“Children’s rights are not an additional curriculum – they are lived through everyday practice.”
Janusz Korczak
- Setting context and approach
Manchester Montessori House (MMH) is an Early Years Montessori setting committed to creating a
nurturing, respectful and inclusive environment in which every child is recognised as a unique individual with rights, voice and potential. During 2025–2026, the Rights Respecting Schools Award (RRSA) framework was used to make children’s rights increasingly visible and meaningful within everyday nursery life. Led by UNICEF UK, the RRSA places children’s rights at the heart of a setting’s practice and ethos, supporting children’s sense of belonging, participation and wellbeing. This approach connects closely with Montessori principles of respect for the child, independence, freedom within limits, hands-on learning and the prepared environment.
At MMH, children’s rights are taught, experienced and practised through everyday nursery life. Children are supported to make choices, express their views, build respectful relationships, explore identity and diversity, access information, care for themselves and others, and participate in decisions about their learning. In this way, rights become part of how children experience themselves, their relationships and their wider community.
The evidence below is organised according to the three RRSA strands and nine Silver outcomes. It
draws on MMH’s 2025–2026 planning and portfolio, with the accompanying PowerPoint evidence pack providing corresponding photographic evidence. - Portfolio based on Planning 2025-2026
AUTUMN TERM: Developing Belonging, Respect and Identity
Planning
During the Autumn Term, Manchester Montessori House focused on helping children develop a
sense of belonging, emotional security, independence and respect for others. Weekly themes
included settling in, Grace and Courtesy, harvest, autumn, cultural celebrations, identity and
seasonal traditions. These experiences were linked to Articles 2, 3, 8, 12, 14, 19, 24, 27, 29, 30
and 31 of the UN Convention on the Rights of the Child and were embedded through everyday
Montessori practice.
Implementation
At the beginning of the academic year, children were supported through strong key person
relationships, peer modelling and predictable daily routines. Circle times included welcoming
songs, calendar activities, sharing opportunities and collaborative discussions, helping children
to develop confidence in expressing their views and participating in group experiences.
Particular attention was given to ensuring that new children felt safe, respected and included
within the nursery community.
Grace and Courtesy lessons formed an important part of daily practice. Through modelling, role
play and everyday interactions, children learned how to listen respectfully, wait for their turn,
care for resources and resolve conflicts peacefully. These experiences reflected Montessori
principles of mutual respect and supported Article 29, which recognises education as a means
of developing respect for others.
Harvest and autumn themes provided opportunities for children to explore food origins, nature
and environmental responsibility. Through food preparation, sensory exploration, outdoor
learning and seasonal walks, children developed a growing awareness of where food comes
from and how people care for the environment. Natural materials collected during walks were
used within the classroom, encouraging curiosity and hands-on investigation.
Children also explored diversity and identity through Black History Month, Diwali and activities
focused on self-awareness and independence. Diverse books, stories and role models were
incorporated into the environment to promote inclusion and representation. During Diwali,
children explored rangoli patterns, diya decoration and storytelling, learning about traditions
celebrated by members of wider communities. Opportunities for self-portraiture, practical life
work and independent choice encouraged children to recognise themselves as capable learners
with unique identities and experiences.
Towards the end of the term, children explored Halloween, firework safety, remembrance,
nursery rhymes, Hanukkah and winter. These experiences provided opportunities to discuss
safety, kindness, gratitude, cultural traditions and seasonal change through stories, creative
expression and shared celebrations.
Impact
Children demonstrated increasing confidence in expressing their thoughts, making choices and
participating in nursery life. New children settled successfully into the environment and
developed trusting relationships with adults and peers. Circle time discussions and sharing
opportunities supported children’s confidence in speaking within a group and contributed to a
strong sense of belonging.
Through Grace and Courtesy lessons, children became increasingly aware of the needs and
feelings of others. Staff observed improvements in turn-taking, listening, cooperation and the
respectful use of shared resources. Children increasingly resolved minor disagreements
independently using language and strategies modelled by adults.
Exploration of different cultures, celebrations and identities supported children’s understanding
of diversity and inclusion. Children demonstrated curiosity about traditions that were different
from their own and showed growing respect for different backgrounds, beliefs and family experiences. Diverse books and learning materials helped children recognise that everyone deserves equal respect and representation.
Practical life activities and opportunities for independent choice supported children’s developing
sense of identity and self-confidence. Many children demonstrated greater perseverance,
responsibility and autonomy in everyday tasks, increasingly viewing themselves as capable and
valued members of the nursery community.
Outdoor learning experiences and seasonal investigations encouraged children to develop
respect for the natural world. Children demonstrated curiosity about environmental change and
increasingly recognised the importance of caring for living things and shared spaces.
Evidence
- Settling-in observations and circle time photographs.
- Grace and Courtesy group discussions.
- Harvest food preparation activities.
- Autumn walks and outdoor learning experiences.
- Diwali celebrations and cultural activities.
- Self-portraits and practical life activities.
- Firework safety discussions and artwork.
- Nursery Rhyme Week storytelling sessions.
- Winter light and shadow investigations.
SPRING TERM: Developing Curiosity, Wellbeing, Diversity and
Understanding of Rights
Planning
During the Spring Term, Manchester Montessori House focused on children’s right to education,
access to information, emotional wellbeing, identity, equality, family life and freedom of religion.
Weekly themes included access to education, bird watching, independence and identity,
Children’s Mental Health Week, equality and non-discrimination, religious celebrations, Holi,
families and community visits. These experiences were linked to Articles 2, 5, 12, 14, 17, 18, 20,
24, 28 and 29 of the United Nations Convention on the Rights of the Child.
Implementation
The term began by exploring Article 28, the right to education. Children engaged with books,
globes, scientific resources and hands-on investigations, encouraging curiosity and helping
them understand that learning is something everyone is entitled to access. Through discussion, teachers introduced the idea that education helps us understand ourselves and the world
around us.
This theme continued through the Big Bird Watch project. Children were introduced to different
bird species through books, puzzles, nomenclature cards and factual discussions. Using a
talking stone during group discussions, children recalled bird names, shared prior knowledge
and asked questions. Throughout the week, children created bird feeders and binoculars,
participated in outdoor bird observations and recorded their findings through drawing and mark-
making. Observation drawings and a Reggio-inspired bird art session provided opportunities for
children to represent their learning in different ways. Staff also encouraged reflection through
open-ended questions such as “What did you learn today?” and “Why is learning important?”
helping children connect their experiences to their right to education. The story The Owl Who
Was Afraid of the Dark further supported discussion about curiosity, emotions and learning.
The following weeks focused on identity, independence and family guidance. Children were
encouraged to see themselves as capable and valued individuals through practical life activities,
self-care routines and opportunities to make choices independently. Adults balanced support
and autonomy by demonstrating skills before gradually stepping back, allowing children to
develop confidence and competence. Discussions explored emotions, personal preferences,
family traditions and children’s growing understanding of themselves as unique individuals. Staff
modelled respectful approaches to body autonomy, decision-making and responsibility,
recognising that children develop independence at different rates.
Children’s Mental Health Week provided opportunities to explore emotions, self-regulation and
wellbeing. Montessori practical life activities were used intentionally to support concentration,
calmness and emotional regulation. Children examined different types of books, created story
baskets using loose parts, made and bound their own books and explored emotions through
storytelling, role play, songs and creative expression. A Reggio-inspired self-portrait project
encouraged children to reflect on identity and feelings. Staff supported children in listening
respectfully to one another’s experiences and introduced discussions around fairness, equality
and inclusion using language such as, “How can we make this fair for everyone?”.
Children then explored Articles 2 and 14 through themes of equality, religion and cultural
diversity. Learning about Ramadan, Chinese New Year, Holi, Islam, Judaism and Christianity
encouraged children to recognise and respect different beliefs and traditions. Practical life
shelves included moon and star polishing, sensory trays containing rice, lentils and chickpeas,
chopstick transfer activities and lantern-making. Children explored phases of the moon, read
stories such as Lailah’s Lunchbox and The Great Race, and discussed how different families
celebrate important events. Holi was explored through colourful sensory experiences, Indian
fabrics and flower-petal transfer work, while visits and special visitors helped children engage
directly with different cultural and religious traditions.
Families and relationships were explored through discussions, artwork and shared experiences
linked to Mother’s Day and family life. These experiences reinforced the idea that families may
look different but all children deserve love and care, as well as feeling that they belong.
Impact
Throughout the Spring Term, children demonstrated growing curiosity, confidence and
engagement with their learning. The Bird Watch project encouraged children to ask questions,
share observations and independently seek information through books and resources. Many
children began using new vocabulary and demonstrated greater confidence when discussing
their discoveries with peers and adults.
Opportunities to explore identity and independence contributed to increased self-confidence and
self-awareness. Children became more willing to attempt tasks independently, make decisions
and take responsibility for their own learning. Staff observed increasing perseverance when
children encountered challenges and greater confidence in expressing preferences and
opinions.
Children’s Mental Health Week strengthened emotional literacy and self-regulation. Children
increasingly used language to identify and communicate feelings, listened attentively to others
and demonstrated empathy during group discussions. Storytelling and creative activities
provided meaningful opportunities for children to express themselves and reflect on their
experiences.
Exploration of equality, religion and cultural diversity supported children’s understanding that
people may have different beliefs, traditions and family experiences. Children showed genuine
curiosity, asked thoughtful questions and demonstrated respect when discussing different
cultures and religions. Staff observed increasing awareness that all children have equal rights
and deserve respect regardless of background, belief or family circumstance.
The term also strengthened children’s understanding of rights themselves. Through discussions
about learning, fairness, choice, identity and belonging, children increasingly recognised that
everyone has rights and responsibilities within their community. Opportunities for participation,
discussion and child-led learning supported a culture where children’s voices were valued and
respected.
Evidence
- Access to education activities and discussion photographs.
- Big Bird Watch observations, bird feeders, binoculars and bird artwork.
- Bird nomenclature cards, puzzles and observation drawings.
- Practical life activities promoting independence.
- Identity and self-awareness activities.
- Story baskets, book-making and self-portrait projects.
- Children’s Mental Health Week documentation.
- Equality and fairness discussions.
- Ramadan, Chinese New Year and Holi activities.
- Religious education resources and community visits.
- Mother’s Day and family-related activities.
SUMMER TERM: Developing Access to Information, Community Awareness,
Participation and Understanding of Rights
Planning
During the Summer Term, Manchester Montessori House focused on children’s right to
information, participation, family life, education, culture and community. Weekly themes included
access to information, history, different families, parents and carers, the aims of education,
children’s rights awareness, freedom within limits, Father’s Day, music from around the world,
friendship, transitions to school and celebrating the year together. These experiences were
linked to Articles 5, 12, 17, 18, 20, 28, 29, 30, 31 and 42 of the United Nations Convention on
the Rights of the Child.
Implementation
The term began with a focus on Article 17, children’s right to access information. Children
explored books, magazines, newspapers, audio stories and visual media through child-led
investigation and discussion. An information corner was created within the environment,
allowing children to browse resources independently and follow their interests. Show-and-tell
opportunities encouraged children to bring books, objects or ideas to share with others,
supporting confidence and participation. Children listened to stories, music from different
cultures and nature sounds, making choices about what they wished to explore and discussing
their discoveries with their peers. These experiences reflected Montessori principles of freedom
within limits, child-led learning and respect for children’s voices.
The theme of history encouraged children to explore change over time. Children learned about
Maria Montessori and her life in Italy, compared the past and present, examined old and new
photographs and explored historical ways of carrying out everyday tasks. Activities included
washing clothes using soap bars and pegs, creating paper-cup telephones while learning about
Alexander Graham Bell, and discussing personal histories by comparing baby photographs with
present-day images. In French sessions, children explored concepts such as “avant” and
“maintenant”, helping them understand time, growth and change.
Children then explored Article 20 through a focus on families and belonging. Discussions
highlighted the many different ways families can be formed, including single-parent, foster,
adoptive, grandparent-led and extended families. Through photographs, classification activities,
stories and conversations, children explored the question, “What makes a family?” Children
created artwork and collages representing the people who care for them and contributed to a
classroom “Circle of Care” display. This work helped reinforce the message that every child
deserves love, support and belonging.
The term also explored the role of parents and carers and the broader aims of education. One of
the strongest examples of child participation emerged through the farm project. Children voted
to learn about farms, demonstrating genuine child voice and participation in curriculum planning.
In response to their interests, a range of activities were introduced, including farm sensory trays,
junk-model tractor construction, vegetable printing and imaginative role play. Children
independently explored natural materials, designed and built models, investigated farm animals
and engaged in collaborative play focused on caring for animals and producing food. These
experiences combined environmental awareness, creativity, practical life skills and child-led
inquiry.
Towards the end of the term, children explored children’s rights more explicitly through
discussions about rights and responsibilities, freedom within limits and participation.
Opportunities for free exploration, supported choice and scaffolding encouraged children to
recognise that rights are accompanied by responsibilities towards others. Additional themes
focused on family relationships, music from around the world, friendship, transitions to school
and celebrating the achievements of the year. These experiences provided opportunities for
reflection, community building and recognising children’s growing independence and
confidence.
Impact
Children demonstrated increasing confidence in accessing information independently and
making decisions about their learning. Through books, media, discussions and visits, children
developed greater confidence in asking questions, seeking information and sharing their
discoveries with others. Staff observed growing curiosity and sustained engagement when
children were given opportunities to follow their own interests.
The history project helped children develop an emerging understanding of change over time and
encouraged them to make connections between their own lives and the wider world. Children
showed particular interest in comparing past and present technologies, family photographs and
everyday experiences.
Work around families and belonging had a significant impact on children’s understanding of
diversity and inclusion. Children demonstrated increasing awareness that families can look
different while still providing love, care and support. The Circle of Care display became a
meaningful way for children to recognise the important relationships in their lives and helped
reinforce a sense of belonging within the nursery community.
The farm project provided particularly strong evidence of children’s participation and voice.
Because the topic emerged directly from children’s interests and voting, children demonstrated
high levels of engagement, motivation and ownership of their learning. Staff observed sustained
concentration, collaboration and creativity throughout the project. Children increasingly
recognised that their ideas and opinions influenced the experiences offered within the setting.
As the year progressed, children became increasingly familiar with the language of rights,
fairness, participation and responsibility. Through everyday Montessori practice, they
demonstrated greater confidence in expressing their views, making choices, respecting others
and contributing positively to their community. Transition activities also supported children in
approaching their next stage of education with confidence, independence and a positive sense
of self.
Evidence
- Local library visit and access-to-information activities.
- Information corner, books, newspapers and audio resources.
- History investigations, old and new photographs and practical life activities.
- Maria Montessori and Italy activities.
- Family classification activities and Circle of Care display.
- Family books, artwork and discussions.
- Farm sensory trays, tractor junk modelling and vegetable printing.
- Farm role-play and child voting documentation.
- Children’s Rights Awareness activities.
- Father’s Day celebrations.
- Music Around the World experiences.
- Friendship activities.
- Transition to school projects and celebrations.
- End-of-year community celebrations.
- Evidence map for Silver
Outcome Strongest MMH
evidence
Difference / impact PPT evidence
1 Rights linked explicitly to
learning, fairness,
equality, identity,
information, culture and
Children increasingly
use the language of
rights, fairness,
participation and
Outcome 1
belonging across all
three terms.
responsibility.
2 Prepared environment,
independent choice,
practical life, play and
access to information.
Children experience
rights as part of daily
nursery life and grow in
autonomy.
Outcome 2
3 Grace and Courtesy,
circle time, collaborative
work and peaceful
conflict resolution.
Improved turn-taking,
listening, cooperation
and respectful use of
shared resources.
Outcome 3
4 Key-person
relationships, predictable
routines, safety themes
and trusted adults.
Children are supported
to feel secure and
communicate needs.
Outcome 4
5 Children’s Mental Health
Week, emotions,
practical life, storytelling
and self-regulation.
Growing emotional
vocabulary, empathy,
concentration and
confidence.
Outcome 5
6 Diverse
books/resources,
religious and cultural
learning, family diversity
and Circle of Care.
Growing respect for
different beliefs,
backgrounds and family
experiences.
Outcome 6
Photos of religion
learning
7 Big Bird Watch,
independent inquiry,
open-ended reflection
and the child-chosen
farm project.
Greater curiosity,
perseverance,
ownership and
responsibility for
learning.
Outcome 7
8 Voting, choices, show-
and-tell, creative
expression and
responsive curriculum
planning.
Children see that their
ideas can influence what
happens in the setting.
Outcome 8
9 Environmental care,
cultural learning, equality
and music from around
the world.
Foundations for global
citizenship are visible;
child-led rights action
should be strengthened
and documented.
Outcome 9
- Strand A — Teaching and learning ABOUT rights
Outcome 1: Understanding the Convention
Across the year, children encountered rights through developmentally appropriate themes and lived
experiences rather than as an abstract body of knowledge. Autumn planning connected belonging, identity,
safety, culture and play to the UNCRC; Spring focused on education, wellbeing, equality, religion and family;
Summer made access to information, participation and children’s rights increasingly explicit.
Use familiar Article language alongside real experiences: learning (28), voice (12), information (17), health
(24), play (31), identity and non-discrimination (2, 8), religion (14) and education’s wider aims (29).
Use stories, circle time, visual resources, practical activities and the environment so that understanding
does not depend on advanced verbal ability.
Make universality increasingly explicit: every child has rights, even though children do not always
experience equal access to them. - Strand B — Teaching and learning THROUGH rights
Outcome 2: Children enjoy their rights
Daily Montessori practice gives children meaningful choice, access to learning and play, independence and
opportunities to participate. The prepared environment and freedom within limits position children as capable
and valued members of the community.
Outcome 3: Positive relationships, dignity and mutual respect
Grace and Courtesy lessons, modelling, role play and circle discussions support respectful listening, turn-
taking, care for shared resources and peaceful resolution of disagreements.
Outcome 4: Safety and protection
Strong key-person relationships and predictable routines support emotional security. Safety themes, including
firework safety, provide explicit opportunities to discuss protection and trusted adult support.
Outcome 5: Social and emotional wellbeing
Children’s Mental Health Week, practical life, storytelling, role play, songs and self-portrait work support
emotional literacy, calmness, self-regulation and empathy.
Outcome 6: Inclusion and individual value
Black History Month, Diwali, Ramadan, Chinese New Year, Holi and learning about Islam, Judaism and
Christianity broaden representation. Family work recognises single-parent, foster, adoptive, grandparent-led
and extended families.
Outcome 7: Valuing education and shaping learning
The Big Bird Watch combines factual resources, observation, drawing and open-ended reflection. The farm
project is especially strong: children voted for the topic and provision was changed in response, producing
high engagement and ownership. - Strand C — Teaching and learning FOR rights
Outcome 8: Children know their views are taken seriously
Children’s participation is visible through voting, everyday choices, discussion, show-and-tell, creative
expression and adults’ responsiveness to children’s interests. The farm vote provides a clear chain of
evidence: children expressed a preference, adults changed curriculum provision, and children then
demonstrated sustained engagement and ownership.
Outcome 9: Action for the rights of others
The supplied portfolio contains useful foundations for global citizenship through equality, cultural and religious
learning, music from around the world and care for the environment. Our strongest evidence of local-based
rights-related action was our neighbourhood walk where we met local professionals (eg grocers, librarians
etc), promoting participation and direct learning. - Term-by-term evidence summary
Autumn — Belonging, Respect and Identity
Articles 2, 3, 8, 12, 14, 19, 24, 27, 29, 30, 31
Settling in; Grace and Courtesy; harvest and environmental care; Black History Month; Diwali; identity and
self-portraiture; practical life; safety; seasonal and cultural learning.
Spring — Curiosity, Wellbeing, Diversity and Rights
Articles 2, 5, 12, 14, 17, 18, 20, 24, 28, 29
Right to education; Big Bird Watch; independence and identity; Children’s Mental Health Week; equality and
fairness; religious and cultural diversity; families and community visits.
Summer — Information, Community, Participation and Rights
Articles 5, 12, 17, 18, 20, 28, 29, 30, 31, 42
Access to information; history; different families; Circle of Care; farm vote and child-led curriculum; rights and
responsibilities; music from around the world; friendship and transitions.
