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L'Eclosion des Fleurs

At our school, we take each child's individual abilities, interests and talents into account.

We foster independence and encourage children's natural desire to learn new skills.

At the heart of our approach is a sense of community, giving children an important sense of respect, responsibility and caring for one another and the environment.

Our Montessori educators firmly believe that children :

  • are highly motivated

  • possess an innate and insatiable desire to learn new skills,

  • have no need for a reward system to motivate them,

  • have a strong desire to become independent and capable individuals.

Maria Montessori observed and researched these patterns of behaviour in children over a century ago. Today the findings of Maria Montessori are validated by modern neuro-scientific research.

Values we share

Teaching :

Our Montessori school places the individual at the heart of their success. Each child is unique and progresses at his or her own pace.

The standard nursery curriculum is extensively followed and exceeded by applying the Montessori pedagogy for 3-6 year olds.

We value and respect the children in our care. Our educators serve as positive role models for the children and display the rules of kindness and courtesy on a daily basis in the classroom.

Consideration for others is consistently displayed in the choice of both words and actions.


When guest speakers are present, the children are encouraged to express themselves in an appropriate and courteous manner.

Bilingualism and a multi-lingual environment :

We attach great importance to high-quality language learning, which is essential in this age of globalisation.

At our school, children are exposed to an immersive bilingual environment on a daily basis. Qualified teachers who are native speakers of English and French are present in the school every day.

In this way, the children learn in the best and most natural way possible.
The cognitive benefits of bilingualism are well established. According to researcher Diane Poulin-Dubois, a professor of psychology at Concordia University, "In a bilingual environment, children learn more easily and more naturally. "In a bilingual environment, children function with both languages in a state of constant activation [...]. It's a constant transition between the two languages which requires true flexibility ", "This presents a clear advantage in terms of cognitive processes".

A child's command of language is often higher, including in their native language, and they develop greater self-confidence.


Our aim is for children to fully understand their place in wider society, whether at school or in their local community.
Mutual help is one of the foundations of the everyday community at school. Through a range of initiatives throughout the year, we seek to raise children's awareness of their duty as citizens of the world, and of the need to listen to their neighbours.
We also emphasise the importance of protecting the environment and observing the natural world in order to foster greater respect and understanding.




We encourage children to be creative and develop their imagination 

Various workshops allow children to fully exploit their creative potential.


"Mens sana in corpore sano -- A healthy mind in a healthy body".

Early on, Maria Montessori recognised the natural urge in young children to be mobile. We focus on the importance of developing the motor skills through targeted activities for children aged 3 to 6.

What does a typical day involve?

A typical day starts with circle time followed by an uninterrupted work cycle, typical of the Montessori approach.
In this time, the children work independently according to their sensitive periods, under the guidance of their teacher.
Through voluntary learning, children develop concentration, good work habits, and a sense of self-respect and respect for others, while reinforcing their knowledge and acquiring new skills.


Meal times are a key part of the school day, a time for sharing and social interaction.
Meals are provided by a caterer and delivered to the school each morning.


After lunch time children are provided with the opportunity to take a nap time if necessary or a quiet time.

Afternoons are spent various work and artistic, creative, scientific or cultural activities and projects.

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