We are 100% Montessori orientated offering a choice between 3/4 day with aftercare. We are dedicated to promoting quality Montessori education for children from age 2 - 6yrs. Classes are age integrated and offer our precious children a calm, nurturing environment, where they are at liberty to develop their full potential.
- Open from 7:30am to 3pm Monday - Friday (classes start at 8:30am)
- Beautiful small school set in a residential home environment
- Member School of the South African Montessori Association
- Maximum teacher/child ratio of 1:10
- Our experienced Directresses hold accredited qualifications
- Assistants have extensive classroom experience
- All staff are trained in Child First Aid
- Excellent Security, Safety and Hygiene!
- Intercom and Alarm System with panic buttons in all classroom linked to ADT and Medical Response
- Balanced Nutrition: A healthy, balanced diet is offered which includes a Buffet Breakfast plus 2 wholesome Snacks and 100% Fruit Juices mixed with Water. Lunch is supplied by Mom and Dad and should be packed in a Lunchbox.
- 3 large classrooms with wooden floors in Circle Time areas
- 2 full bathrooms
- Sick Bay
- Principals Office, which is open to Little Feet at all times
- All our equipment is in keeping with Montessori methodology. We offer a complete range from the best Montessori material makers in the world.
- Balanced Daily Activities based on the teachings of Maria Montessori including:
child is truly a miraculous being, and this should be felt deeply by the
The Absorbent Mind :: Clio Press Limited, 1994 :: p. 121
These are the very
first activities children take part in, in a Montessori classroom. They
develop their ability to look after themselves and their surroundings.
They can practice dressing skills on specially made frames, which allow
them to try zips, buttons, bows and buckles. They use little jugs filled
with beans or rice and then water to practice pouring; they spoon, scoop,
or use droppers, tweezers and even chopsticks to transfer from one bowl
to another. Other activities use scaled down versions of real equipment:
bushes and brooms, wash-up bowls and cloths, show cleaning and polishing
kits, even a tiny safe iron and ironing board. There are also varied
opportunities for pairing socks, folding and sorting clothes, setting
a table, plaiting and sewing - even packing a tiny suitcase. Children
gain confidence and competence through practical life activities. Their
added purpose is that children who work on real tasks which involve
the hand and the mind together develop a great capacity to concentrate,
which is the best possible preparation for the intellectual work to
One of the first
pieces of sensorial apparatus children use when they come into the nursery
is a set of solid geometric forms, which they explore with their hands,
matching identical ones and sorting into sets according to their geometric
properties. At first they are presented in baskets, each basket having
one type of solid: semi-regular solids, curved surface solids and so
on. As they get older, children become fascinated with words and are
given the names: pyramid, dodecahedron, and ellipsoid. Another piece
of material uses flat geometric shapes - circle, square, triangle, rectangle,
rhombus, which are fitted into spaces on a tray, rather like a jigsaw
puzzle. On the Sensorial shelves there will be specially designed materials
to encourage development of the senses, such as a tower of pink blocks;
sets of cylinders gradiated in size; cylinders with knobs which have
to be fitted into the right holes in a block; rough and smooth tablets
in boxes; smelling bottles; fabrics to sort by touch; puzzle blocks
called the binomial and trinomial cubes which are interesting in themselves
but later turn out to be a physical illustration of mathematical formulae.
Each of these is used to stimulate and refine one of the ten sensory
areas and each will be presented to the child to be used in an exact
way to aid his development. The sensorial materials also prepare the
child for reading and writing. Some materials, like the cylinders of
the geometric insets which are held by their little knobs between finger
and thumb, prepare the muscles of the hand for writing, others prepare
the ear for hearing fine differences in sound (to prepare for, among
other things, distinguishing between letter sounds) by listening both
to silence and to sounds which are presented as 'noise' with the sound
boxes and as musical notes with the bells. Sorting tablets according
to subtle difference in shade and colour sharpens the child's perception
of slight difference, another prerequisite for recognising letter and
number shapes. If each step is taught by itself, one step at a time,
the child will gradually integrate the different skills and will emerge,
often seemingly effortlessly, as a competent reader and writer.
with globes and then study maps using jigsaws. They can trace and colour
the shapes of each continent as well as placing them in the right place
in the puzzle. They go on to name and put the shapes onto blank maps
of the world and to recognise flags. Looking at countries individually
they will use picture cards of mothers and babies, families and their
daily lives and handle and examine artefacts from other cultures - a
Japanese fan, chopsticks, a sari or an African drum. Many schools have
cultural boxes, one for each country, filled with all the exotica teachers
can find to bring new places alive. The land forms teach geographical
features. They are a set of models showing islands, bays, capes, peninsulas
and isthmuses and lakes for children to fill with water and perhaps
float a little boat or put an animal on the land. Many classrooms now
have wonderful scale models of the planets and the solar system and
a take-apart model of the earth, which reveals its layers and core.
Science materials give opportunities to experiment with magnets, light,
air, and even build simple circuit boards to light a tiny bulb. In many
areas of the cultural curriculum children use classification cards for
naming, matching or identifying anything and everything from leaf shapes
to different kinds of stone to different stages of a tadpole's metamorphosis
into a frog. The breadth of children's knowledge of their world when
they leave Montessori school can be quite astounding.
born with an innate knowledge of why we shake hands, or kiss, or rub
noses depending on our culture and in the Montessori classroom they
learn appropriate greetings. As they become aware of other cultures
they are encouraged to celebrate differences and value them equally.
During circle time children are shown how to move quietly and carefully
around the classroom, push in chairs, wait patiently before politely
gaining someone's attention and are reminded how important it is to
allow others to work undisturbed. These ground rules in the classroom
give every child total security. Children also learn to notice if somebody
needs help and that nobody is too small to be useful.
Writing often comes
before reading in a Montessori classroom with children building up their
first words phonetically using cardboard letters. The reading program
progresses through three dog. She takes it out, says the word, listens
to the sounds in it and then seeks out the letters, which make those
sounds to build the word. Writing skills are learned by colouring intricate
shapes drawn with insets, and sandpaper letters are experienced by touch
as well as by sight and sound. A wide range of story and reference picture
books are always available in the classroom. Levels: pink, blue and
green - reading materials are colour coded for each level. Inside a
small pink box a child finds a tiny toy.
Children gain a
physical impression of size and quantity long before they begin to manipulate
numbers by handling number rods, counting out beads, counting spindles
into boxes and arranging coloured counters in patterns - odd and even
numbers. Numbers are built up using glass or wooden beads and their
sandpaper symbols traced with the fingers. Pie-shaped frames with inset
pieces give concrete grounding in fractions, which the child can refer
back to for years to come.
Painting and drawing
are freely available in the Art Room. Music sessions include performing,
dancing, singing and experimenting often with unusual instruments from
a variety of cultures.
is very important. Children develop gross motor skills as they climb,
jump and swing and also social skills as they take turns on equipment
and play hide and seek. Montessori believed strongly that children should
be in touch with the substance of their world, encouraging work with
clay, gardening and growing activities and even building little houses.
Contrary to the belief that a sandpit has no place in a Montessori nursery,
it has been suggested that Maria Montessori invented the idea.