FAQs

No. Montessori education gives students freedom within clear boundaries. Students are encouraged to take responsibility for their own learning and make meaningful choices, but those choices are guided by their age, stage of development and the expectations of the classroom.

In younger classrooms, students choose from a range of activities presented by their educators. As students become older and more independent, the boundaries and choices expand. Educators carefully observe each student’s progress and ensure that, over time, they engage with all areas of the curriculum.

This approach is particularly important in the early years, when children experience what Maria Montessori described as ‘Sensitive Periods’ - times when they have a heightened readiness to develop particular skills, such as language, movement, sensory awareness, order and social skills. Montessori classrooms provide children with the freedom and opportunity to practise and develop these skills when they are most ready to do so.

For older students, this independence becomes more pronounced. They may be able to work on a project for an extended period without unnecessary interruption, take a break when they need one, and plan and prioritise their work within agreed expectations.

In many ways, this reflects how adults ideally work: we have the freedom to focus on a task, manage our time, take appropriate breaks and organise our priorities. Montessori gives students opportunities to develop these same skills from an early age.

The result is not a classroom without structure, but one where students gradually develop independence, self-discipline, time-management skills and a genuine sense of responsibility for their learning.

A fundamental part of Montessori education at every age is Grace and Courtesy. From our Toddler communities through to Senior School, students explore this concept in an age-appropriate way, learning how to consider the needs of others, build positive relationships and contribute to a harmonious community.

At Brisbane Montessori School, respect and responsibility underpin our approach to behaviour. We believe every member of our community has a responsibility to respect themselves, others and the environment. Our guidelines and expectations help create a community where everyone feels a sense of belonging, safety and mutual respect.

When a student’s behaviour is affecting themselves, another person or the environment, our first response is to help them recognise the impact of their actions. Where needed, staff work alongside students to develop the skills they need to manage their emotions, resolve difficulties and make more positive choices.

We also recognise that behaviour can be a communication of an underlying need. When a concern is ongoing, we take the time to understand what may be contributing to it and work with the student and, where appropriate, their family to support a positive outcome.

Our aim is not simply to correct behaviour, but to help students develop the self-awareness, responsibility and social skills they need to navigate relationships and become respectful, capable members of their community.

Brisbane Montessori School is a non-competitive learning environment. A fundamental principle of the Montessori philosophy is that students are motivated by the intrinsic satisfaction of learning, achieving goals and developing their own abilities, rather than by comparison with others.

This approach extends to our sporting activities, including Sports Days and extracurricular programs. The focus is on learning and refining skills, setting personal goals and improving individual performance, rather than competing against other students.

Some of our students participate in competitive sport or other activities at an elite level. They are encouraged to pursue these interests and competitive opportunities through local sporting clubs and other organisations outside of school.

Montessori education is designed to support students with a wide range of learning styles, abilities and individual needs. Students are able to progress at their own pace, spending additional time developing a skill when needed or moving ahead when they are ready.

Our mixed-age classrooms are an important part of this approach. Students work at different levels within the same learning environment, allowing them to engage with learning that is appropriate to their individual stage of development. This means students can work above or below their age level without being singled out or feeling that they are doing something different from their peers.

If your child has a diagnosed disability or requires additional learning support, our Student Support staff work alongside students and classroom educators, providing a range of support tailored to each student's individual needs.

Our goal is to understand each child as an individual and provide the appropriate support and opportunities for them to develop their skills, confidence and independence.

We understand that starting a new classroom is a significant step for both children and their families. Before your child begins, you will meet with their new Class Director to develop a transition plan tailored to your child and your family’s circumstances.

For some children, this may mean starting with a shorter session and gradually increasing their hours as they become comfortable and build the stamina to participate in the full program. The pace of the transition will be guided by your child’s individual needs and readiness.

To help make the experience as calm and positive as possible, we stagger the start of new students in each classroom. This means your child will generally be the only new student starting on a particular day or during a particular week. This allows the Class Director and educators to give your child the individual attention they need while they become familiar with their new environment, routines and classmates.

Throughout the transition, our educators will maintain close communication with your family, keeping you informed about how your child is settling in and working with you to support a smooth, positive and confident start to their Montessori journey.

For students who are younger than school age, we offer a range of attendance options to suit different family needs.

For children aged 3 to 6 years, the school is open from 7:30am to 6:00pm, with our core Montessori programs operating from 9:00am to 3:00pm.

Families have flexibility around collection times. Children can be collected:

• 12:00pm, following the morning work cycle; or
• 12:45pm, following lunch.

Children who remain for the afternoon can rest or sleep in our dedicated rest area. This allows younger students who need an afternoon nap to do so, while students in Children’s House who are ready for more sustained learning can participate in a focused afternoon work cycle with their Montessori Class Directors.

For children enrolled in our Montessori Independent Toddler Community (MITC) program, families can choose between:

• 9:00am to 3:00pm, or
• 8:00am to 4:00pm for extended hours.

MITC students participate in their Montessori work cycle in the morning, followed by lunch and an opportunity to sleep or rest in the afternoon.

Our flexible attendance options allow families to choose a schedule that works for their circumstances while supporting each child’s individual developmental and wellbeing needs.

For children under the age of 6, we generally do not offer classroom visits before their enrolment begins. This is because settling into a new environment is a process that takes time. Younger children often need several days or weeks to become familiar with their new educators, routines and classmates and to develop a genuine sense of belonging.

Rather than having a short visit before they start, we provide a calm and supported introduction to the classroom. Before your child’s first day, you and your child will have the opportunity to meet their Class Director in their new classroom. We arrange these meetings after school, when the classroom is quiet, giving your child time to become familiar with their new educator and surroundings without the distraction of other students.

We also stagger the start of new students in each classroom. This allows the Class Director and educators to give your child individual attention as they settle in, while avoiding the potential overwhelm of several new students adjusting to the environment at the same time.

This carefully considered approach helps create a smooth, calm and positive transition for your child and gives them the time and space they need to develop a sense of comfort, connection and belonging in their new Montessori classroom.

The best way to support your child’s transition into the classroom is to establish a calm, consistent and predictable routine from the beginning. Knowing what to expect each day helps children build confidence and develop a sense of security in their new environment.

At drop-off, we encourage parents and carers to say goodbye at the classroom door rather than coming into the classroom. A warm, positive and confident goodbye helps your child understand that it is time to begin their day with their educators and classmates.

Some children may become upset or cry when saying goodbye, particularly during their first few days. This is a normal part of adjusting to a new environment, and our experienced educators are there to comfort and support them. Once their parent or carer has left, children will often settle much more quickly than families might expect and become engaged in the activities and routines of the classroom.

While every child is different, many new students settle within the first few minutes after their parent leaves. As they become familiar with their new environment and experience the predictable routine of being collected at the end of the day, their confidence typically grows and separation becomes easier.

Our educators will keep in close contact with you throughout the transition and will let you know how your child is settling. Our shared goal is to help your child feel safe, confident and happy as they develop a sense of belonging in their Montessori classroom.

The only formal external assessment undertaken by students at Brisbane Montessori School is NAPLAN (National Assessment Program – Literacy and Numeracy). NAPLAN is a national assessment for students in Years 3, 5, 7 and 9, designed to provide information about students’ literacy and numeracy skills.

We believe it is important for students to develop the skills and confidence to work in a formal assessment environment. Students who participate in NAPLAN are therefore introduced to the assessment process and given opportunities to practise working in a test environment.

However, NAPLAN is not the focus of our teaching or learning program. We encourage students to do their best, but we do not place undue pressure on them or teach primarily to the test. Instead, our focus remains on developing capable, independent and engaged learners.

Parents have the option to withdraw their child from NAPLAN. For students who do participate, the experience also provides valuable preparation for future schooling, where formal examinations and assessments may become a more significant part of their education.

In addition to NAPLAN, educators regularly observe and assess students’ learning and progress as part of the Montessori educational approach. This ongoing assessment helps educators understand each student’s development and tailor their learning accordingly, without relying on formal tests as the primary measure of progress.

At Brisbane Montessori School, our educators assess student progress through ongoing observation of their learning and day-to-day work. Montessori Class Directors develop a detailed understanding of each student’s progress by observing how they engage with lessons, apply their knowledge, develop new skills and work independently.

Our Class Directors maintain comprehensive records of each student’s learning and progress using Transparent Classroom, a digital platform specifically designed to support Montessori schools.

For school-aged students, families receive two formal semester reports each year, based on the Class Director’s observations and records of their child’s progress across the curriculum.

This approach provides our educators with an ongoing and detailed picture of each student’s development. Rather than relying solely on the results of a standardised test taken at one particular point in time, our Class Directors can see how a student’s knowledge, skills and understanding develop over time and use this information to guide their learning.

This continuous approach to assessment allows us to recognise individual progress, identify areas where further support may be needed, and ensure each student is appropriately challenged as they move through the curriculum.

Brisbane Montessori School provides individualised instruction and support for every student. Our class sizes allow educators to work closely with each student, understand their strengths and areas for development, and tailor their learning to meet their individual needs.

As students progress through the school, they are gradually supported to take increasing responsibility for their learning. Educators help them develop the academic, organisational, social and personal skills they need to become confident and independent learners.

Whether a student continues their education at Brisbane Montessori School or transitions to another school at the end of their time with us, our aim is to ensure they are well prepared for their next stage of learning. We work closely with each student to support a smooth transition and help them approach their next educational environment with confidence, independence and a strong foundation for continued learning.

For our Primary School students, there is typically no set homework. Montessori students are given dedicated time during the school day to engage deeply with their learning, allowing them to make the most of their time in the classroom.

The Montessori philosophy recognises that children also need time outside school to play, be active outdoors, spend time with family and develop practical life skills. Rather than completing traditional homework, we encourage students to contribute meaningfully at home and develop the everyday skills they will need to become capable and independent adults. This might include helping with cooking, laundry, gardening or other household responsibilities.

As students become older and progress through the school, their workload and level of independence increase. Students in the Middle and Senior School years will take on more responsibility for managing their learning, and some work may need to be completed at home.

This gradual increase in independent study helps students develop the organisation, time management and self-discipline they need for their future education, while maintaining a healthy balance between school, family and life outside the classroom.

The only formal external assessment undertaken by students at Brisbane Montessori School is NAPLAN (National Assessment Program – Literacy and Numeracy). NAPLAN is a national assessment for students in Years 3, 5, 7 and 9, designed to provide information about students’ literacy and numeracy skills.

We believe it is important for students to develop the skills and confidence to work in a formal assessment environment. Students who participate in NAPLAN are therefore introduced to the assessment process and given opportunities to practise working in a test environment.

However, NAPLAN is not the focus of our teaching or learning program. We encourage students to do their best, but we do not place undue pressure on them or teach primarily to the test. Instead, our focus remains on developing capable, independent and engaged learners.

Parents have the option to withdraw their child from NAPLAN. For students who do participate, the experience also provides valuable preparation for future schooling, where formal examinations and assessments may become a more significant part of their education.

In addition to NAPLAN, educators regularly observe and assess students’ learning and progress as part of the Montessori educational approach. This ongoing assessment helps educators understand each student’s development and tailor their learning accordingly, without relying on formal tests as the primary measure of progress.

At Brisbane Montessori School, our educators assess student progress through ongoing observation of their learning and day-to-day work. Montessori Class Directors develop a detailed understanding of each student’s progress by observing how they engage with lessons, apply their knowledge, develop new skills and work independently.

Our Class Directors maintain comprehensive records of each student’s learning and progress using Transparent Classroom, a digital platform specifically designed to support Montessori schools.

For school-aged students, families receive two formal semester reports each year, based on the Class Director’s observations and records of their child’s progress across the curriculum.

This approach provides our educators with an ongoing and detailed picture of each student’s development. Rather than relying solely on the results of a standardised test taken at one particular point in time, our Class Directors can see how a student’s knowledge, skills and understanding develop over time and use this information to guide their learning.

This continuous approach to assessment allows us to recognise individual progress, identify areas where further support may be needed, and ensure each student is appropriately challenged as they move through the curriculum.

Brisbane Montessori School provides individualised instruction and support for every student. Our class sizes allow educators to work closely with each student, understand their strengths and areas for development, and tailor their learning to meet their individual needs.

As students progress through the school, they are gradually supported to take increasing responsibility for their learning. Educators help them develop the academic, organisational, social and personal skills they need to become confident and independent learners.

Whether a student continues their education at Brisbane Montessori School or transitions to another school at the end of their time with us, our aim is to ensure they are well prepared for their next stage of learning. We work closely with each student to support a smooth transition and help them approach their next educational environment with confidence, independence and a strong foundation for continued learning.

For our Primary School students, there is typically no set homework. Montessori students are given dedicated time during the school day to engage deeply with their learning, allowing them to make the most of their time in the classroom.

The Montessori philosophy recognises that children also need time outside school to play, be active outdoors, spend time with family and develop practical life skills. Rather than completing traditional homework, we encourage students to contribute meaningfully at home and develop the everyday skills they will need to become capable and independent adults. This might include helping with cooking, laundry, gardening or other household responsibilities.

As students become older and progress through the school, their workload and level of independence increase. Students in the Middle and Senior School years will take on more responsibility for managing their learning, and some work may need to be completed at home.

This gradual increase in independent study helps students develop the organisation, time management and self-discipline they need for their future education, while maintaining a healthy balance between school, family and life outside the classroom.

For our Primary School students, there is typically no set homework. Montessori students are given dedicated time during the school day to engage deeply with their learning, allowing them to make the most of their time in the classroom.

The Montessori philosophy recognises that children also need time outside school to play, be active outdoors, spend time with family and develop practical life skills. Rather than completing traditional homework, we encourage students to contribute meaningfully at home and develop the everyday skills they will need to become capable and independent adults. This might include helping with cooking, laundry, gardening or other household responsibilities.

As students become older and progress through the school, their workload and level of independence increase. Students in the Middle and Senior School years will take on more responsibility for managing their learning, and some work may need to be completed at home.

This gradual increase in independent study helps students develop the organisation, time management and self-discipline they need for their future education, while maintaining a healthy balance between school, family and life outside the classroom.

Let your child pack:

During the camping experience, we are encouraging children to take ownership of their belongings. Support your child by encouraging them to pack and unpack their belongings on their own prior to camp.

Practise carrying the bags:

Camp is also a wonderful chance for children to experience the quiet pride of managing their own belongings from start to finish. As you practise packing together at home, invite your child to carry their own bag too.

Part of the camp experience is learning something just as valuable as independence: knowing when and how to ask for help. Encouraging your child to feel comfortable reaching out to friends and peers when they need a hand is a beautiful social skill that will serve them well both at camp and beyond.

Playdates and sleep overs:

If camp will be your child's first night away from home, like all wonderful things, confidence away from home grows with experience.

If you have the opportunity to arrange a night or two at a grandparent's or a friend's place before camp, it can be a lovely way to build your child's excitement and familiarity with the adventure of sleeping somewhere new.

Camp is a cherished and fundamental part of the educational journey within our Lower Primary Program at Brisbane Montessori School, and we warmly encourage all families to embrace this valuable opportunity.

We understand that every family's circumstances are unique. If your child is unable to attend camp, we will arrange for them to spend the duration of the camp in one of our Upper Primary classrooms, where they will be warmly welcomed and engaged in a meaningful learning experience.

Families who are joining us just for the day are warmly invited to drive their child directly to and from camp, as the BMS school bus will not be available for day trips.

Each year the students have the opportunity to try out the various activities provided by the camp which include:

• Orienteering: find the hidden message around the campground.
• Archery: learn the techniques and safety requirements of archery and see if you can hit the bullseye.
• Cooking Pizza: use fresh ingredients from the garden to create your own woodfired pizza.
• Bouldering: learn the art of rock climbing at the skill level you are at.
• Low Ropes: with the support of your spotting team, navigate your way around the low ropes course.
• Blue Gum Challenge: using a harness that is supported by your team and staff, see how high you can climb the tree.

Your child's health and wellbeing is our highest priority, and they will be cared for throughout the camp experience.

All medical and dietary information shared in your camp forms is carefully passed on to both school and camp staff, so everyone is fully prepared before your child arrives.

Our Lower Primary team will oversee and administer any medications your child needs, following our Administering Medication process. Should your child need any medical attention, both you and the Principal will be contacted promptly.

When it comes to mealtimes, every child is catered for. The kitchen team takes great pride in tailoring the camp menu to meet each child's dietary needs. If you'd love to have a conversation with the camp chef about your child's requirements, they are very happy to connect with you by phone in the week leading up to camp.

The safety and dignity of every child is at the heart of everything we do, and we have robust systems in place so that you can feel completely at ease while your child is in our care.

Our staff are extensively trained in child safety practices and maintain a warm, attentive presence with students throughout every part of the camp day. Particular care and attention is given during mealtimes, showering, and toileting with bathrooms, toilets, and dorm rooms checked and prepared before students enter, and the respect and dignity of every child is upheld at all times. Importantly, camp staff will never be alone with a student in our care.

All allergy, medical, and dietary information provided in your camp forms is kept current and actively used by staff, who remain attentive to each child's individual health and wellbeing throughout the entire experience.

Safety at camp is also carefully planned before anyone sets foot on site. A thorough risk assessment is prepared for the camp, complemented by additional activity risk assessments provided by YMCA, all with the goal of creating an environment where children can explore, take on challenges, and thrive with confidence. Children are always welcome to step back from any activity they're not comfortable with, and will always remain happily with their group.

Camp staff lead activities and general daily running of the camp. Camp staff will not be left alone with a student within our care.

YMCA are independently reviewed by the Australian Childhood Foundation in regard to their Safeguarding Children procedures.