Pre-School in London

It's less about workbooks and more about stamina and self-management: sitting through a short group activity, following a two or three-step instruction, and putting on a coat without help. We build these skills through everyday Montessori activities, choosing a task, working through it, and putting it away, which mirrors the structure of a school day far more than a formal lesson would.

Staff observe children working with materials and in group moments, noting what they're mastering and what they're ready to try next. We talk with parents regularly about these observations, and we're just as keen to hear what you're seeing at home, since that shapes what we offer next in the room.

With one adult to eight children, staff usually have the capacity to sit with a child through a hard moment. We name the feeling, help the child find words for it, and give them space to settle before rejoining the group. Friendships at this age carry real weight, so we also help children work through the disagreements that come with that.

The outdoor area is shared across rooms, so Pre-school's slot moves around the week. When it's our turn, children get proper physical activity alongside role play and imaginative games that need more room than an indoor space allows. Staff plan for it as a genuine part of the day's learning.

Children in this room dress themselves for outdoor play, manage their own toileting, and pour their own drinks at snack time, all with an adult nearby but not doing it for them. The Montessori environment is set up so children can reach what they need themselves, from aprons to activity trays, which removes a lot of the reason for an adult to step in unasked.

Every child develops at their own pace, and we look at each one individually, which is part of how the Montessori approach works day to day. If we notice a child needs more targeted support, we talk with parents early and work out together what that looks like, drawing in outside professionals where that's the right next step.