Autonomy & Play
At our core is a playful environment.
We know that happiness underpins all creativity and higher level thinking. That's why children have as much autonomy as possible within the restraints of safety and are open to choose how they spend their time, whether engaged in facilitated creative group activities designed to practice collaborative skills, or exploring the environment in their own way.
We all have a say in the rules we agree to abide by as a group and we operate democratically and invite all children to participate in our culture.
Creativity & Joy
A play-based and child-led environment naturally develops happy children with enhanced creative instincts and abilities. Creativity and joy are at the heart of what we do
We incorporate mindfulness, gratitude, movement, song, music, dance arts and crafts into our days.
Whilst we seek joy, we also take time to acknowledge and accept all emotions, supporting each other through harder times compassionately.
Community & Collaboration
We pride ourselves on the collegiate and compassionate community that we create. Children willingly cooperate and support each other, as do the adults in our community. The foundation for our interactions is 'to assume the best possible intention' of each other.
We also seek to incorporate age mixing in order to naturally enhance innate confidence and compassion.
Nature & Reponsibility
Exploring the natural world and our impact on our environment plays a big part in our weekly rhythm.
We seek to help children learn about seed-to-plate vegetable growing, preparation, composting and agriculture.
Understanding the impact of chemicals and plastics on our environment and exploring no-dig regenerative practices to enable children to provide food for their families.
Finding inspiration through living
Our goal is to support those providing a holistic environment that nourishes each child intellectually, spiritually, emotionally and physically, by creating a setting which inspires creativity, intrigue and a life-long love of learning, helping them to discover and understand their relationship with nature and society.
Intrinsic motivation over external encouragement
Individuality and creativity over uniformity and measurability
Empathy over compliance with societal expectations
Learner exploration over teacher demonstration
Collaborative projects over individual goals
Following curiosity in a meaningful context over following a lesson plan or curriculum
Real interest and reflective questions over praise
Rhythm over strict routine
That is, while there is value on the items on the right, we value the items on the left more.
For more information read on below.
“There is no end to education. It is not that you read a book, pass an examination, and finish with education.
The whole of life, from the moment you are born to the moment you die, is a process of learning”.
The clubs we support draw inspiration from child-centred learning philosophies,
including Reggio Emilia, Montessori, AS Neill, Waldorf/Steiner, Forest School, Jiddu Krishnamurti, Paolo Freire, Jean Piaget and the writings of Alfie Kohn, with a focus on evidence-based approaches. Each club may operate with a slightly different approach.
As we are not a school and nor are the clubs we support, they do not follow a set curriculum, nor do we have fixed expectations about when individual children will be ready to achieve specific milestones. They are non-competitive and do not 'test' the children.
The clubs we support operate off the basis that a happy and content child is the basis for all development which will come as a natural outcome of our nurturing environment and that language, mathematics and science are an intrinsic part of understanding the world around us as we engage in artistic, creative pursuits and craft. When we respond to the interests of the children, trusting them, they will pursue what they need when they are ready.
We are naturally building a catalogue of organisations and venues that our members may seek to visit or leverage relationships with in future to meet their family's educational aspirations outside of their childrens' time with us.