Our Policies

The Studio school founded by the late Kim Simpson is now closed. These pages are left here as a legacy and reference.

In setting out the Studio policy statements (shown below) as required by Ofsted, it is also important to highlight and outline the general philosophy and principles of the Studio.

The above principles apply mostly to the early years and it is these children that must be allowed to enjoy their childhood as the unique time it is, to play, to laugh, to relate and to unfold their potentialities. Dr. Montessori urged us all to ‘follow’, to ‘guide’, and to walk by the child’s side. We try to do this at the Studio and to help each child to be as true to its own nature as they can. To be ‘whole’.

Montessori education links well with the fundamental British values such as democracy, individual liberty and mutual respect towards others and at The Studio these are embedded in our ethos, curriculum and policies.

We believe strongly that young children have the right to be free to develop naturally and that they need our guidance, our respect, and our love.

The unconscious mind is said to be vast and information is constantly being processed by it. If we, as adults, interfere too directly and too often we interrupt this process. As Maria Montessori indicated, “A wonderful film is developing in the dark room of the mind, and if we call it out too soon before it is developed we may damage the film.”

Here at the Studio we see children as moving towards wholeness. They explore and enjoy their environments both here, at home and elsewhere with their whole being. They are involved in the development of their unique personalities, for which they need freedom and independence. We provide that freedom as part of our essential philosophy. Natural development comes from freedom within healthy boundaries. Healthy freedom develops trust and security as well as a sense of responsibility.

As children grow and develop, they embrace a very broad curriculum often without conscious intent. This broad curriculum includes all aspects of learning, physical, intellectual, emotional, social and spiritual, which later on becomes formalised and categorised. To call a child to a conscious realisation of a need to learn too early can have the effect of closing down the children’s natural love of learning. Young children are very open, and it is this openness that allows them to absorb so much knowledge and information, both about themselves and their world, often in complete innocence of any result or goal. The child’s goal is to ‘unfold his or her potentialities’ for which the sensitive and knowledgeable support of adults is necessary.