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Alf & Bett Scholars adopts the British Early Years Foundation Stage (EYFS) as well as the Montessori Approach to Childhood Education.


The Early Years Foundation Stage (EYFS) Statutory Framework aims to support children’s learning, development and welfare. 

The areas of learning are:

The Prime Areas

    Communication and Language;

   Physical Development; and

   Personal, Social and Emotional Development. 

   The Specific Areas



   Understanding the world; and

   Expressive Arts and Design. 

     - EYFS Statutory Framework March 2012


The Educational System known as the MONTESSORI SYSTEM was founded by Dr. Maria Montessori, an  Italian physician who felt that the goal of early childhood education should be to cultivate rather than to simply teach facts as often prescribed by traditional curriculums.

She believed that all children possess sensitive periods, whereby every experience the child has is soaked up by them and no matter who or where the child is, these sensitive periods would stimulate the child’s whole persona.

From her research Dr. Montessori devised a method of Education where children would work with didactic (self-teaching) apparatus. Alongside the apparatus, the teacher directs and guides the child, according to each child’s unique aptitude for learning.

The Montessori enriched curriculum is organised as a spiral of integrated studies, rather than as compartmentalised subjects. At suitable levels for each child, the Montessori Curriculum offers: everyday living skills, sensory awareness, large and small motor skills, reading, literature, grammar, creative writing, spelling, handwriting, mathematics, geometry, geography, history, science, art, music, a foreign language and an appreciation of many different cultures.

There are six areas within the Montessori classroom:- Practical Life, Sensorial, Literacy, Numeracy, Cultural and Creative Studies.


In our School the child’s day is structured around a three-hour work cycle in the morning; this includes a group circle time, one-to-one teaching, morning snack, group activity, outside play and lunch. 

Each session begins with a “Circle Time”.This is when we introduce planned activities through stories, role-play, music, songs and project work. The children participate and contribute their thoughts and experiences. We actively encourage turn taking and listening as we endeavour to give each child time and opportunity to formulate and express his or her thoughts and feelings. Children become more confident and begin to establish relationships with their peers and adults. They learn to enjoy the environment and play and work alongside others, within small and large groups or by themselves.

Frequently, children choose to tell us about a personal “piece of news” during our Circle Time. Whether this is about a birthday or a visit to the doctor, we make time to listen and share.

During snack time and lunch, children and teachers sit together and chat informally.  After lunch, free play is encouraged for about half an hour to promote an informal social situation for each child, so that friendships can be fostered through mutual understanding. The younger children are encouraged to take a nap or rest in the afternoon. After a mid-afternoon snack, the children are engaged in activities such as Arts and Craft, Music and Movement, Cooking etc., as well as outside play, weather permitting. The child’s day winds down at 5.00pm with quiet time – puzzles, books, DVD etc. and home time.

Download Curriculum
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