In the early years, children learn primarily through imitation. They do not learn by being told. They learn by watching - and then doing - what the adults around them do. This places an important responsibility on the teacher: to simply be - consistent, calm, purposeful.
The teacher at school is not managing a classroom. They are a part of it. They move without rushing. They sweep the floor with care, prepare snacks with attention, and resolve situations with patience. Every action is, in a sense, a demonstration - not of a lesson, but of a way of being in the world.
What our teachers aim to embody
- Genuine warmth and love of children.
- A settled presence.
- Patience - the ability to be with a child in difficulty without rushing to fix it.
- An interest in the natural world, in making things, in stories and music.
- The willingness to model rather than manage.
On assessment
We do not test children. Assessment at school is through observation. Teachers watch children across the day - in play, at meals, during activities, in moments of conflict - and reflect on what they see. This is how we understand each child and adapt our support. It is also how we communicate with families: not with grades, but with observations of their child.
On conflict
Children need to learn to negotiate, and that means they need to be in conflict sometimes - and to find their way through it themselves. Adults in our school resist the impulse to intervene immediately. We watch. We wait. We step in only when a child genuinely cannot manage, or when safety requires it. This restraint is respect for the child’s capacity, and it is how negotiation skills are built.
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