Frequently Asked Questions

Sports are included in the curriculum each term, with activities such as swimming, surfing, t-ball and athletics (including a Montessori Sports Carnival), along with ongoing class games and physical activities throughout.

During school hours weekly sport sessions for preschool children are programmed and run by the Educators and incorporated into the work cycles. In primary, students participate in a range of more structured sport programs. These may include activities such as swimming, surfing, basketball, and beach games. We work with a combination of our teachers and external coaches to provide these programs, ensuring students are exposed to a variety of skills and settings.

For younger children, movement and physical activity are an integral part of the day. In the classroom, this is supported through games, outdoor play, and purposeful, guided movement experiences woven throughout the work cycle. Children are moving in a variety of ways across the day, which supports their coordination, strength, intellect and overall well being. Because of this balance, we find that most children’s physical needs are well met within the program. For children who are particularly sporty or looking for additional opportunities, some families do choose to add extracurricular activities outside of school, but this is very much a choice rather than a necessity. Children have a really strong balance within the Montessori environment, and the purposeful movement opportunities at school actually meet their energy, as they combine physical activity with concentration and intellectual engagement.

There are currently no plans to have an external music provider run music lessons or a school band. In Montessori we believe that music is not treated as a specialist subject delivered occasionally but it should be offered as part of the daily life of the classroom, ie. songs for transitions, group signing, rhythm activities, hands-on experiences with musical material, all of these support the children's listening skills, coordination, confidence and sense of joy for music and movement. Although external providers can provide value it can sometimes become teacher directed rather than child led. We also want to make sure we aren't focusing on performance but that we encourage children to enjoy music and express themselves freely.

We do offer 'choir' as a before school activity that is run by parent volunteers and is aligned with the values mentioned above.

Attending Playgroup is a great way to understand the Montessori philosophy and begin experiencing the materials, as well as the support provided. Alternatively, children can start the first cycle at 3 years of age (Preschool). The consistency and prepared environment make it an ideal setting to support children’s growing desire for independence and curiosity to learn.

We do welcome new students throughout the year, with enrolments carefully managed to maintain the balance and integrity of each classroom.

Children who join after the beginning of a cycle are supported through a gentle and thoughtful transition process. Teachers, along with their peers, help them to settle in, understand routines, and develop a sense of belonging.

While there can be a short adjustment period, children generally integrate very well — particularly in a mixed-age environment where more experienced peers naturally model expectations.

For children who have not attended from age three, there can be an initial period of “catching up” as they become familiar with the Montessori materials and way of working. This is well supported through individualised, one-on-one lessons, allowing teachers to meet each child exactly where they are. With this approach, children typically transition smoothly and gain confidence quickly.

At the moment we have 10 ( 5 boys/ 5 girls) children across the two 3-6 classrooms that we expect will move into their 'kindergarten' year and then lower primary.

We transition children to lower primary in Term 1 and Term 3 depending on when they joined the Montessori, their readiness (social/emotional/academic), and their DOB (as this can be a factor when looking ahead to when they will start highschool).

We value strong partnerships with families and very much see the family as an extension of the child.

Our approach is to ensure parents feel informed, supported, and connected to their child’s learning journey throughout the year. We are a small school. All the teachers know all the children and teachers can be seen at drop off and pick up.

Communication typically includes:

• Formal parent-teacher conferences twice per year

• Written reports twice per year, in the younger years reports take the form of photo portfolios

• Ongoing informal communication as needed - face to face or over the phone.

• Opportunities to discuss any concerns promptly

• Weekly school e-newsletter with important school updates

• Termly parent education sessions

• Opportunities to observe in the classroom and visit the classrooms.

At the moment we do not have plans for physical play equipment. We prioritise open-ended movement and play experiences rather than relying on large fixed equipment. We find that open ended environments invite children to move in different ways ie. running, balancing, lifting, building, creating their own games, which supports creativity, problem-solving, independence and imagination, as children are not limited to using equipment one way.

There are up to 20 students in a 3-6 class with 2 adults. We aim for a balanced distribution of ages to support the Montessori model, with younger children learning from older peers and older children reinforcing their learning through leadership.

While exact numbers can vary slightly year to year, classes are intentionally structured to maintain this balance and provide a cohesive learning environment.

While children have choice in their work, teachers are intentionally observing, guiding, and presenting lessons to ensure each child is progressing across all key academic areas. In a mixed-age classroom, this works particularly well for reading and numeracy.

Children are introduced to foundational skills at the right developmental moment, and teachers track progress closely to ensure milestones are being met.

The multi-age setting also allows children to learn from peers, revisit concepts, and consolidate skills more deeply over time.

We work to the Australian Early Learning Framework and the State Curriculum for children in their Kindergarten year (typically the last year of the 3-6 cycle). The teachers 'track' the children behind the scenes to ensure they are receiving all the lessons and materials they are required to, however this is done in an individualised approach, appreciating that learning is not linear, we meet each child where they are at instead of ticking off a list.

Montessori is designed to be inherently differentiated. If a child is ready to move ahead, they are able to do so without waiting for the rest of the class.

Teachers extend learning through more complex materials, deeper investigations, and increased independence. Equally important, children who are progressing quickly often take on leadership roles within the classroom, reinforcing their own understanding while supporting others.

The teachers are expert observers and use their observations of the child to know when a child may need repetition of a concept and when they are ready to move on.

Each class is led by a Director and supported by one to two Support Educators with a maximum of 20-27 mixed-age children. Additional assistance is provided by our Learning Support Director

Montessori classrooms take a child-centred approach, designed to suppor children's natural developmental timeline - academically, socially and emotionally. The classrooms are thoughtfully arranged with purposeful materials that children can access independently, with support and guidance.

While it varies slightly by age group, all classes follow a similar rhythm:

• A 3 hour long, uninterrupted morning work cycle where children engage in individual and small-group lessons across literacy, numeracy, and other curriculum areas. In 3-6 classes most of the lessons are 1:1

• Lunch at mid day on the deck

• Outdoor play follows lunch

• Afternoon work cycle or other experiences - ie. baking, craft, music, drama, mindfulness, mini excursion, project based learning.

• Group time for connection either at the start of the day, mid day or at the end of the day, this varies per classroom

This structure allows for deep concentration, independence, and a calm, purposeful learning environment.

Yes, we are fortunate to have a stable and committed team. Many of our educators stay with us long-term, which supports strong relationships with children and families and provides consistency within the classroom environment.

We have experienced a natural period of transition, with two of our long-standing 3–6 teachers on maternity leave and our primary teacher retiring after 13 years with the school. While these changes are significant, they are also part of the natural life cycle of a close-knit, long-term team.

Montessori educators are highly specialised, holding both their teaching qualifications and a Montessori Diploma. Working within a team of like-minded, Montessori-trained professionals is important to them, and we prioritise this in our recruitment.

This ensures a cohesive team with a shared vision, strong pedagogical alignment, and a genuine passion for Montessori education.

Consistency is very important to us, while also recognising the importance of teacher wellbeing — there are times when staff may be absent due to illness or personal reasons. In these situations, we prioritise continuity by engaging experienced casual educators who are already familiar with our school and classrooms. We do not rely on external agencies, which allows us to maintain alignment with our approach and expectations.

We also ensure thorough handovers, clear planning, and ongoing communication so that classroom routines and the learning environment remain stable for the children.

The majority of our teachers hold AMI (Association Montessori Internationale) training, which is considered the global standard in Montessori education. This shared training provides consistency in how lessons are presented, as well as a common philosophy and deep respect for the child. It also guides our recruitment, ensuring that any new staff joining the team are well aligned with our values and practices.Item description

This is one of our most frequently asked questions, and it’s often something that’s easier to explore in conversation.

In general, children transitioning from Montessori environments adapt very well. They tend to be independent, self-motivated learners with strong problem-solving skills and the ability to manage their time effectively. They are also naturally curious and often retain a genuine love of learning.

Academically, they are well prepared, and socially they are confident, adaptable, and capable of forming positive relationships.

Feedback from both families and receiving schools is consistently very positive.

On a personal note, my eldest son recently started Year 8 after nine years in a Montessori setting (from preschool through to primary). His adjustment was very smooth, and we continue to be impressed by the strength of his social and emotional skills. Academically, he found the transition into Year 7 quite manageable, and at times even a little unchallenging, having already been working with more advanced concepts in his final year of Montessori.

Students transition easily into private, public and independent secondary schools. Montessori has prepared them with excellent skills of time management, self-direction, resilience, conflict resolution, leadership and relationship building. As a registered independent, non-government school we follow the same NSW curriculum and NESA outcomes as mainstream public schools.