however, enables any group of parents who wish to use school facilities, outside of school hours, for specific doctrinal instruction. For example, in the preparation of First Holy Communion. This would be organised by Roman Catholic parents. Parents of other faiths can be similarly facilitated.
It is important to note that the Board of Management is not responsible for the establishment of such classes and is only involved, in so far as it needs to be, to ensure that they are organised in a responsible way, covered by the DMPS insurance policy and that the necessary steps have been taken to ensure the safety of the children attending.
There is no obligation on any pupil, parent or member of staff to become involved in doctrinal instruction. This is very much left to the discretion of the individual family concerned.
Co-Educational
DMPS has always adopted a co-educational approach. We seek to ensure that all of the children are empowered to their full potential irrespective of gender and background. Montessori classes are based on the specfic needs of the child regardless of gender and in this way successfully maximises and unlocks the potential of each child.
Teachers
In the Montessori Classroom our teachers are referred to as Directressess/Directors. We employ three Directresses in DMPS plus a classroom Assistant for each class. Our Directresses are montessori trained and facilitate the following:
• Central Facilitators in the Childrens Progress
• Parent/Teacher Liason
• Teacher/Board Liason
• Bi-Annual Parent Teacher Meetings
• Recurrent Teacher Training Policy – ‘In service’ days, Refresher AMI courses as appropriate
• Parent Working Day – A workshop for parents where each child demonstrates a selection of tasks/activities they have been involved in during the term
For ease of reading and understanding this prospectus will refer to our Directresses as Teachers.
The Montessori Classroom
In each Montessori classroom we have a range of ages, which facilitates a cycle of learning, within each class. This provides the younger children with, a graded series of models for imitation and stimulation, enabling them to see what they are working towards. Simultaneously, the older children have the opportunity to help the younger children and reinforce their own knowledge at the same time.
There are three classes in a Primary Montessori School-
Class 1 ... age 3-6years
As an overview/observation- Children in this class- starting at age 3- begin indirect preparation for language and numeration. The result of this makes it possible for the child to begin to read and write spontaneously within this cycle and to complete mathematical problems in addition, subtraction, multiplication, and division with an understanding of the decimal system. They reach this unusually high level of development through a process of exploration and discovery with tangible, hands on materials.
As you read on it will become clear that each of the classes has a specific three year cycle/program of learning and development. Children within the 3-6 class initially finsh their school day at 12:00hrs but normally during their 2nd year, graduate to staying a full day (untill 14:00hrs). This extension of their school day will be decided upon, and in consultation with, the teacher and the parents.
The classroom is divided into five different areas where the children work, with the various teaching materials, conducive to their own development. These are:
Practical Life Area
The Practical Life Area is designed to render the child independent of the adult. It also helps him to develop his gross and fine motor skills, hand/eye co-ordination and concentration as well as developing good work habits using material such as zips and buttons, orange squeezers etc.
Sensorial Area
The purpose of the Sensorial Area is to refine and sharpen the child's senses in a very sensorial manner. Many of the exercises in this area are also indirect preparations for later maths and language work.
Arithmetic
The principal of Arithmetic is that the mathematical concept is presented firstly in a very tangible form followed by the written version. The area covers an understanding of the basic numbers 1-10 and the entire decimal system through to the various mathematical operations of; addition, subtraction, multiplication and division e.g. practice in forming numbers.
Language
The approach to Language is a phonetic one. The children first learn the sounds of the letter rather than the name. The development of their written and reading language skills is by means of various progressive exercises. Irish is also taught to our children covering the national curriculum and focusing on oral Irish to start with.
Culture
Finally, the Cultural area exposes the child to basic and fundamental knowledge in the areas of Geography, Botany, Zoology and History.
They colour and label maps and country flags, learn the continents of the world and the counties of Ireland through jigsaws, for instance. The entire programme of learning is purposefully structured while fostering an atmosphere of individuality and freedom of movement. The 3-6 classroom is based on a three-year cycle so the best results in our experience will emerge only if the child partakes in all three years of the programme. The third year brings together everything the child has been working on, in the previous two years, providing him with a good all round academic basis.
'It is true, we cannot make a genius, we can only give each individual the chance to fulfill their potential abilities to become an independent, secure and balanced human being. "
Maria Montessori
Class 2 ... age 6 - 9years (elementary class)
As the children move into their 6-9 years elementary class Montessori’s consistent plan of education follows the child. Each plane of development must build upon the last. The 6-9 class teacher uses the children’s new powers of thinking and imagining to involve them in a different approach to academic study, moral behaviour, grace, manners and courtesy. Children are now interested in a wider social environment, they role play situations both inside and outside the classroom.
There are three factors we use as indicators of readiness to move into this phase, all of them are of equal importance (again this assessment is done in consultation with the teacher and the parents)
• academic skill,
• social development
• emotional development
There is an overlap in the academic work between the upper primary and lower elementary. A child is not necessarily doing easier work in the primary than he/she would be doing in the lower elementary class. As the academic indicators come into place, the social and emotional development indicators determine whether the child is ready for the lower elementary class environment.
During the six to nine year stage, the child explores the academic world in increasing depth through:
Mathematics, Irish, Reading, Writing, Creative Writing, Art, Research Methods, Geometry, Science, Botany, Zoology, Ecology, Anatomy, History, Geography, Social/Cultural Studies and Physical Education.
Class 3 ... age 9-12 years
The third and final stage of the Primary Cycle is the 9-12 class. The 9-12 class continues to work in the areas of Language, Arithmetic, Geography, History, Geometry and Biology along with Irish, Music, Drama and Art.
As the children move into the 9-12 class they begin to explore subjects of interest in much more detail. A lot of research is done in this class. They move from using mostly materials to using a combination of resource books, to get facts and information, as well as using the materials. They are moving further into abstraction.
Also, children of this age have a high sense of belonging to society, so they may take on projects within the community.
At the completion of this cycle the children are Educated in the complete Primary cycle. They are well prepared for transition into 2nd level Education.
Feeder Links
DMPS is a very well regarded and long established Primary School, and as a result we have made formal introductions to a broad range of Secondary Schools. However most schools follow strict feeder policies laid down by Dept of Education and also their own enrollment procedure. We encourage all our parents of 9-12 graduates to follow up with 2nd level schools and we provide a timetable of upcoming open evenings for them to attend. We would encourage this when the child starts in the second year of the 9-12 cycle.
Pupil To Teacher Ratio
The school maintains a pupil teacher ratio of 1:15max in our 3-6 class. This figure may fluctuate as children move upwards into more senior classes and also the natural attrition rate into secondary education.
Terms / Enrollments
We typically operate an enrolment policy into our 3-6 class, based on, the start of each of the three school year terms:
September
January
April
We encourage the enrolment of children as they approach their 3rd birthday and hope to maximise this by operating our three term entry enrolment structure. This also allows the existing students to move into the elementary classes as their age profile and development dictates.
Late Integration
Late Integration into a Montessori Primary can be possible and in this respect Montessori Trained Directresses have a distinct advantage. Due to the flexibility and Individual Approach built into a Montessori based Education children can, develop and excel very quickly, regardless of their starting age. Some of the most successful graduates of similar Montessori schools in USA did not attend the primary 3-6 cycle.
Drumnighs Application Process is applied in all cases.
Enrollment Age
Unlike mainstream primary schools our starting age is 3years as opposed to 5years.
Entry Requirements and Application Process
DMPS complies with the Employment Equality Acts 1998 and 2004 and the Equal Status Acts 2000 to 2004 and is committed to a policy of non-discrimination. Applications for enrolment are acted upon without regard to race, colour, creed, cultural heritage, sex, religion, national origin or ancestry, political beliefs or disability. Enrolment of all children including children with a disability and/or other additional educational needs is governed at all times by the school's current enrolment policy.
All prospective students are invited to:
• Apply in writing or on-line (www.drumnighmontessori.com)
• Invited to visit a working class-room
• Attend a Practical/Craft Workshop with other new students
After the Practical Workshop every child will be considered individually and acceptance to DMPS shall be notified in writing to each parent, via the Board of Management.
An agreed period of integration into DMPS will be established by the teacher to ensure each child is content and that we at DMPS are able to meet the needs of all of our children. This benefits both the parents and pupils giving them further time to familiarise themselves with the school and the teachers. The normal integration period is 4 weeks within which our fee cancellation policy does not apply.
Funding / Fee Structure
Drumnigh is a registered Charity and receives no financial support from the Dept of Education, consequently we are a fee paying school. We operate a not for profit business and all fees contribute to the operational costs of the school.
There are flexible fee payment options open to parents. Drumnigh accepts payment in three different ways:
1 Lump Sum Payment
2 Term Payment
3 Monthly Payment
School Fees are available on request. Please note that we operate a cancellation policy.
Conclusion.
Our key objective is to provide the broadest eductional experience possible to each of the children attending DMPS so that they are suitably prepared for the future. We achieve this by following the Montessori method of education and deliver it through our experienced teachers.
If you would like to read more about Montessori Schools there are many publications but one which you might find of benefit is Montessori – A Modern Approach by Paula Polk Lillard.
We look forward to having the opportunity to welcome you to our school in the future to show you what we have to offer and to answer any questions that you may have. We are all proud of the achievements of DMPS to date and we hope to further build upon this.
