Montessori Global Education launched STAR Accreditation 2021 as a reflection of the growing need for practical support to highlight quality educational provision.

The audience for our visible quality mark, includes parents and families as well as prospective employees and those within the wider education sector. Funders, partners and sector collaborators are need to see methods of assuring the quality of educational provision and STAR is a timely, efficient and effective system of recognition that is unique in its support for on-going development across every setting, no matter the size or funding status.

Quite simply, high-quality educational provision is acknowledged as a significant and essential component in delivering the best education and care for children across the globe; the presence of our STAR logo publicly identities providers able to uphold such provision.

STAR accepts applications from all settings and educators – “Montessori” in title, or not. We are keen to uncover, support and work with everyone committed to child-led practice through a firm dedication to high-quality, “Montessori-inspired” practice. All educational provision must be evidenced in line with the STAR quality standards and inclusive learning and teaching principles that have been developed through a long-standing history of assessing educational provision and supporting the evolution of a responsive application of the Montessori (and wider Montessori-inspired) pedagogy.

The awarding of STAR status is for commendable practice; parents, children, wider families and communities will know that these recognised settings, home-based educators or colleges are part of a wider network of excellence; a robust community of educational providers who are accountable and pro-active in maintaining their educational quality standards.

To complete an application for STAR Accreditation, settings and providers need to consider their practice and self-evaluate their provision against the STAR Standards & Principles.

STAR Accreditation – Standards STAR Accreditation – Principles
1 Children are nurtured by well-informed and responsive staff members who support active play and exploration, helping children develop creative thinking skills, autonomy and confidence.
  • Children’s spontaneous learning is of paramount importance.
  • Holistic support and provision for children considers the needs of the whole child and promotes physical, cognitive, social, emotional, psychological and spiritual development.
  • Children are supported to prepare for real-life, encouraged to develop tools in resilience, self-esteem, independence and self-discipline.
  • Every child is a unique person who is continually learning at their own pace and in their own way.
  • Children learn through positive social interactions that are warm, loving and foster a sense of belonging.
2 Children are offered the freedom to learn at their own pace and according to their individual interests, uninterrupted, during the ‘work cycle’.
  • Staff trust each individual child in his/her efforts to ‘construct an individual’.
  • The setting offers a continuous provision of activities and resources with which children engage freely and repetitiously.
  • Settings maintain the principles of freedom of choice; children are always given the choice to engage with an activity or not
  • Children’s spontaneous learning follows ‘cycles of activity’.
  • Consistency is achieved in establishing clear boundaries of behaviour.
3 The learning environment (indoors and outside) enables children to follow their natural path of development and offers stimulating and challenging activities, both indoors and outside, throughout the ‘work cycle’.
  • A favourable environment is carefully planned, prepared and maintained to offer accessibility, consistency and continuity of learning.
  • The environment offers a mixed age range; opportunity to learn from each other and enjoy a wide age range and spectrum of activities.
  • Learning materials are appropriately arranged; well maintained, attractive and clean.
  • The enabling environment offers resources relevant to all the children’s cultures and communities and supports development of a positive sense of identity and culture. The child’s need for independence is respected, enabling autonomy and initiative.
  • Support is available for children to take risks and explore freely, enabling them to learn to do things by and for themselves.
  • Intrinsic motivation is highly valued as a critical element of the child’s holistic development, as is the development of concentration.
4 The learning environment is prepared with reference to each child’s needs and interests, which is reflected in effective planning and assessment.
  • The favourable environment is set up to provide for the individual needs and interests of the children, giving each child the opportunity to develop his/her unique potential.
  • Staff observe children, looking to nurture their unique characteristics and learning dispositions/styles. They understand child development theory and how this aligns with pedagogy and practice.
  • Staff demonstrate knowledge and skill in assessing the overall effectiveness of the provision for learning and development.
  • The recording of children’s needs, interests and progress is supported by evidence that documents their engagement with activities and others within the setting, both indoors and outside.
  • Where possible, staff assessments and reflections on children’s learning are contributed to by parents/carers and, where appropriate, by other professionals and by the children themselves.
5 The adults are led by highly skilled, experienced and qualified senior staff in each class of the setting, and all staff engage in on-going professional development.
  • The setting is led by skilled professionals who have a profound understanding of, and commitment to, implementing a child-led and Montessori/ Montessori-inspired philosophy.
  • The setting’s policies, procedures and practice are documented and linked clearly with Montessori / Montessori-inspired principles.
  • Whilst home languages are valued, the children are encouraged to develop a good level of primary language of the setting, where multiple languages are spoken.
  • Staff members are excellent communicators. They nurture and enrich the language and communication skills of the child.
  • The training and development needs of all staff members are considered regularly to ensure quality development at the setting.
6 The adults promote positive relationships both within and beyond the setting, including strong links with each child’s family.
  • All adults at the setting value and respect children and families equally. All the adults guide the children with respect, knowledge, skill and consistency.
  • The key person is a significant individual for the child and their family, closely monitoring their needs and nurturing the child’s learning and development.
  • The setting offers regular opportunities for parents and other stakeholders to learn about the ethos and approach of the setting
  • All the adults understand that children who have opportunities to make choices in an atmosphere of freedom with responsibility, and who are encouraged to be independent in their actions and decision-making, develop a strong sense of self, natural confidence and curiosity as well as a sense of well-being and belonging.
STAR Accreditation – Standards STAR Accreditation – Principles
1 Children are nurtured by well-informed and responsive staff members who support active play and exploration, helping children develop creative thinking skills, autonomy and confidence.
  • Children’s spontaneous learning is of paramount importance.
  • Holistic support and provision for children considers the needs of the whole child and promotes physical, cognitive, social, emotional, psychological and spiritual development.
  • Children are supported to prepare for real-life, encouraged to develop tools in resilience, self-esteem, independence and self-discipline.
  • Every child is a unique person who is continually learning at their own pace and in their own way.
  • Children learn through positive social interactions that are warm, loving and foster a sense of belonging.
2 Children are offered the freedom to learn at their own pace and according to their individual interests, uninterrupted, during the ‘work cycle’.
  • Staff trust each individual child in his/her efforts to ‘construct an individual’.
  • The setting offers a continuous provision of activities and resources with which children engage freely and repetitiously.
  • Settings maintain the principles of freedom of choice; children are always given the choice to engage with an activity or not
  • Children’s spontaneous learning follows ‘cycles of activity’.
  • Consistency is achieved in establishing clear boundaries of behaviour.
3 The learning environment (indoors and outside) enables children to follow their natural path of development and offers stimulating and challenging activities, both indoors and outside, throughout the ‘work cycle’.
  • A favourable environment is carefully planned, prepared and maintained to offer accessibility, consistency and continuity of learning.
  • The environment offers a mixed age range; opportunity to learn from each other and enjoy a wide age range and spectrum of activities.
  • Learning materials are appropriately arranged; well maintained, attractive and clean.
  • The enabling environment offers resources relevant to all the children’s cultures and communities and supports development of a positive sense of identity and culture. The child’s need for independence is respected, enabling autonomy and initiative.
  • Support is available for children to take risks and explore freely, enabling them to learn to do things by and for themselves.
  • Intrinsic motivation is highly valued as a critical element of the child’s holistic development, as is the development of concentration.
4 The learning environment is prepared with reference to each child’s needs and interests, which is reflected in effective planning and assessment.
  • The favourable environment is set up to provide for the individual needs and interests of the children, giving each child the opportunity to develop his/her unique potential.
  • Staff observe children, looking to nurture their unique characteristics and learning dispositions/styles. They understand child development theory and how this aligns with pedagogy and practice.
  • Staff demonstrate knowledge and skill in assessing the overall effectiveness of the provision for learning and development.
  • The recording of children’s needs, interests and progress is supported by evidence that documents their engagement with activities and others within the setting, both indoors and outside.
  • Where possible, staff assessments and reflections on children’s learning are contributed to by parents/carers and, where appropriate, by other professionals and by the children themselves.
5 The adults are led by highly skilled, experienced and qualified senior staff in each class of the setting, and all staff engage in on-going professional development.
  • The setting is led by skilled professionals who have a profound understanding of, and commitment to, implementing a child-led and Montessori/ Montessori-inspired philosophy.
  • The setting’s policies, procedures and practice are documented and linked clearly with Montessori / Montessori-inspired principles.
  • Whilst home languages are valued, the children are encouraged to develop a good level of primary language of the setting, where multiple languages are spoken.
  • Staff members are excellent communicators. They nurture and enrich the language and communication skills of the child.
  • The training and development needs of all staff members are considered regularly to ensure quality development at the setting.
6 The adults promote positive relationships both within and beyond the setting, including strong links with each child’s family.
  • All adults at the setting value and respect children and families equally. All the adults guide the children with respect, knowledge, skill and consistency.
  • The key person is a significant individual for the child and their family, closely monitoring their needs and nurturing the child’s learning and development.
  • The setting offers regular opportunities for parents and other stakeholders to learn about the ethos and approach of the setting
  • All the adults understand that children who have opportunities to make choices in an atmosphere of freedom with responsibility, and who are encouraged to be independent in their actions and decision-making, develop a strong sense of self, natural confidence and curiosity as well as a sense of well-being and belonging.