ABOUT US

OUR EDUCATORS

Every one of our educators is a trained professional with a deep passion for education. Many of our educators have Early Years Educator diploma, Montessori teacher training, SEN training, specialized in arts and craft and creative thinking.

 Zsuzsa Nagy

Directress/ Manager
Montessori teacher
Early years specialist
SENCO
First Aid officer
Safeguarding officer
Leanna Skeete
Childminder
Firs Aid officer
Apor Dosa
Admin
Science Teacher

OUR PHILOSOPHY

Learning is natural

A favourable environment provides young children with activities and occupations and presents opportunities for exploration, investigation, and problem solving, whilst at the same time offering children freedom, with responsibility, to nurture their autonomous learning. The environment includes the adults and peers as vital components in the learning process.
In the Montessori setting changes the nature of children's learning and the teacher's role. The child is free to act on his/her own impulses (as long as these are not inconsistent with acceptable behaviour) and repeat activities until s/he has exhausted his/her interest. So, instead of the power of the adult's personality controlling the child's natural flow, the teacher's energy is turned toward the environment. This, in fact, is her/his primary duty. As a result, the flow of activity changes. The child learns mainly through the environment. The teacher is the custodian of the environment and is a facilitator in the children's learning. In this way each child learns independently and at his/her own pace. An important principle of Montessori's philosophy is that the child can only follow his/her natural course of development if s/he can engage in real work with his/her hands. Because children live in a world dominated by adults and adult values there is little opportunity for them to fulfill themselves. lf the child's attention is occupied purely by toys and s/he does not have opportunities to engage in activities of everyday life, such as helping to set the table at mealtimes, load the washing machine, pour him/herself drink, or get dressed by him/herself, the child will deflect from the true path, which is striving for autonomy.
In a setting where things are consistent, children can go about their activities autonomously without having to ask for items or wait for the teacher to give permission. Energy is not wasted looking for what is not there and self-confidence is enhanced through making one's own decisions.
The atmosphere is purposeful and productive, leading to a calm and relaxed environment.
Vertical grouping, or mixed-age classes, enhances learning within the favorable environment by creating a more natural social structure among the children. Younger children look up to and admire the older ones, and learn a lot through simply watching, or even from a direct lesson given by, an older pupil. The older child gains self-esteem through helping others, while, at the same time, reinforcing their own learning by teaching on
A spiritual environment should be comfortable and inviting in order for a child’s psychological development to flourish. Children should not be put under pressure, rushed or criticised. They should be able to relax and have space to be contemplative. There is no need for a child to be constantly engaged in an activity. The freedom of the Montessori setting allows the child to do nothing or to do something of his/her own devising as long as it is not disruptive, dangerous, or destructive. 

OUR CLASSROOMS

Our facilities provide children with everything they need to prosper. We have brand-new indoor and outdoor gyms, bright reading library, fully equipped performance theatre and art studio. 
  • Bright classrooms 
  • New furniture 
  • Outdoor garden
  • Indoor play areas
  • Book corner
  • Home corner
  • Dressing up and role play
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