English info

Our school The 6th Montessori School Anne Frank is the school where Anne Frank, in those days, spent her elementary/primary school years. One schoolroom is kept in the original state. But the 6th Montessori School Anne Frank is not a museum; it is a modern elementary school where the pupils are working on their own as well as in groups based on the principles of Maria Montessori. 

By means of this website the parents and visitors may find the following information:

  • general information: enrolment, hours, etc
  • vision of the child
  • pupil follow system
  • team
  • composition of team
  • atmosphere: impression of school activities
  • Anne: information about Anne Frank

Anne Frank

Anne Frank was a pupil of our school between 1934 and 1941. The parents of Anne decided montessori education was the most appropriate form of education for their always talking and a bit stubborn daughter. Anne’s mother said, “god knows everything, but Anne always knew it better ”Anne lived near the school at the Merwedeplein. She could walk to the school (we suppose) together with her older sister Margot who attended the regular school in the Dintelstraat 500 meters away from the 6th Montessorischool. At first Anne started at the kindergarten Blauwe Zeedistel in the class of Mrs Gudron. There she found her first big school friend Hanneli Goslar. They stayed friends their whole school period. Anne had a very pleasant school period. She liked acting. The old headteacher Mrs Kuperus remembers that Anne always had ideas, and not being shy, she always played one of the main characters. At the end of the elementary school, when Anne was 12 years old, she left the school in September 1941. The German occupiers decided the Jewish children had to leave the public school. Jewish schools were formed in the summer of 1942 and Anne went to the Jewish lyceum. Her older sister Margot attended the same school.

Atmosphere

‘Toppers’
At the 6th Montessori School Anne Frank, we consider a pleasant, safe and caring atmosphere crucial for all who are coming here every day. But, it takes a lot to achieve this! When we want 300 children and 30 teachers to have a pleasant contact with each other, we should pay attention e.g. to the manners amongst the children but also to the manners/attitudes of the teachers towards the pupils, and of the pupils towards the teachers.

In order to know how everyone experiences the atmosphere in the schoolroom, the children in the upper level (9 to 12 years) provide regular feedback through questionnaires. Every two years we also ask the parents about their impression of the school. Finally, each year, the teachers are asked to fill out a questionnaire focussed on the pedagogical climate.

With these inputs a plan for the pedagogical climate in the groups was designed recently. As part of the plan the teachers of the upper levels have attended a three-day course. This ‘topper’ training took place at school on Wednesday afternoons and evenings . This teacher training aims at providing the teachers with more options to help those children who are insecure. We also have questioned the children about where and when they did not feel comfortable at school, more specifically with a view to possible teasing behaviour leading to regular pestering.

This has led to an overall pestering protocol. Part of the protocol is a basic rule: a joke is only a joke if both can laugh about it. This rule, and other rules, are discussed in the groups. In addition to all these measures that are taking effect at moments when the child feels uncomfortable, we stress that children at school should feel comfortable with themselves. Although the school values the educational results, it is never to the extent that a child may feel weighed down by a heavy load of the duty to learn. We also teach the children that it will often happen that one child may have made more progress in a subject than another one. For this reason there are three age categories in one group.

Children will always be at a certain time the youngest, the middle ones, or the oldest. They learn to take care of others but also to respect one another. During the lessons in the games room for the mid level, learning to express yourself is important. Regular outings and excursions also contribute towards developing and keeping a pleasant atmosphere of togetherness. Often the outing will have an educational character but togetherness always adds an extra value. Of course, in the upper level skating or taking part in a school basketball tournament has a sportsmanlike aspect, but  children will learn to do things together in cooperation.

The child and its development

At our school we provide modern education with up-to-date materials. All children can reach the core objectives provided they have the necessary capacities. In our school the child and its development is a core theme. In order to follow the child’s development we use a pupil follow system. In this way we determine the rate of progress of the children at fixed moments during the year. We do this, among other things, by way of tests and observations.

Gathering data and reporting

The results are reported, neatly arranged per child and per group level, and at school level. By means of a computer the data are partly assembled in an electronic database. The pupil follow system of the 6th Montessori school can be divided into a formal system and an informal system. The informal part consists of day-by-day observations of the teacher working with the pupils. The teacher observes the pupils:

  • concentration
  • working attitude
  • motivation
  • drive
  • inventiveness /resourcefulness
  • care for work
  • motor system
  • the way in which the child “behaves” verbally, expressively, and musically
  • the way in which the child expresses in words and makes contact with other children or adults

At least twice a year the teacher will discuss these observations with the parents (not expressing the results in marks however). The attitude of the child towards him/herself, to others and to concrete subject matter is given priority. The more formal part of assessment consists of a series of method-independent tests. It is not for nothing that these tests are mentioned only now since, from our point of view, they belong there. The observations of the teacher are valued higher than the results of the tests. Therefore we do not offer the tests as frequently as instructed by the makers. It is the information from the informal system of assessment mentioned above, that the teacher decides whether a child should have an extra test or even skip one, prompted by the progress the teacher has observed in the child.

General information about the 6th Montessori School

The 6th Montessori school is a public primary school. At this moment the school has well over 300 pupils divided into fourteen groups: five lower level, five mid level and, four upper level groups. Enrolment:The school aims especially at enrolling children from the neighbourhood.