Manchester Montessori House

10/09/2026

Great start for M this term! On her second day back, she confidently chose by herself to do transfer work with the tweezers and stayed very focused throughout the activity. She proudly showed the teacher and she said “these (the beads) are sleeping on the bubbles” (in Greek).

09/09/2026

S was observing the Number Rods when the teacher noticed his interest and introduced the name of the material and its purpose. The teacher then demonstrated how to use the material, beginning with Number Rods 1–4. As she touched each rod, she introduced the quantity by saying, “This is one.” S eagerly copied the teacher, counting each rod methodically and repeating the quantity of each rod correctly.
The teacher extended the activity by inviting S to find objects that represented each quantity. S excitedly found one pencil to represent one, two oranges to represent two, and then searched for three farm animals to represent three. He carefully placed each object alongside the corresponding rod, demonstrating an emerging understanding of the relationship between quantity and number.

S remained highly engaged and focused throughout the activity, showing enthusiasm and confidence as he explored the material. He continued to consolidate his counting skills during circle time, where he counted the children from 1–13 with ease.

Great start to the term, S! We will continue to support and extend your learning by working with all ten Number Rods, encouraging you to develop a strong understanding of quantity, sequence, and number recognition.

07/09/2026

R was working in the Creative Corner when he proudly showed the teacher his picture and explained, “This is land we live on land.” He then became curious about the natural world and asked, “What animals live in the ocean?”
The teacher followed R’ s interest and invited him to explore the Montessori Land and Water Formations. R was introduced to different geographical formations, including an island, gulf, archipelago, isthmus, and lake. He carefully poured water into the corresponding land formation trays, observing how the land and water are represented. Using the globe, R explored islands and began to understand that an island is a piece of land surrounded by water.

R made a meaningful connection to his own experiences when he recognised a lake and recalled, “I went to a lake in Italy, Lake Garda.” This demonstrated his ability to connect new learning with experiences from his own life.

R remained engaged and focused as he explored photographs of different land and water formations, carefully matching them to the corresponding Montessori trays. Through this activity, he was developing his geographical knowledge, expanding his vocabulary, and strengthening his understanding of the world around him.

Well done, R! A great start to the term. We will continue to follow your curiosity and extend your geographical vocabulary and understanding of the world.

01/09/2026

Inset day was busy, all staff worked hard to make this amazing place ready to welcome children tomorrow morning;-)

24/08/2026

And more memories:

Our last outdoor session of the year. What a fantastic time we’ve had and the children are so interested in the natural world. I have really enjoyed meeting with the children every Monday and following our interests, learning nature facts, exploring, investigating, singing, learning new skills and so much more. We named all the trees we know and the signs of summer. We read a story about a busy fox and thought about the Green spaces we have to relax in, gardens and parks. Out activity was sawing ourselves a medal. We thought about things we are good at and what to present ourselves with a medal for. The children chose being kind yo a sibling, reading, drawing, cooking and looking after our cat. I reintroduced the saw and we went through a safety talk. Each child used the saw, pulling it back amd forth. We then decorated our wooden discs/medals.The children explored the gardens amd some of them experimented with turmeric sun painting. Lovely session. Have a great summer

24/08/2026

Some memories from the end of the term:

At the beginning of the week a threefold activity was prepared to refresh our memory on fruits and vegetables, colours and french prompts: the children chose to sharpen their pencils, draw a butterfly or choose a fruit or veg from our French board to name it and identify its colour. The activity was designed to acquire fine motor skills and engage into colour discrimination -a Montessori learning area.
Some of the children commented:
S “I sharpened my pencil to make a dolphin -the dolphin is ‘violet’! “
“How do we say black in French?” Teacher “Noir” S “oh yes I knew that”
NC “it’s the colour ‘vert’ “

Teacher “Trouvez quelque chose jaune” N -> points at 2 fruits&veg (banana + lemon)

The session followed by circle time in French included the matching songs, which children could recall with minimal support.

Later on in the week a tuff tray was set outside for a sorting activity through sensory exploration. The small worlds presented reminded us the names of the jungle and farm animals, as well as broader vocabulary, like water (l’eau) and grass (l’herbre). The measuring cups were also inspirational for additional learning eg with the teacher’s support M formed the sentence “petit et grand jugs of water” mixing the two languages in a complementary way.
Teacher “montre moi un animal vit/ qui vole/ qui roule/ qui name/le plus grand animal” etc.

Inside we continued with a storytelling box with loose parts where children narrated their stories in English. The teacher was saying “et apres?” (And then?) -Initially they didn’t remember what that means but after clarifying it they continued bits of their stories showing understanding and engagement.
Some children also chose to make crafts from their prospective or previous vacation :))

24/08/2026

The teacher invited A to work with the Seguin Board (11–19)

The teacher introduced Seguin Board A using a golden ten bead bar and the short bead bars (1–9). The teacher demonstrated how to form 11 by sliding the numeral 1 over the zero, explaining that this is how the numeral 11 is written. The teacher then placed one ten bead bar and one unit bead together to represent the quantity of 11.

The teacher asked A what number came after 11. A confidently replied, “12.” She was then invited to place the numeral 2 over the zero on the board and build the corresponding quantity using one ten bead bar and two unit beads, completing the task independently.

A continued to build the teen numbers 13–19 with minimal support, accurately matching each written numeral to its corresponding quantity. She demonstrated confidence in counting, recognised the sequence of the teen numbers, and showed an understanding of the relationship between numerals and quantities.

A chose to extend the activity by independently writing the teen numerals, further reinforcing her understanding of number formation and sequence.

Throughout the activity, A remained fully engaged, demonstrating concentration, confidence, and a developing understanding of the decimal system while consolidating her counting skills, visual discrimination of numerals, and mathematical vocabulary. Well done A.

24/08/2026

What a wonderful way to end the term it was. Thank you to everyone who came to celebrate with us. We shared so much laughter, a few happy tears, and created many special memories together.

Thank you for your continued support of MMH. It has been a true pleasure watching our little Montessorians flourish, grow in confidence, and take their next steps on their learning journey.

We are so proud of each and every child and grateful to all our families for being part of our Montessori community.

16/08/2026