Nido through Erdkinder

One record. Every classroom. The whole child.

SproutMap Montessori gives a school a single, shared record built entirely from its guides' observations — so a child's story survives the move from Children's House to Elementary, and families hear it in your school's voice.

Request a walkthrough See a year with it

No grades. No ranking. No child compared to another.

A child's growth map across eight Montessori dimensions Eight spokes labelled Practical Life, Sensorial, Language, Mathematics, Cultural Studies, Grace and Courtesy, Movement and Coordination, and Creative Expression. Four concentric rings mark Practicing, Reinforcing, Independent and Secure. An organic terracotta shape grows outward across three successive snapshots of the same child. PRACTICING REINFORCING INDEPENDENT SECURE Practical Life Sensorial Language Mathematics CulturalStudies Grace &Courtesy Movement &Coordination CreativeExpression
Children's House · reference age 6 Three years of one child's work
A year in your school

The questions you can't currently answer without asking someone.

You trust your guides. That isn't the problem. The problem is that everything you'd need to lead well — continuity, evidence, an honest read on each environment — lives in twelve separate notebooks.

Monday, 8:15walking the building

How is Lower Elementary actually going?

The room looks calm and the guide says things are fine. Both may be true. But you have no way to know whether the mathematics work has quietly thinned out since October, or which six children haven't been observed in a month — short of asking, which sounds like doubt.

Instead: the picture across every environment, drawn from the observations your guides are already writing. Not surveillance — the same record, finally legible above the classroom.

Februarya resignation

Your Children's House guide gives notice.

She's been with those children three years. In June she leaves, and most of what she knows about them leaves in her notebook and her head. Her replacement starts in September with twenty-nine names and no history, and spends a term rediscovering what was already known.

Instead: the record belongs to the school. Three years of observed growth per child, with the evidence behind it, waiting for whoever holds the environment next.

Conference seasonthe week before

Ninety reports going out, in ninety voices.

One guide writes three careful paragraphs; another writes four lines. One sends early, before you've read anything. A parent forwards you a sentence that shouldn't have left the building. You are reviewing reports at 22:00 and hoping.

Instead: reports are drafted from real observations, frozen when ready, and published in classroom batches inside a window you open. Guide-private notes are structurally incapable of appearing in them — not by policy, by the database.

Aprilthe enrollment tour

"How will we know he's making progress?"

The question that decides the enrollment, from a family weighing you against a school that hands out grades every six weeks. You explain the philosophy. They nod politely. They wanted something to look at.

Instead: you show them a real child's growth across three years and eight dimensions, and the observations underneath it. The Montessori answer, finally with something to point at.

The hard meetingany month

A family says nobody noticed their child struggling.

Maybe they're right. Maybe it was noticed in October, mentioned at a conference, and worked on all year. Without a dated record you cannot tell the difference — and neither can they, which is what makes the conversation so difficult for everyone in the room.

Instead: what was seen, when it was seen, what was presented in response, and what changed. Not to win the meeting — to have it honestly.

What a school account adds

A child's record shouldn't end at the classroom door.

Individual guides can keep a beautiful record on their own — and many do, free. What only a school can do is make that record continuous, shared, and safe to put in front of a family.

Continuity across the planes

A child moving from Children's House to Lower Elementary arrives with three years of observed growth intact — not a fresh file and a new guide's guesswork.

Co-guides in the same record

Lead guide, assistant, specialists and leadership working from one environment record — instead of three notebooks that never quite agree.

A view across the school

Where the work is clustering, which environments are thriving, where a plane is thin — the leadership picture, drawn from real observations rather than a survey.

Your words, not ours

Your level vocabulary, your department labels, your year start, your framework. School-level configuration belongs to the school.

Families, on your terms

Reports drafted privately, frozen when ready, and published in classroom batches inside a window the school opens. No accidental early sends.

Enrolment tours that land

"Here is how we watch a child grow" is a stronger answer than a folder of worksheets — and it's the same record your guides already keep.

How schools usually arrive

Your guides may already be using it.

Any Montessori guide can keep a free record for one environment of up to thirty children — no purchase order, no pilot committee. Schools most often find us because a guide brought it into their classroom first and the conference reports got noticeably better.

When the school joins, that guide's workspace merges into the school account — children, observations and history move as they are. Nobody retypes a year of work, and nobody loses the record they built while waiting for a decision.

See what guides get free →
Planes of development

Anchored to 3, 6, 9, 12, 15 — and nothing else.

The child is measured against the plane they are living in, not against a calendar of monthly expectations. Within a plane the reference age is constant: a four-year-old and a five-year-old are both reaching toward six. The map steps at plane boundaries, and only there.

3 yrs

Nido & Toddler

Milestones and the care log, kept where families can see them.

6 yrs

Children's House

The absorbent mind. Practical life, sensorial, the first great works.

9 yrs

Lower Elementary

The reasoning mind — Great Lessons, cosmic curriculum, going out.

12 yrs

Upper Elementary

Research, responsibility, and work that reaches past the classroom.

15 yrs

Adolescent · Erdkinder

Valorisation through real work, real enterprise, real consequence.

Nothing decays

A child who mastered a work in October has not "lost" it by March. The map never quietly subtracts. Growth is toward the ceiling of the plane — the shape holds what the child has built.

No September cliff

Because the reference age is the plane ceiling, a birthday does not re-baseline the child, and a new school year does not shrink the map. The only steps are the ones Montessori herself drew.

The observation spine

One path from the work to the map.

The map moves for exactly one reason: a guide watched a child work and wrote down what it revealed. There is no other input, no side door, and no way to move a child's shape without leaving a record of why.

Present the work

Log the presentation. It is a record of what the adult did — evidence in the file, and never a claim about the child.

Watch the work

Capture the work moment as it happens: a line of anecdotal record, a photo of the layout, the material, the date.

Name what it reveals

When the picture is clear, the guide draws the conclusion. Your school's own words, if you use different ones.

Practicing Reinforcing Independent Secure

The map moves

That conclusion — and only that — reaches the child's map, dated to the month the work happened.

Deliberately excluded

What is kept off the map is the point.

Plenty of things about a child are worth recording. Very few of them are evidence of what that child can do. SproutMap Montessori keeps the difference sharp — these are held in the record, and none of them touch the shape.

  • The child's own reflections and goals. Displayed beside the work, never scored as it.
  • Interest and enthusiasm. Real, and not the same thing as capability.
  • Topic checklists. Coverage is not competence; a ticked box is not an observation.
  • Presentations. A record of the adult's work. The child's map waits for the child.
Beyond the map

The whole Montessori record, in one place.

The map is the visible part. Underneath it is the record a Montessori school actually keeps — the notes, the plans, the private thinking, and the reports that come out of them.

Presentation plans

The weekly loop: plan what each child will be shown, and watch entries close themselves as the presentations are logged.

Guide-private interpretation

The thinking you are not ready to publish stays with the guides. Enforced in the database, not by a checkbox — it is never shown to families, and never given to the AI that writes for them.

Day notes

What the environment did today — the disruption, the visitor, the week everyone was practising the same grace lesson.

Work journals

The child's own account of their work, written by the child, kept beside the guide's record rather than folded into it.

Going out

Elementary plans the trip, edits it while it is still a plan, and it locks when it becomes a commitment.

Conference reports

Draft privately, freeze the summary, then share it with the family inside a publication window the school controls.

Milestones & care log

For Nido and toddler rooms: the first-plane record parents can read, kept in the same system as everything after it.

Follow-ups

The small resolutions that fall out of an observation, tracked so they do not live only in a guide's memory.

Materials, not assignments

The library speaks Montessori: works and presentations, organised by plane and area, shared across the school.

Assistance, not authority

AI that has actually read the record.

Because the observations are real prose written by guides who were in the room, the assistance built on top of them is worth reading. It speaks in planes and in your school's own level words.

Read the environment

What is this classroom's picture right now — where the work is clustering, which children have gone quiet in which area.

Suggest the next work

Given what this child has actually done, what might be presented next — with the reasoning shown, for the guide to accept or ignore.

Draft the conference

A first draft of the family report from the term's real observations. The guide edits and decides; nothing is shared until they do.

The guide decides. Always.

Nothing generated ever sets a level, moves a map, or reaches a family on its own. Levels stay unset until a guide names them, so no one is anchored to a machine's guess about a child. School accounts run without a monthly cap.

For families

Shared on the school's terms.

Families do not get a live dashboard of their child being assessed. They get what a Montessori school would actually choose to send them: a prepared summary, at a moment the school picked, in language the school wrote.

Reports are drafted privately, frozen when they are ready, and published in classroom batches inside a school-level window. Guide-private notes are structurally incapable of appearing in them.

Drafted, then frozen

A shared report is a fixed document, not a page that changes after the conversation.

Published in windows

The school opens conference season; classrooms publish inside it. No accidental early sends.

Private stays private

Educator-only interpretation is walled off at the database level, not by UI convention.

Grounded, not themed

Built on Montessori's own structure.

Plenty of software puts a Montessori label on a standards tracker. The planes here are not a design motif — 3, 6, 9, 12 and 15 are Montessori's own sub-planes, and the model was checked against the source texts before a line of it was drawn. A trained guide will look. It holds up.

The vocabulary is yours too — guides, children, environments, materials, works and presentations. Your school's level names, your department labels, your year start.
Pricing

Priced by classroom, not by child.

Per-child pricing quietly penalises the thing Montessori does well — a full, mixed-age environment. You pay for the environments you run, and a Children's House of thirty-two costs exactly what one of twenty-six does.

First plane
$40per classroom / month

Nido & Toddler

Milestones and the care log, parent-readable, in the same system as everything that comes after. Priced lower because these rooms are smaller and run the first-plane record rather than the full observation spine.

Second plane
$75per classroom / month

Children's House & Elementary

The full record: presentations, work moments, growth maps, plans, conference reports, and family publishing. Ages three through twelve — the plane ceilings at 6, 9 and 12.

Third plane
$75per classroom / month

Adolescent · Erdkinder

Smaller rooms, the deepest record — going out, work journals, and adolescents documenting real enterprise. Same rate as Elementary because the work is heavier, not lighter.

Every classroom includes

  • Every child in the environment
  • Lead guide, assistants and specialists
  • Family accounts and published reports
  • AI without a monthly cap
  • Your framework and level words
  • Leadership oversight across the planes
  • The materials library, school-wide
  • Guides' existing records merged in
  • Export of your record, always

A six-classroom school — one Nido, two Children's House, two Elementary and an Erdkinder — is $415 a month. Individual guides keep their own free workspace whether or not their school ever joins, and whatever they've already recorded moves into the school account rather than being retyped.

Request a walkthrough

See it with a real child's record.

Half an hour, a live environment, and your questions. We will show you the spine from a presentation through to a family report — and where the model would and would not fit your school.

Curious first? Any guide at your school can start free with one classroom today.

We use this only to arrange the walkthrough. No list, no sharing.

Are you a guide? Keep the record for your own environment, free. For guides →