A Meadowbrook Education
Children are actively involved in all aspects of their education, developing a strong sense of independence and control over their learning. They meet with teachers to help set their own aspirational targets, learn how to improve their standards and contribute to the termly parent – pupil – teacher meetings.
Meadowbrook children are seen as crucial in the design and delivery of their education which ensures they remain motivated and happy.
Staff also believe that to be successful, a school first has to touch the heart of a child before it can reach the mind. Meadowbrook teachers pride themselves on acting with kindness and firmness creating close and genuine relationships with their pupils.
This methodology is influenced from a variety of sources – the National Curriculum , Montessori’s programme of study, research into a Growth Mindset and known effective classroom tools such as Assessment for Learning or Positive Discipline.
By displaying a strong work ethic and personal responsibility, children can earn the privilege of greater freedoms within the structure of the School’s ground rules. They may work at standing desks, choose their work order, move about the School or work in other classrooms. Those who are not yet ready for this level of responsibility are supported and encouraged to make independent choices when they can and gain confidence in their abilities.
Although we offer a warm and supportive academic atmosphere, we set a high level of expectation for the quality of thought, work and the mastery of content and skills. As children move up the school, they become increasingly involved with setting their own academic and behavioural targets. They help to track their own progress and evaluate their work as well as the work of others.
Independence is encouraged from an early age, as is accountability. From as early as Year 1, children also attend their parent-pupil-teacher meetings and contribute meaningfully to them.
Meadowbrook is unique in continuing the Montessori curriculum area of ‘grace and courtesy’ through the primary years, ensuring that manners and matters of the heart are given priority.