Directors  Pamela trained at the level 0-3 Montessori Assistants to Infancy (under Judith Orion) at the Maria Montessori Institute and 3-6 Montessori Directress (under Maria Roth) at the Maria Montessori Institute Prague. Pam did her teaching practice and observations at the Montessori Internationales Ausbildungszentrum e.V. in Munich, and Internationale Montessori Einrichtungen Dortmund mbH” (ime-do) - Barbara House, Dortmund - Germany. Pamela is co-founder of the nursery school and is head of the Children's House for children aged 3 - 5 years. (T) 01223 301047  Max Gordon-Smith BA. Max is co-founder of the nursery school.Head of Nursery Pamela Gordon-Smith Pamela manages the nursery school and the admissions process. School Office Admissions Guides and Assistants Children's House  Rodrigo trained as Montessori Assistant, 3-6 course
(under Cheryl Ferreira 2016) at
the Maria Montessori Institute in London. Rodrigo did his teaching practice and observations
at the Smiths Children Montessori Nursery School in Cambridge.
Rodrigo has more than 4 years as a teacher of Physical Education in Madrid (Spain) and Cambridge. He also speaks Spanish, Italian and English. He is teacher training Degree in Physical Education, Spanish Teacher as a foreign language and Master in Protocol Sport Events.  Infant Community  Rochelle Cutler Montessori Diploma 3-6 (AMI), Montessori Diploma 0-3 (AMI). Rochelle trained as Montessori Assistant to Infancy 0-3 (under Judith Orion, 2014) and Montessori Directress 3-6 (under Lynne Lawrence, 2004), both at the Maria Montessori Institute in London. Rochelle taught in Montessori schools from 2004-2006 and set up I Can Do It Montessori in 2010 – providing baby and toddler groups, parenting workshops, home support and family mentoring services. She has been featured by influential Montessori sources including Baan Dek Montessori in the USA and How We Montessori in Australia, and is well-respected within the UK Montessori community. Rochelle has over 20 years’ experience as a nanny for children from 2 months to 17 years. She has also been trained in classical music, paediatric first aid and food hygiene. Rochelle is the Head of Nido and Infant Community at Cambridge Montessori School. (T) 01223 342572 Email: office@montessoricambridge.co.uk  Veronica has more than 15 years as a professional dancer. She has experience teaching Latin dance, creative dance in Madrid (Spain), Lisbon (Portugal) and London (UK). She also speaks Spanish, Portuguese and English. She is currently undertaking her Level 3 certificate in Early Years.  Nido   
Designated roles for each staff member: Each staff member has specific responsibilities to ensure all the children are cared for and each individual is supported as much as they need: Rochelle is the lead teacher and gives individual lessons to all the children, as well as gathering small groups together for songs, poems, stories and language games. Our assistant teachers have extra responsibilities: guiding the children to resolve challenges independently, holding small groups for songs and games, supporting toilet learning, supervising mealtimes and creating purposeful outdoor play activities. All of our teachers take great care to ensure our classroom spaces are clean and welcoming. We plan and write daily observations for all the children, with notes about each child’s work and interests, plus detailed observations of two children every week. Rochelle will be happy to talk about your child’s observations at any convenient time; please feel free to contact the office to book a timeslot for a telephone chat or email any time. Basic Montessori Principles We have a few basic principles that ensure everyone is safe and can feel confident in their work. 1. Our staff will intervene if something is hurtful, harmful or dangerous. If not, we will observe to see if the children can resolve it by themselves. 2. The adults are role models for behaviour, language and how to use the activities. 3. The children are free to choose one activity at a time and use it for as long as they like without interruptions by other people. 4. We help the children learn how to complete a whole cycle of activity (choose work, use it and replace it on the shelf for the next person). 5. Our staff make time to carefully observe each child’s individual interests so we can tailor activities to suit their current stage of development. |
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