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The School

A community spirit is at the heart of all our education, giving children an strong sense of respect, responsibility and protection for others and the environment.

We believe that children :

  • are intrinsically motivated

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

  • do not need a reward system to motivate them,

  • have a deep desire to become independent and able individuals.

Maria Montessori observed and analysed these behaviours in children over 100 years ago and today, recent research validates Maria Montessori's conclusions.

At the Bordeaux Bilingual Montessori School, education takes each child's individual strengths, interests and talents into account.

We nurture a sense of independence and encourage the child's natural desire to learn new skills.

Values we believe in


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.


Nous accordons une très grande importance aux apprentissages linguistiques de qualité, essentielles à notre ère de la mondialisation.

Les enfants évoluent en immersion dans un environnement bilingue anglais/français au quotidien. Les éducateurs qualifiés de langue maternelle anglaise et française sont présents tous les jours à l’école.

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.

Social skills

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.

Motor skills

"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.

Comment se déroule une journée type ?

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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