ARCHITECTURE
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TABLE OF CONTENTS
DESIGN STATEMENT ............................................................................................. 3
1 CONTEXT .................................................................................................................................... 3
1.1 Immediate Site Context ...................................................................................................... 3
1.2 Wider Site Context .............................................................................................................. 5
2 DESIGN ....................................................................................................................................... 9
2.1 GENERAL STATEMENT ........................................................................................................ 9
2.1.1 Elevated Views: ............................................................................................ 9
2.1.2 The Inside Environments: ............................................................................. 9
2.1.3 Transitional Spaces: ..................................................................................... 9
2.1.4 The External Environment: ......................................................................... 10
2.2 FITTING THE CONTEXT ...................................................................................................... 11
2.2.1 Appearance: .............................................................................................................. 11
2.2.2 Topography: .............................................................................................................. 12
2.2.3. Boundary Landscaping/Buffer Zone: ....................................................................... 12
2.2.4 Acoustics: .................................................................................................................. 12
2.2.5 Flood Plain: ................................................................................................................ 12
2.2.6 Screening: .................................................................................................................. 13
2.3 Structure and Materials (see also Appendix One) ............................................................ 13
2.4 Traffic and Parking: ........................................................................................................... 14
3. THE MONTESSORI PHILOSOPHY ............................................................................................. 16
3.1 Association Montessori Internationale (AMI) .................................................................. 16
3.2 Programmes Offered ........................................................................................................ 16
3.3 MONTESSORI PEDAGOGY ................................................................................................. 16
3.3.1 Grace and Courtesy: .............................................................................................................. 16
3.3.2 Concentration:....................................................................................................................... 17
3.3.3 Inside-Outside: ...................................................................................................................... 17
3.3.4 Nature, and the Outside Environment: ................................................................................. 18
3.3.5 Three-Hour Work Cycle: ........................................................................................................ 18
3.3.6 “Monte-Something”? ............................................................................................................ 19
APPENDIX ONE: PROPOSED MATERIALS SCHEDULE ..................................................... 21
APPENDIX TWO: ................................................................................................ 22
A. GRACE AND COURTESY PROCEDURE TO CULTIVATE A PEACEFUL CLASSROOM ................... 23
B. PROCEDURES FOR PREPARED ENVIRONMENT INCLUDES QUIET DECK AND GARDEN ......... 25
C. CONSTRUCTING GRACE & COURTESY LESSONS AT CLEGHORN MONTESSORI ...................... 28
D. CLEGHORN MONTESSORI DROP-OFF/PICK-UP PROCEDURES ............................................... 29
E. CLEGHORN MONTESSORI EVACUATION CARE PLAN ............................................................. 31
APPENDIX THREE: Site Context .............................................................................. 34
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DESIGN STATEMENT
The proposed Cleghorn Montessori Children’s House is intended as an Association
Montessori Internationale (AMI) recognised Montessori children’s house with three
prepared environments for children: one toddler group for 20 children, and two “Casa dei
Bambini” 3-6 environments for 30 children each, with all necessary supporting spaces.
1 CONTEXT
1.1 Immediate Site Context
The site is currently in two titles. It is a long, lozenge shape, with a relatively short street
frontage for its depth. The main part of the site itself sits between 300-600mm below the
footpath level, and looks up and over its immediate neighbours for its outlook – upwards
and to the south to trees along the properties of Keystone Ave; upwards and to the east
to the hill and trees of Big King Reserve; upward and to the west to the trees and much
nearer commercial buildings of Dominion Rd.
Fig 1, above: Existing streetscape. Fig 2, below: Proposed streetscape
The site has two existing dwellings, one of which we propose to retain and enhance; a
rather unattractive immediate street presence (an ill-maintained close-boarded fence
finished with a discouraging steel sheet security gate to #5); and extensive concrete
driveways and aprons, especially to #5 which has until recently been used as a builders’
yard.
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Fig 3; Contours of site and surrounds showing the lower ground levels of the site
(Dominion Rd runs north-south down the left of the page)
1.2 Wider Site Context
The street is on a plain of approximately 48m above sea level. The ground around it
then rises quickly to the houses and shops of Dominion Rd to the west, and to the south
to Keystone Ave, which sits approximately 7m or so above.
(See contours above, block model of view from Keystone Ave, Fig 4 below.)
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Fig 4: Block model showing view over proposal from Keystone Ave, looking NW
(apartment block on Keystone Ave is shown at the left,
for context, tiled roof of #3 Cleghorn can just be seen middle-right)
The precinct below Keystone Ave is characterised by post-1940s raised bungalows of
the original state-house type, with steeply-hipped roofs on some and gable roofs on
others, with a mixture of stucco and weatherboard claddings. There is very little
screening to the street, and cars often very visible in front of houses.
Fig 5: State-house type bungalows with both gable- and hip-roof types.
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Fig 6: Mixture of homes along Cleghorn Ave – very little screening to street
There are modern additions as the area becomes ‘gentrified,’ some being added either
in front or rear yards.
Fig 7: 14 Cleghorn Ave
Keystone Ave, which overlooks the street from the south, is almost wholly characterised
by infill additions, most along the line immediately south of Cleghorn being two-storey.
Because of boundary planting and specimen trees, the site itself at 3-5 Cleghorn Ave
appears to be overlooked only by 4A Keystone, and from houses, pedestrians and
commercial buildings along Dominion Rd. The view from neighbours immediately
opposite is obscured by street trees (see Fig. 8 overleaf), and existing tall boundary
fences obscure immediate views of the site from neighbours on the flat.
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Fig 8: Neighbour immediately opposite at #4 Cleghorn Ave.
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2 DESIGN
The proposed structure fully recognises the site context, seeking to enhance the local
amenity while integrating the Montessori philosophy with the site.
2.1 GENERAL STATEMENT
The children’s house (the term used by Mr Maria Montessori to describe her centres)
has three main prepared environments for children in which children work quietly and
independently, each with its own covered inside-outside space; and two multi-use
spaces between and adjacent to environments. These are ‘protected’ from the street by
an ‘adult wing’ containing staff space, parents area, and an office/reception next to the
entrance.
Each of the classroom environments of the children’s house is formed at the child’s
scale, with everything from furniture to fittings to shelving to window openings – right up
to eaves and clerestory heights – being as reflective of children’s scale as possible while
still allowing adults in as well.
The proposed building uses passive solar design principles, with super-insulation,
thermal mass and double glazing windows to capture sun; and a sustainable urban
water system.
2.1.1 Elevated Views:
We propose three main children’s environments on the site, each with views and decks
up to the elevated landscape features to east, south, and west. (These distant but
elevated views combined with our elevated floor level allow us to use solid glass
balustrading to decks over which children can still look to distant views, but which serve
as primary acoustic protection to neighbours.)
2.1.2 The Inside
Environments:
Each of the three
prepared environments
contains high windows to
bring in sun and light, and
lower windows to allow
children views out to the
surrounding landscape.
They are stocked with
furniture and fittings to
support the range of ageappropriate materials in
each environment,
allowing children to work
independently in a warm,
pleasant, light-filled
environment.
2.1.3 Transitional Spaces:
Fig 9: University of Virginia Montessori Open Air Playgrounds,
1927
The Montessori pedagogy allows children autonomous inside-outside movement,
allowing children to take material to a Quiet Deck for solitary work.
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There are two kinds of decks proposed:
1.Quiet Decks for solitary work, and
2. a Transitional Deck between playground and environments (a deck between
being an unavoidable function of the higher floor level.)
These Quiet Outside Spaces have been part of the Montessori movement since its
inception, and are intended simply to be covered extensions of the quiet indoor
Montessori environments, on which no more than 6 children at a time would engage in
their independent work with the Montessori materials in the same quiet respectful
manner as they do inside.
Each Quiet Deck in our proposed Children’s House will have as a minimum solid noisereducing glass balustrades, in addition to the boundary fencing proposed in the
Marshall-Day report.
The main deck on the south is a transitional zone between indoor environment and
playground, and has acoustic screening at deck level by virtue of solid glass
balustrades, at either side by virtue of our raking acoustic walls, and at boundaries as
per boundary fencing proposed in the Marshall-Day report.
In addition, our building’s elevations and surfaces are facetted at all decks to help
reduce acoustic reflections, and absorbent materials are proposed for cladding and
decking.
We propose open-tread
Outdure eco-decking (or
similar) on a lightweight
Qwickfit support system (or
similar) in all cases, which is
permeable (allowing all runoff
straight to the ground),
lightweight (minimising
foundations) and produces
less impact noise (reducing
acoustic effects). It is also
nail and splinter-free, making
it much safer for children.
2.1.4 The External
Environment:
Areas labelled as outside
“play” areas will more
Fig 10: Layout of the renovated grounds of the Child Study
accurately be places for
Center, Wellesley College, Massachusetts. A system of
nature exploration -looping paths links a diversity of natural settings. (Design
landscaped in accordance
by The Natural Learning Initiative; pic from NAMTA Journal]
with North American
Montessori Association
guidelines1, offering children access to a diversity of natural settings by: minimal site
disturbance; thoughtful use of a hierarchy of soft-surfaced pathways; variety in elevation;
transitional planted shelters and terraces; restoration of wild places; rain gardens;
1
See especially ‘Greening Montessori School Grounds by Design,’ by Robin Moore & Nilda Cosco,
NAMTA Journal, Winter 2007 http://www.slideshare.net/pd81xz/zwy140
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learning gardens; edible landscapes with inclusion of fruit-bearing species; and, above
all, by establishing a sense of place.]
Fig. 11: Edible landscapes with fruiting plants provide opportunities for
learning expeditions outdoors. [Pic from NAMTA Journal]
2.2 FITTING THE CONTEXT
2.2.1 Appearance:
The new building is designed to be at a domestic scale, with domestic features such as
bay windows, shingled base, low sheltering roofs – domestic references appropriate for
a children’s house, and integrating it with the immediate site context. The two most
striking ‘classroom roofs’ are of a similar scale to neighbours, and intended to emulate
these. Because the scale of a proper children’s house is modelled on the size of our
children, eaves and clerestory lines are lower than normal, allowing these roofs to take
on some drama only able to be fully appreciated from the playground, and by passers-by
shopping on Dominion Rd.
The lozenge-shaped site allows the main part of our building to sit at the widest part of
the site and still be partially concealed from the street by the house at #3. The proposed
new building sits slightly forward from the position of the existing dwelling at #5,
improving on the rhythm that is suggested by the existing houses (see Fig 1 and 2),
while allowing the existing dwelling at #3 to maintain the prominence it has now – a
prominence to be enhanced by the paint colours chosen for #3, to emulate #7.
The articulation of the building further helps to minimise any perceptions of size; and
while the height of the finished floor plan is given to us (see below) the overall height of
the buildings is commensurate with its neighbours – a function of their higher ceilings,
and the lower scale and lower height of our ‘eaves line.’
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2.2.2 Topography:
The site is located on a council-designated flood plain. We propose no disturbance to
the overall topography beyond removing the existing dwelling and its brick foundation,
removing the existing 496m2 of concrete driveway and aprons, and replacing these with
our proposed new building and permeable pavers and permeable Grasscrete ground
cover, allowing soakage and only very minimal impediment, and an extensively grassed
area on the street.
Due to our proposed structural solution (see below), only minimal excavations are
proposed, that being for minimal strip footings for precast panels, for posts, for deck
piles, and for drainage.
2.2.3. Boundary Landscaping/Buffer Zone:
The strip of land adjacent to neighbours at #7 Cleghorn and #1218 Dominion Rd is
between 1m and 4m wide, and is not part of any formal playground. We propose that
this be landscaped as a viewing garden with trees, shrubs and planting that may be
enjoyed from both the proposed environment and these neighbours, acting as a sort of
shared benevolent buffer zone between neighbours. (Indeed, if neighbours at #7
Cleghorn and #1218 Dominion Rd wished it, arrangements could be made to open up
these viewing gardens to these neighbours either partially or completely.)
2.2.4 Acoustics:
The limiting of noise emission begins with the source. AMI Montessori environments are
generally considered quiet – indeed, visitors to genuine Montessori programmes often
comment on how quiet they are (see below).
Transmission of noise from the environments themselves will be limited by the systems
used for passive solar design: super-insulation, thermal mass and double-glazing
function just as effectively for noise suppression as they do for thermal comfort.
Acoustic comfort for solitary work on Quiet Decks will be supported by rubber stoppers
on all chairs and tables; single desks for solitary work (the number of these desks
limiting the number of children using a Quiet Deck); facetted building, reducing acoustic
reflections; acoustic barriers at decks including solid balustrading, raking acoustic
screens (shielding noise from the Main South Deck and these Quiet Decks to #7
Cleghorn and #1218 Dominion Rd respectively ),; and a rainwater tank and a high
acoustic wall to the northwest deck (shielding noise to the house at #1218 Dominion Rd
and the garage at #1216 Dominion Rd);.
These are in addition to the acoustic shielding described in the Marshall Day Report of
29 October.
Also in addition, children will be introduced to Grace and Courtesy Exercises
encouraging respectful movement of chairs and tables, the respectful way to move
around and talk when on Quiet Decks, and working quietly. (See Appendix Two)
The carpark will have a stone wall screen to the south, and also acoustic barriers at
boundaries to east and west as recommended by Marshall Day. In addition, children will
be introduced to Grace and Courtesy Exercises encouraging safe and respectful
movement from the carpark into the children’s house. (See Appendix Two)
2.2.5 Flood Plain:
The finished floor level of proposed buildings is 500mm above the 1-in-100 year max.
flood level – a level of which we can be very certain due to the ‘weir effect’ at the corner
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of Donald Cres and Cleghorn Ave, beyond which water will flow away down the ground
slope. In any flooding event, development engineers have confirmed that ponded water
will not be moving at a great velocity.
Acoustic fences will maintain a 150 ‘flood strip’ around their base to allow floodwaters to
pass through in the event of any flooding.
Our proposed structural solution will further minimise restrictions in the subfloor to any
water flow (see section 2.3 below).
No major topographical change is proposed that would restrict either flow or water
ponding.
While there is likely to be ample warning that any ponding area is filling up, to allow safe
egress from the site and building a 1200 wide ‘boardwalk’ is proposed from the deck of
Environment 3 to the northeast corner of the site (the highest point on site), which at this
point is only 450mm below the top level of the 1-in-100 year event, allowing children to
be taken to safety by adult care-givers.
At the street end, the raised boardwalk will have a child-proof gate, and will be used as
the entrance path to the staff accommodation. The portion of the boardwalk in the
proposed northwest playground would have a child-proof gate at each end, and only
used only used under adult supervision should safe egress be needed.
2.2.6 Screening:
We propose some screening to the street as necessary for landscaping in the front 6m
strip (see Sheet 109 for 3d views of this strip). However, it is evident that the street itself
is characterised by large expanses of grass to the street, with very little privacy
screening – the layout of our proposal allows us to emulate this. The primary exception
to this, as per Figure 8 above, s the neighbour immediately across from the proposal,
which is a large house and driveway turned away from the street and concealed behind
street trees and a closely boarded fence.
2.3 Structure and Materials (see also Appendix One)
Our proposed structural solution is intended to minimise restrictions to water flow in the
subfloor: the main structure is the lightweight precast panels in the corners of main
environments, and in the store rooms of the ‘adult wing’; these are continuous from
ground to roof, with the majority of the proposed building’s floor and roof structure being
supported on these. Long-span floor and roof systems will be selected that minimise
any additional subfloor support, minimising any restrictions to water flow under the
building.
Passive Solar Design principles have been followed. Lightweight concrete panels as
described offer thermal mass, Super-insulation to roofs will be provided by 200-250mm
Structural Insulated Panels, offering a lightweight roof with deep insulation having no
thermal breaks. 150mm Structural Insulated Wall Panels are proposed to all exterior
walls, offering a lightweight wall solution with deep insulation and no thermal breaks. All
windows will be double glazed aluminium with thermally-broken frames, or better. Solar
water heating will be used as possible.
We propose a Sustainable Urban Water System to reduce the pressure on public
stormwater, wastewater and mains water systems. Water discharging from the roof will
go directly to upstanding ornamental rainwater cisterns with a head above the 1-in-100
year flood level. Water from these cisterns will be used for non-potable use (i.e.,
laundries, baths/showers, wash-hand basins, art and cleaning sinks, and gardens) with
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all non-potable water supplies clearly signposted as being not for drinking. (Grey water
from sinks and laundry will be re-used for gardening and toilet flushing). The remaining
roofwater will flow to 2 new 3000l retention tanks in new planters, and an existing inground 3000l tanks, with a 72mm orifice to maintain current flows. (See ACH report
October 2014 for further details and calculations)
We propose permeable pavers by Permeable Solutionz to all paved walkways around
the main carpark areas, and permanently-grassed groundcover of the Grasscrete type
(or similar) to the parking area itself—a sustainable forms of urban drainage that are
low-impact both visually and in terms of run-off (tested to flow rates in excess of 8
metres per second) – and – which are ultra-porous, having a water flow-through rate of
no less than 30 litres/m2 per second.
The Grasscrete system will offer a large grassed space to the street. The paving will
retain the water hitting it on the site and not discharge to the public system. Please note
that while occasionally confused with pre-cast blocks, Grasscrete is in fact a cast on site
cellular reinforced concrete system with voids created by plastic void formers. This type
of construction offers significant structural advantages over precast concrete and plastic
systems: resisting differential settlement, eliminating kerb edges, not being reliant upon
grass for stability, optimum drainage capability, and offering grass reinforcement.
In short, unlike the pre-cast blocks with which it is often confused, Grasscrete is a longlasting system ensuring grass will remain a permanent feature of our front yard.2
2.4 Traffic and Parking:
The focus of the parking arrangement is child safety.
A focus has been to provide all-around footpaths so that once their parent(s) has/ have
parked, children can immediately find a safe path to a footpath. We consider their safety
paramount.
Further, a one-way traffic arrangement in the carpark is proposed to reduce traffic
clashes, with our main planter screen to the road being the “island” around which cars
flow in a clockwise direction.
We consider this policy can be easily extended beyond the immediate carparking area,
as follows.
The arrangement of streets around the proposed Children’s House suggests a policy
easily carried out by way of a Policy Statement to which parents at the House will be
introduced, which also makes both parking and street traffic easier, aiming for one-way
traffic both for safety in our carpark and to minimise any traffic clashes.
2
See Grasscrete website: http://www.grasscrete.com/
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Fig. 12: Streets around Cleghorn Ave
We propose that parents driving to and from the school from the West would come in
clockwise via the north part of Donald Cres, Fearon Ave, Bridgman Ave, Cleghorn Ave;
and out via Cleghorn Ave and Donald Cres.
Parents coming from the East would come in clockwise via Duke St, Duncomb St,
Fearon Ave, Bridgman Ave, Cleghorn Ave; and out via Cleghorn Ave, Donald Cres,
Fearon Ave, Duncomb St, Duke St etc.
(See also the proposed Policy Statement in Appendix 2.)
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3. THE MONTESSORI PHILOSOPHY
3.1 Association Montessori Internationale (AMI)
The Association Montessori Internationale was set up in Amsterdam seventy years ago
by Dr Maria Montessori as “an international movement to uphold, propagate and further
the pedagogical principles and practice formulated by Maria Montessori for the full
development of the human being.”3 There are approximately 20,000 centres worldwide,4
and just over 100 in New Zealand.5
3.2 Programmes Offered
The AMI toddler programme allows children’s primary motor coordination, independence
and language to be cultivated. “Rather than a classroom, it is a nurturing environment
where very young children experience their first structured contact with other children,”6
and a chance to emulate and master the “practical life” activities they see all around
them in their own homes.
The AMI 3-6 programme offers a prepared environment aiding “the child's ability to
absorb knowledge and continue their path of self-construction. There are four main
areas in the pre-school program: Practical Life, Sensorial, Language and Mathematics.
Considerable emphasis is also placed on Creative Arts, Music, Science, Geography and
Cultural Studies. Acquisition of one's own first culture is the child's central
developmental drive in the first plane of development.”7
3.3 MONTESSORI PEDAGOGY
The Montessori philosophy encourages grace, courtesy, quiet and respect for the
environment and others.
This principle applies both inside and outside.
3.3.1 Grace and Courtesy:
Grace and Courtesy has been called the “social lubricant in the Montessori
environment,” and is the Grace and Courtesy exercises are presented to demonstrate
the practical application of these principles, conveying either how to move or to act
graciously and courteously -- respectful of materials, your immediate environment and
those within it, and those beyond -- “little lessons that demonstrate positive social
behaviour and help the young child adapt to life in a group and arm her with knowledge
of socially acceptable behaviour: practical information, useful both in and out of school.”
Grace and Courtesy exercise (See Appendix 2 for relevant Grace and Courtesy
exercises at Cleghorn Montessori Children’s House).
3
See ‘AMI Objectives,’ Association Montessori Internationale website, ,
http://ami-global.org/ami/what-is-ami/objectives
4
‘How many Montessori schools are there?’ NAMTA website,
http://www.montessori-namta.org/FAQ/Montessori-Education/How-many-Montessori-schools-are-there
5
Montessori Aotearoa New Zealand website,
http://www.montessori.org.nz/school-search
6
See ‘Montessori 0-3,’ Association Montessori Internationale website,
http://ami-global.org/montessori/montessori-0-3
7
See ‘Montessori 3-6,’ Association Montessori Internationale website,
http://ami-global.org/montessori/montessori-3-6
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3.3.2 Concentration:
The key to the Montessori pedagogy (and to the quietness of the Montessori
environments) is concentration, Dr Maria Montessori explaining
The first essential for the child's development is concentration. It lays the whole
basis for his character and social behaviour. He must find out how to concentrate,
and for this he needs things to concentrate upon. This shows the importance of
his surroundings, for no-one acting on the child from outside can cause him to
concentrate. (Maria Montessori, The Absorbent Mind)
Concentration in the AMI Montessori environment is well demonstrated in this video
(part of a series demonstrating the Montessori philosophy):
 “Concentration”
https://www.youtube.com/watch?v=c9PBJOlm0rw
Montessori environments are not about “entertaining” children, but about introducing
them to absorbing and challenging work. Everything about the Montessori prepared
environment is set up to support and encourage children’s concentration, perseverance
and independent thinking: minimising disturbances and encouraging a child’s quiet work.
This is one reason visitors to a genuine Montessori programme often comment on how
quiet they find the classroom environment, and how focussed the children. These
YouTube videos help explain, and illustrate:
 “Why are Montessori classrooms so quiet?”
https://www.youtube.com/watch?v=-kjr9FmMXv8
 “Montessori Sensorial Exercises”
https://www.youtube.com/watch?v=NlnHVxJKEiM
 “The Montessori Language Programme”
https://www.youtube.com/watch?v=1fbs-Qr8lf8
 “Montessori Mathematics”
https://www.youtube.com/watch?v=wKSRCeyR5Ck
3.3.3 Inside-Outside:
The Montessori pedagogy encourages Quiet Decks and outside spaces that are not part
of a playground, but are thought of instead as extensions of the quiet inside space to the
benevolent outside air. Children are free to take materials from the inside environment to
work with on tables in the outside environment in the same quiet and respectful manner
they do indoors.
Indoor – outdoor flow is encouraged by the Ministry of Education, however this concept
and its benefits were well understood by Maria Montessori herself, as well as subsequent
educational theorists. Dr Montessori believed that having easy access to an outdoor
area was ideal. In her first casa dei bambinis (or children’s houses) activities were taken
in the garden so that children were able to move freely from the inside to the outside.
She believed there should be no separation of the indoor and outdoor learning
environment; they should be treated as one.
Montessori believed that children are naturally curious and that children are capable of
choosing an activity they are interested in. She believed that “when children come into
contact with nature they reveal their strength”. This fits in well with modern educational
theory which understands that the role of the teacher is to provide a stimulating
environment for the child’s independent self-discovery.
Early Montessori schools encouraged children to take outside what today is often seen
as ‘inside work’, if they wanted to. Today this may not be encouraged because the
equipment is often seen as too precious to go outside. In addition many Montessori
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schools are sessional and so it is assumed that the children will be getting outdoors time
in the “out of school” parts of their lives. (Turner,1999).
One of the tenets of the Montessori philosophy is that for self-directed learning to take
place, the whole learning environment is a ‘prepared environment’ and that the
classroom, materials and social setting must be supportive of the child. The teacher
therefore provides a prepared environment which provides exposure to materials and
experiences that stimulates the child into developing their own capabilities. This holistic
approach therefore should in fact extend to both indoor and outdoor settings.8
Fig 13: Inside-Outside Space, Little Earth Montessori, Kapiti , 2014
3.3.4 Nature, and the Outside Environment:
Just as the prepared interior environments in an AMI Montessori children’s house has
very little in common with the classrooms found in traditional, mainstream childcare
centres, so too is the exterior environment very different to the traditional “playground.”
Dr Montessori insisted on the importance of hands-on experience of nature as a
necessary vehicle for implementing the Montessori curriculum, and on transitional
spaces connecting classrooms and the outdoors. Instead of the swings and slides a
child can enjoy outside the Montessori environments, the outdoor environment of the
AMI Montessori children’s house has a complete focus on presenting nature to the child
in a deliberately designed and prepared lushly-naturalised outdoor environment.
The outside space of an AMI Montessori children’s house is a living landscape offering
opportunities for individual exploration in a quiet, respectful manner. 9
3.3.5 Three-Hour Work Cycle:
The key to the Montessori day in the 3-6 environment is the 3-hour work cycle. The
child’s day is not built around session times; “session times” instead are built around the
8
Fiona Goodman, “My school is introducing indoor-outdoor flow…”, Montessori Aotearoa NZ website,
http://www.montessori.org.nz/your-questions-answered
9
See for example ‘Greening Montessori School Grounds by Design,’ by Robin Moore & Nilda Cosco,
NAMTA Journal, Vol. 32, No. 1, Winter 2007, http://www.slideshare.net/pd81xz/zwy140
Nov. 2014: Rev D (Feb 23, 2015)
Page 18
child’s natural work cycle – the period in which a child is able to build her concentration,
direct her focus to complete a task independently, and then bask in her own
achievement.
As the name suggests, this is a three-hour chunk of time in the morning in which the
children receive presentations, choose materials, have snack, and work at their own
pace on activities that interest them. (Note: All AMI-recognised schools also have a twohour uninterrupted work period in the afternoon for children ages 4 and older). A quality
Montessori school will not have a single interruption during the work period: no Spanish
teacher coming into the classroom; no music instructor pulling kids out; no physical
education taking place on the basketball courts.
Dr. Montessori discovered that a child as young as three, who has spent a few months
in the Montessori classroom, is able to choose productive and challenging work, focus on
the task at hand, finish a cycle of work, rest without interrupting those who are working,
and repeat this sequence. She noted that for this to happen, a minimum of three hours
of uninterrupted classroom time are essential. Of her experiences observing children
during an uninterrupted work period, she noted: “Each time a polarisation of attention
took place, the child began to be completely transformed, to become calmer, more
intelligent, and more expansive.”
True cognitive and personal development – the type that takes place in a Montessori
classroom – cannot happen in 45-minute spurts.
In her book Montessori: The Science Behind the Genius, Angeline Stoll Lillard points
out that, “Montessori teachers who adhere to three-hour work periods without interruption
claim one can see the difference in the quality of the children’s concentration on days
when children know they will be leaving the classroom in an hour for a field trip or
doctor’s appointment or special music class.” Children who know they will soon be
interrupted choose unchallenging “busywork” at best, and at worst become nuisances to
their peers. Even more tragic are children who don’t know an interruption is coming; they
choose demanding work, become engrossed, and are understandably upset when the
disruption takes place.
While interruptions are part and parcel of traditional education methods, they just
aren’t necessary in Montessori.10

See for example “A Montessori Morning”:
https://www.youtube.com/watch?v=09Y-huCMjIc
3.3.6 “Monte-Something”?
Allow me to offer one small but very important caution to anyone assessing a Montessori
school.
What is being described above is the environment, philosophy and pedagogy of an
authentic Montessori children’s house such as the applicant’s, one that follows the
direction and guidance of the Association Montessori Internationale.
It is important to make the point here however that the name “Montessori” is not a
trademark and enjoys no copyright protection, and can be used by anybody. And does.
Thus, a visit to a school with Montessori in its name is no guarantee the school will
follow, or even understand, the Montessori principles and pedagogy.11
10
From “The Full Montessori” website, http://thefullmontessori.wordpress.com/2012/08/16/choosing-amontessori-school-uninterrupted-work-period/
11
On this subject, see ‘How to identify a real Montessori school,’ as reported on Global TV in Toronto,
Canada. https://www.youtube.com/watch?v=JmPlinEUzSo For further information visit http://ami.edu/fme
Nov. 2014: Rev D (Feb 23, 2015)
Page 19
I would therefore caution against drawing any conclusions about the external effects of a
Montessori Children’s House, or the outcomes or expectations of the Montessori
pedagogy, based only on a visit to school with “Montessori” in the name – not unless
one can be assured one is dealing with a genuine AMI Montessori Children’s House. 12
12
For guidance, see ‘AMI Schools & Backgrounds,’ http://www.ourkids.net/ami-montessori.php
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Page 20
APPENDIX ONE: PROPOSED MATERIALS SCHEDULE
ROOFS/CEILINGS: Colorsteel on Structural Insulated Panels
Examples :



http://www.bondor.co.nz/
http://www.kingspanpanels.co.nz/
http://www.metalcraftgroup.co.nz/products/metal-insulated-sandwichpanels/
STRUCTURAL WALLS: Precast lightweight concrete panels
Examples:



Litecrete http://www.litecretesystems.co.nz/
Nirvana Insulated concrete panels
http://www.reids.co.nz/architectural-concrete/nirvana/
Thermomass http://www.compositenz.co.nz/dynamicPage.asp?pageID=20
INTERIOR WALLS: Triboard 36/38mm.

http://nzhomebuilders.net/tri-board
EXTERIOR WALLS: Magroc SIPs, with cedar shingles to sill line

http://www.magroc.co.nz/
FLOORS & SUB-FLOORS: Egger OS Flooring on timber joists, on long-span bearers
and box beams spanning between precast panels
ACOUSTIC SHELTERS: Options as per Marshall Day report
CAR PARKING:


Carpark: Grasscrete, http://www.grasscrete.com/docs/paving/index.html
Walkways : Permeable paving, http://www.permeablesolutionz.co.nz/gallery
ENVIRONMENTAL (general approach):





Passive solar design
Super-insulation
Low formaldehyde flooring, low allergenic carpets and textiles
Sustainable Urban Water System: Rainwater harvesting, and grey-water reuse
Solar water heating: e.g., heating pipes in purlin space
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Page 21
APPENDIX TWO:
 A. GRACE AND COURTESY PROCEDURES TO CULTIVATE A
PEACEFUL CLASSROOM
 B. PROCEDURES FOR PREPARED ENVIRONMENT INCLUDES QUIET
DECK AND GARDEN
 C. CONSTRUCTING GRACE & COURTESY LESSONS AT CLEGHORN
MONTESSORI
 D. CLEGHORN MONTESSORI DROP-OFF/PICK-UP PROCEDURES
 E. CLEGHORN MONTESSORI EVACUATION CARE PLAN
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Page 22
A. GRACE AND COURTESY PROCEDURE TO CULTIVATE A PEACEFUL
CLASSROOM
In accepting our responsibility for the optimum educational development of
every child at Cleghorn Montessori, we recognise the need to create the best
possible learning environment and social climate.
Inner discipline
The development of inner discipline in a child is the goal in a Montessori
education. Self-discipline is fostered in many ways. The classroom environment is
organised in an orderly, logical manner. Children choose work, which they are
capable of doing and are free to do it without interference from others. This
approach alleviates many problems of discipline, which may be present in
another kind of environment. In addition, the mixed age group allows the
younger children to emulate the older children's more mature behaviour.
Student grace-and-courtesy management at our school recognises the need for
a series of sanctions based on Montessori principles that endeavour to specify
behavioral approaches in a variety of situations for both adults and children. The
limits of behaviour established enable a number of children moving and working
in close proximity to do so in harmony, and with mutual respect.
Montessori Ground Rules
◦ Be kind to one another.
◦ Walk in the classroom.
◦ Use a quiet voice in the classroom and outside.
◦ Use a rug when working on the floor.
◦ One child only to work at each table.
◦ Use materials carefully.
◦ Put your work away when you are finished with it.
◦ Push your chair in quietly when you are finished working at a table; roll up your
rug and put it away when you are finished working on the floor.
◦ Respect everyone in the classroom, and allow others to work without
interruption.
The following shows how the child’s rights and responsibilities are nurtured,
developed and supported:
Responsibility
Nov. 2014: Rev D (Feb 23, 2015)
Right
Page 23
The child must use the materials
respectfully. That is, the child may
not harm the materials, himself or
others. The child may not use
materials in a way that disturbs the
activities
of
others
in
the
environment.
The child is free to work with any
material
displayed
in
the
environment that has been
presented by the teacher.
The child may not work at or on a The child may work at a table or
display shelf, as her presence on a rug; whichever is suitable to
there
would
obstruct
other the work chosen.
children’s access to the materials.
All pieces of the work must remain
on the rug or at the table.
The child restores the environment The child has the freedom to use
during and after an exercise. She the room as her needs dictate.
is responsible for mopping up her
own spills, rolling up her own rug,
placing her chair under her place
at the table, and returning her
work to the appropriate spot on
the shelf.
No child touches the work of
another without an invitation to do
so. No child is allowed to interfere
with another’s learning cycle (this
provides security for the child
involved in an exercise to
continue it too its completion). If
the child must leave her work
temporarily, she can continue
later confident that it will be as she
left it when she returns.
The child has the right to work
unrestricted by others. She may
initiate, complete, or repeat an
exercise alone and without a
break in her concentration cycle.
The child is not allowed to interfere
or disturb an activity she has
chosen not to join; this is her
responsibility to the group.
The child does not need to join a
group activity. She may continue
working with an individual exercise
during group activities, or she may
stand apart from the group as an
observer
of
group
activities
without becoming an active
participant.
Nov. 2014: Rev D (Feb 23, 2015)
The rug and/or the table define
each child’s work area and their
domain.
Page 24
A child is not forced or even The child may work alone.
encouraged
to
share work.
Generosity develops from within as
a child matures and gains selfsecurity. With adequate materials
and supportive ground rules,
sharing comes naturally in cases
where sharing is appropriate or
necessary.
The child’s idleness is not allowed The child is free to do nothing if
to disturb or distract others’ she so desires. She may be
activities.
learning by observing others, may
be thinking, or may simply be
relaxing.
Take a look at this image. How are these children illustrating the ground rules?
What rules are these children following that allow them to work so close together
but do separate, independent activities, without being disturbed.
B. PROCEDURES FOR PREPARED ENVIRONMENT INCLUDES QUIET DECK AND
GARDEN
The same Montessori principles that structure activity inside the prepared
environment will be applied to activities outdoors.
What we want to avoid
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Page 25




The outdoors as a place to escape and release pent up energies and to
let of steam
Changing the rules when children move outdoors (please refer to the
Grace and Courtesy Procedures)
Purposeless unstructured activities that are lightly supervised that can lead
to aggressive behavior.
Haphazard unstructured play for children (and for adults as monitors) that
are purpose-less
What we want to achieve
 The outdoor environment to be an extension of the indoor environment;
Quiet Decks accessible to children at any time during the session; gardens
accessible at supervised intervals.
 The adults role in the outside environment will be to connect children with
purposeful activities through careful planning and preparation of the
environment, presentation of activities, follow up invitation, and guidance.
QuietDeck area:




This is an extension of indoor prepared environment on which the child
may choose to take the inside material onto the deck to work individually
without interruption by their peers. One child per table or a rug will define
the child’s territory for their learning (please refer to the Grace and
Courtesy Procedures)
The number of children on each Quiet Deck at any given time will be
limited to 6 children only, working alone.
The outdoor garden is accessible to the children throughout the choosing
session. This will function like the outdoor classroom with a variety of quiet
activities facilitated by the teachers.
The numbers will be limited to small groups of children only.
(The fundamental fact in the preparation of the environment is to have only one
set of each type of material. When there is only one of each activity, and if
apiece is in use when another child wants it, they will have to wait for it to be put
back to have a turn. And since this is one of the ground rules established in a
Montessori classroom the idea of respecting others and waiting one’s turn,
becomes habitual).
Each activity available in the outdoors prepared for the day will have a
corresponding activity name card as shown below. These cards will be used to
establish a rotation of children that go outside by limiting the number of children
with teacher’s discretion and also endeavour to engage in purposeful activity.
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Page 26
Activity ideas for outside environment:
 Care of Animals
 Gardening
 Digging
 Weeding
 Harvesting
 Composting
 Observation of seasons
 Observation of weather
 Plant Life Cycles
 Animal Life Cycles
 Art
 Water Play
 Sand Play
 Organised group games
***
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Page 27
C. CONSTRUCTING GRACE & COURTESY LESSONS AT CLEGHORN MONTESSORI
Grace and Courtesy lessons will both be carefully planned, or done in an
impromptu fashion. These lessons will be modelled by the teacher and/or
rehearsed and modelled by the children themselves.
These are a regular feature of the classroom and we will be introducing and
practicing up to seven or eight Grace and Courtesy "skits" per day. From
modeling "How To Walk Around a Work Rug" to "How To Ask For Help," these
quick lessons - sometimes with words and sometimes without - give children tools
to navigate their environment and social landscape. Other lessons are more
social and provide a way to establish a classroom management technique that
is child-driven rather than teacher-driven.
Always relevant to the classroom community, Grace and Courtesy lessons
empower children to be responsible, self-aware, and independent. These
activities are about respecting children's needs and considering the whole
classroom community as a collective unit. Practicing modeled behaviors at
neutral moments allows children to discover much-needed tools, and they are
grateful to know what to do and say in frustrating or difficult circumstances.
Through the structure of Grace and Courtesy, children are able to practice
respectful communication, and they are given tools to respond to others. Grace
and Courtesy lessons in a Montessori environment are an invaluable tool for the
teacher in the way that they allow us to put a special energy on behavior we
want to support. The lessons serve our classrooms well because we can revise
what lessons are given, as needed, in response to observing how the children
interact with certain objects and/or others.
***
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Page 28
D. CLEGHORN MONTESSORI DROP-OFF/PICK-UP PROCEDURES
Driving to and from the school




We respectfully request that you follow these instructions precisely and
carefully as we are aiming for one-way traffic both for safety, and to
minimise traffic chaos, the following routes are recommended to access
the Pre school:
If travelling from the West of Dominion Rd – please access the school via
Donald Cres, Fearon Ave, Bridgman Ave, Cleghorn Ave; exit via Cleghorn
Ave and Donald Cres.
If travelling from the East of Dominion Rd – please access the school via
Duke St, Duncomb St, Fearon Ave, Bridgman Ave, Cleghorn Ave; exit via
Cleghorn Ave, Donald Cres, Fearon Ave, Duncomb St, Duke St.
Please note that drop-off and pick-up traffic flows clockwise around the
school car park as indicated in the parking layout. Please use the correct
entrance and exits as marked.
Grace and Courtesy and safety rules:







To represent Cleghorn Montessori as the peaceful and caring community
that we are, please be courteous and drive slowly. When everyone is
helping to maintain these expectations, we will not only be protecting the
integrity of the Cleghorn Montessori community in the eyes of our own
members, but also in the eyes of those in the greater Cleghorn community.
Please park in designated parking spaces within the school.
It is IMPERATIVE that all parents pick up and drop of their children on time,
hold their hands when arriving and leaving the school and leave promptly
as a courtesy to other parents who need a parking space to pick up and
drop of their children.
Footpaths surround the parking areas. Please do not walk across the
parking area; use the pedestrian paths provided to keep yourself and your
child safe.
We will have two teachers as traffic monitors to assist with moving traffic
along and safety issues. The monitors will be familiar to the children and will
at times assist in exiting children from the cars and escorting them safely
into the foyer if required to ensure these busy times are seamless as
possible.
Please be considerate to our neighbours and keep the noise to a
minimum when outside of the school building.
Please refrain from using mobile phones in the car park.
Note that these procedures may be modified as needed in our ongoing
efforts to ensure student safety.
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Page 30
E. CLEGHORN MONTESSORI EVACUATION CARE PLAN
Rationale:
To ensure that the children’s house has a practical evacuation plan for civil
emergencies on display at the children’s house, which includes how children are
evacuated and cared for in a variety of emergencies.
This policy/plan is aimed at evacuation procedures civil emergencies such as
fire, earthquake, flooding, storms, volcanoes, chemical, gas emissions, etc.
Principles:
This plan covers the process of closing down the children’s house and relocating
to a safe environment. The children’s house’s plan includes the criteria or
conditions under which evacuation is necessary, the process of evacuation and
transport relocation, and the choice of alternative care procedures.
There are four conditions under which evacuation of the children’s house will be
necessary.
 If ordered or advised by officials.
 If the building becomes structurally or environmentally unsafe (e.g.
fire, earthquake, flood etc.).
 If the area or environment becomes unsafe (e.g. gas, chemical
leak, or local fire).
 If a potential threat is likely to make continued occupation of the
property unsafe (e.g. Civil Defence warning).




Procedures:
The Director/Children’s house manager/Person Responsible will
make the decision to evacuate, taking into account the long-term
safety of the children and staff.
Where possible the decision will be made before the children’s
house’s environment becomes unsafe.
The Director /Children’s house Manger/Person Responsible will
become the Emergency Warden for the purpose of the evacuation
procedure and will ensure this plan is followed and carried out.
All procedures are subject to there being enough time and
resources to safely carry them out and that priority has been given
to the application of first aid.
Preparation:
 A check will be done to see that the alternative location is suitable
and safe.
 Where possible the parents will be advised of the preparations and
new location by phone.
 Rolls, records and enrolment forms will be collected.
Nov. 2014: Rev D (Feb 23, 2015)
Page 31
 Drink, food and first aid supplies, which are needed at new location,
will be collected.
 A notice will be attached to the front door from inside your
emergency kit leaving mobile numbers or contact information if
possible.
 A mobile phone will be taken if available.
 Police, Civil Defence and neighbours will be advised.
 Assistance from neighbours, Civil Defence and police etc. will be
requested if required.
 If there is adequate time and it is appropriate power and water will
be turned off at mains supply. Evacuation:







Move all staff and children out designated exists and directly to
assembly point.
If the premises are flooded, children and staff are evacuated using
the safety boardwalk on the north-western boundary of the building,
where they will be exited by instruction of local authorities (please
note that the level of the boardwalk is above the max. possible local
flood level).
Take roll, record and check children, adults and staff.
Check around children’s house to ensure all children are out of the
building.
Secure premises
Ensure supplies are taken with the children.
Take enrolment forms with parent contact information.
Transport or Relocation Movement Arrangements:
 Ensure all the children stay together in a line or group if walking to
destination.
 Ensure staff/adults take care of a specific group of children during
relocation.
 On arrival check all children against the roll.
 Register with appropriate officials or advise police, Civil Defence
officials and neighbours of arrival.
Option For Relocation
Name: Dominion Road Primary School, Quest Terrace.
The emergency warden will decide the most appropriate location, given
the circumstances.
Options for Care and Release of Children:

 If previously not possible, parents will be contacted to advise of the new
location and to pick their children up.
Nov. 2014: Rev D (Feb 23, 2015)
Page 32
 Staff will be required to stay and care for the children until the emergency
warden releases them.
 Staff are to ensure the children are comforted, basic needs are met, kept
warm, provided with food and shelter and kept occupied and safe.
 Children are released to parents or with the written consent of parents or
approved pick up arrangements.
 Children picked up are marked on the roll.
 Emergency warden keeps notes of significant events or contacts.
Evacuation Route
The evacuation route will be displayed in all rooms and Evacuation Care
Plan on noticeboards.
 The Evacuation Care Plan will be used in staff induction and training.
Related Documentation/Policies

Emergency Evacuation
and Staff Induction Handbook
***
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Page 33
APPENDIX THREE: Site Context
Block model 3d images:
View from 2A Keystone Ave
View from 1218 Dominion Rd (1218 Dominion Rd shown at right)
Nov. 2014: Rev D (Feb 23, 2015)
Page 34
View towards 1218 Dominion Rd from western Quiet Deck (angled boundary barrier can
be seen at right behind glass balustrading)
View towards 1218 Dominion Rd from south Transitional Deck (raking acoustic barrier
can be clearly seen)
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Page 35