Montessori pedagogy is the foundation of our school. This pedagogy is customised to each child, taking into account pace, strengths and challenges, within a carefully crafted environment with specialised equipment, and guided by trained and passionate educators.

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The role of the educator in Montessori is that of a supervisor of an environnement conducive to learning, cooperation, calm, and respect for the equipment and peers. The approach to the child is subtle and not imposed. The educator is more of a guide to the child in the learning process, and must therefore be as discreet as possible so as not to interrupt the child in an inappropriate way which can disrupt his/her concentration. The Montessorian educator is not considered as the holder of knowledge which is to be transmitted, but more as a pointer to that knowledge.

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Broadly, Montessori equipment helps in assisting the development of the child. The main function is to enable the user to explore the world, to grasp it and to build itself. 

Qualities of the equipment:

• It is of the size of the child,

• ​It is appealing, which promotes respect for the equipment,

• It is tidy; tidiness favours intellectual structuring, balance, and harmony,

• It allows for the repetition of the exercise.

View the Montessori equipment

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Pedagogical games are cooperative and collective, thus familiarising the child with group life.

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A Montessori environment promotes, through experience, the discovery of the identity of each child in the real world  and not within a bubble devoid of risk.

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Autonomous working time: children must have a period of autonomous and uninterrupted activity (individually or in groups). This lasts for two hours each morning and each afternoon for the elder ones.

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Work monitoring: a verbal but formal assessment on the progression of the child is proposed by the educator throughout the year. More informal assessments can be done at the request of the parents or the educator.