Education

Choosing the right primary school

By Gabrielle Nash

If your child turns four this academic year, they’ll be starting Reception next September and now’s the time to make their primary school application. Exciting times!

Your child’s primary school and its community becomes a large part of your family’s life, so feeling happy about the choice is very important. Depending on where you live you might have just one, two or maybe three schools to apply to. Or there may be numerous schools if you live in a city. So how do you go about knowing which will be a good fit for you and your child?

The catchment area

School catchment area is a key admission criterion for schools. This is generally based on the furthest distance that a pupil was admitted to the school the previous year but boundaries can be extended or shrink, according to the variables of each intake year. For example, one year there may be a larger cohort of siblings or looked-after children taking priority or it may be a year with a high birth rate, so the map alone does not guarantee your top choice.

You can check each school’s catchment area through your local authority to establish whether you’re likely to fall within it. Think carefully before aiming for a school for which you’re not in the catchment area. You don’t want to waste one of your choices.

Consider your working week. If you’re commuting to work, how will you do that after school drop-off? Is there a train or bus nearby or space to park your car?

A good fit

Every school is organised and managed differently, so you’ll need to do some research to see what each school offers and what matters most to you. When you’re shortlisting schools, it’s important to visit to get a feel for each one. Go armed with lists of questions and an open mind.

Each school will have its own personality but so does your child. Are they loud or reserved? Smaller schools with just one-form entry might suit a quieter child. If your child has any special educational needs, you’ll want to know the school caters well for them.

Extras

What wrap-around care does the school offer? If it doesn’t suit your needs, are there sufficient alternative options? Find out which secondary schools pupils go on to and see how that impacts on your thought process. For example, if a high proportion of the pupils go to the best local secondary school, then that’s a plus.

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Educating for the future

By Louise Livingston

Children are often asked what they want to be when they grow up. From farmers to flight attendants, astronauts to doctors, the answers are always a mix of familiar careers. But astonishingly, over two thirds of children joining primary school this September will end up in jobs that don’t yet exist. Think back thirty years - there were no social media managers or Bitcoin traders!

Today’s workplace is rapidly changing. As Richard Riley, former Secretary of Education, said:

‘We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented to solve problems we don’t even know are problems yet.’

It’s a challenge and mainstream education will be required to adjust. Is an education system that focuses mainly on teaching children academic subjects outdated? Focusing on tests and exam results will not deliver for a future which will need creative, flexible problem-solvers who can collaborate.

The visionary educational pioneer, Maria Montessori, recognised this when she wrote,

‘Education must no longer be mostly imparting knowledge but must take a new path, seeking the release of human potentialities.’

In Montessori education, children are guided by a teacher trained in child observation and development. Classrooms provide open-ended, hands-on activities where children choose tasks appropriate to their stage of development. With activities so targeted to each child’s individual needs and interests, children are engaged and motivated to concentrate, persevere and develop self-discipline. In addition, the activities are designed to encourage children to think flexibly and come up with creative solutions. In the early years, this may simply be how to unbuckle their shoes or share a snack. Later, it may be an exploration of the Jurassic period or a novel approach to solving quadratic equations.

Mixed-age classes with children aged up to three years apart is another key feature of Montessori education. Younger children learn from older role models and older children benefit from the experience too. In this mini community, children share resources, put things away ready for someone else after they have used them and help each other. This fosters social collaboration and builds emotional intelligence.

Age is just a number

In a Montessori environment, children with a three-year age span work alongside each other, choosing and taking part in activities as and when they are developmentally ready. This is in sharp contrast to mainstream approaches which typically require children to learn the same things at the same time, in the same year group.

Developmentally, there can be a marked difference in the abilities of the youngest and oldest children in a standard classroom and how readily they can pass set milestones and tests.

With Montessori, children develop capacities at their own pace, building on a firm foundation of what they can already do.

Mistakes are viewed positively as an opportunity to find a different way of doing something, whereas sometimes mainstream approaches can make children feel that ‘getting it right’ is all that matters. When mistakes are valued as part of the learning process, a child’s confidence grows, they are able to try new things and contribute their ideas, exemplifying the fact that everyone has a unique perspective to offer. Louise Livingston has over thirty years’ experience in education and a background in educational neuroscience. She is Head of Training at the Maria Montessori Institute (www.mariamontessori.org), which offers Montessori teacher training, online short courses and the Maria Montessori School for ages 2 to 12 in London.

A new approach at home

Supporting your child’s development with a Montessori approach doesn’t require expensive equipment. It’s all about changing your mindset.

For example, instead of automatically doing things for your children, you can encourage them to do things themselves as much as possible and support them only as and when they need it. Depending on your child’s age, these things could include getting dressed, pouring a glass of water or helping to prepare vegetables for dinner.

When they try to do things for themselves, children find their own way. If they ask ‘how do you do that?’ turn that question on its head and ask ‘how do you think it should be done?’

Montessori is about optimising human capacity rather than filling children with facts that can usually be accessed with a few taps on a device. It’s so well-suited to preparing for future jobs because it recognises that with the right encouragement, children are motivated, curious, flexible and creative.