Our approach
We don’t all
learn the same way
Our method isn’t just one method: it borrows from several, and adjusts to the child in front of us.
Every new idea goes through these four steps, in this order.
We start by watching: what the child touches, what they go back to, what they avoid. Nothing is decided until we understand how they learn.
All are worked on from pre-school, and prepared for from the nursery.
Obstacle courses, balance, coordination.
Naming, telling, sharing.
Touching, listening, comparing.
Recognising sounds and letters.
Sorting, arranging, counting, reasoning.
Drawing, painting, modelling, pottery.
Pottery, music, dance, drama.
Every day, from the micro-nursery onwards.
Sowing, watering, harvesting, sorting.
Serving yourself, tidying up, waiting your turn.
The vegetable garden, from sowing to harvest.
The henhouse, and the living things we observe.
Routines, nursery rhymes and instructions in English, from the first day at nursery to the end of primary school.
Pottery, music, dance, singing, painting, drama, with real instruments, for every child.
Feeding the hens and rabbits, collecting eggs, observing: you understand living things by spending time with them.
Every classroom has its reading corner, where the story of the day is heard sitting on the floor.
A progress book for every child, kept by the teacher, recording what has been mastered and what still needs more time.
With a few words about the day at every pick-up. For everything else, phone and WhatsApp always get a quick reply.
A speech therapist, psychomotor therapist or psychologist steps in when a need is identified, in agreement with the family.
Museum, zoo, park: every outing builds on what is being covered in class, and is prepared before setting off.
