Emotional security first
No learning takes root without attachment. Every child has a key teacher who knows them, reassures them and follows their progress throughout the year.
Our educational philosophy
Every child moves forward at their own pace , never alone
Our educational approach is neither an imported method nor a catalogue of activities. It rests on a simple conviction: a child learns when they feel safe, when their pace is respected, and when the adult accompanying them truly knows them.
Our four pillars
What guides every decision we make
These four principles are not wall decorations: they concretely shape how our rooms are laid out, how many adults are present and the way we speak to your child. Since we opened three years ago in Samanko II, they are what allow us to build a school on a human scale, where every child is known by name.
Children as the authors of their discoveries
We create spaces where children choose, handle, make mistakes and try again. The adult observes and supports rather than directs.
Clear goals for every age
Each level has its target skills, assessed continuously rather than through grades. You know exactly where your child stands, and what comes next.
The group as a place to learn
Waiting your turn, asking, helping, apologising, cooperating: group life is the first place where children learn social skills, and we guide it with care.
0–3 years · Nursery & Petite Section
Awaken the senses, build confidence
Between 0 and 3, a child's brain develops faster than at any other time in their life. Our role is not to “fill” it with knowledge, but to offer a rich, predictable and reassuring environment in which they can explore safely.
Sensory-motor awakening
Touching, smelling, pouring, climbing, stacking: daily workshops that develop fine and gross motor skills, essential before any handwriting work begins.
Rest that follows the child
No imposed wake-ups and no single nap time. A dedicated sleep room, individual mattresses and settling rituals: each child sleeps when their body asks for it.
Gentle support for toilet training
No pressure and no comparing children. We follow the signals your child gives us and work in close coordination with you on this.
Language through play
Nursery rhymes, finger games, picture-book readings and naming everyday objects: a constant bath of language, tailored to each stage.
1 / 8
One adult for no more than eight children in the youngest class.
A progress booklet handed out at the end of every term.
3–6 years · Moyenne & Grande Section
Growing independent, getting ready for primary school
From age 3, a child changes posture: they want to do things alone, they tell stories, they negotiate. We support this need for independence while gradually structuring the learning that leads to first grade.
Everyday independence
Getting dressed, tidying their things, managing their tray in the dining hall, asking for help when needed: practical skills worked on every single day.
Social skills and cooperation
Class projects, group games with rules, older children mentoring younger ones: children learn to listen, wait, argue their point and settle a disagreement.
Early reading, early maths & handwriting
Phonological awareness, letter recognition, counting, shapes and tracing: the foundations of first grade, established without ever forcing or grading.
A calm start to primary school
Visits to our partner primary school, meetings with future teachers and work on confidence: starting first grade should never feel like a leap into the unknown.
Our methods
How we actually work
Well-established educational principles, applied with the real resources of the classroom: small groups, hands-on materials and continuous observation.
Small-group workshops
No more than 8 to 10 children per workshop, so that every child is truly heard and supported.
Learning through hands-on experience
Concrete materials always come before the abstract: children count objects before tracing numerals.
Grounding routines
Morning rituals, calendar, weather, classroom jobs: familiar markers that reassure children and give the day a rhythm.
Ongoing observation and assessment
Our teachers record progress in an observation journal; there is no numerical grading in kindergarten.
Cooperation rather than competition
No rankings, no leader board. We value effort, perseverance and helping one another.
Partnership with families
A structured time to talk every term, and daily availability at drop-off and pick-up.
Reading about it is good. Seeing it for yourself is better.
Book your private visit
An hour with our team, free of charge and with no obligation.