We follow two curricula, chosen because each suits the stage of childhood it serves.
From one to three years, our children follow the NAMC Montessori programme. This is the age at which a child learns by handling the world, and Montessori is built for exactly that: prepared materials, unhurried concentration, and an adult who observes before intervening.
From three years, our children follow the Oxford International Curriculum. It is enquiry-led and internationally benchmarked, and it asks children to think rather than to recite. The curriculum runs to age fourteen; Year 9 is the highest class we currently offer, and we intend to extend upwards in time.
| Class | Programme | Age at 31 August |
|---|---|---|
| Infant | NAMC Montessori | 1 |
| Toddler | NAMC Montessori | 2 |
| Nursery | Oxford International Curriculum | 3 |
| Reception | Oxford International Curriculum | 4 |
| Year 1 | Oxford International Curriculum | 5 |
| Year 2 | Oxford International Curriculum | 6 |
| Year 3 | Oxford International Curriculum | 7 |
| Year 4 | Oxford International Curriculum | 8 |
| Year 5 | Oxford International Curriculum | 9 |
| Year 6 | Oxford International Curriculum | 10 |
| Year 7 | Oxford International Curriculum | 11 |
| Year 8 | Oxford International Curriculum | 12 |
| Year 9 | Oxford International Curriculum | 13 |
For current fee rates for any class, please contact the school office — we would rather talk you through it than leave you to work it out from a table.
Infant class listed though not yet priced for 2026-27 — confirm before publishing, see build notesA child's class is set by their age on 31 August, the start of the academic year, rather than by when their birthday falls during it. This is why two children who are both three during the same year may be in different classes. It is a matter of the cut-off date and nothing else.
Where a child's needs mean the class indicated by their age would not serve them, we discuss a different placement with the parents and our SENCO, and we review it.
We want children to master what is in the curriculum and to leave us with the habits that outlast it: the ability to concentrate, to ask a second question, and to keep going at something difficult. Children here are given real ownership of their own progress, because a child who knows what they are working on works harder at it.
Most of our teachers hold a BEd in Early Childhood, Basic Education or Special Education. In practice that is training in teaching a class where children are at different points and need different things on the same morning. Parents sometimes ask whether an inclusive class holds a confident child back. It is a fair question, and the answer here is that a teacher trained this way is equipped to notice when your child needs stretching, not only when they need help — and with a special educator in the room there are more adults, not fewer, for every child.
Teachers assess during each term and at the end of it, and parents receive the results. Where a child is not making the progress we expected, we say so early rather than at the end of the year.
The best way to understand how we teach is to watch a class in session.
