logo campaschools
fille souriante

The Concept


Bilingual private nursery schools, Les Campaschools are part of a new method of alternative education, punctuated by benevolence and autonomy.

Another way to learn to respect the evolution of each child.
A leading player in his learning, the child develops his spirit of initiative and decision in a stimulating environment.



  • HOME UNTIL 6:30 PM
  • CLASS HOURS: 8.45 AM TO 4.30 PM

Children are welcomed on Mondays, Tuesdays, Thursdays and Fridays,

except during holidays,

until 6:30 PM, without prior registration

Our pedagogy is based on the following main axes:


The layout of the premises is designed to promote the autonomy of the child; Thus, all the storage is at his height, allowing him to take himself the material he wishes.

The child is master of his or her learning and chooses his / her activities according to his / her attractiveness for this or that domain. Through this, the child is more motivated in his learning and discovers things more deeply.

Maria Montessori said “the child asks us to help him to act alone”; Thus, the child is invited to do alone all that is in his abilities (to serve at the table, to choose his activities, to dress or undress, …). Maria Montessori thought “no human being could be educated by another person. The individual must act by himself or he will never do it. “

Participation in daily tasks

Children are invited to participate in the maintenance of their spaces and to be actors of the time of the meal by putting the cover and the clearing. A study shows that children who took part in household chores as early as 3 years of age had more self-control, a sense of responsibility and autonomy in adulthood compared to those who did not do household chores, or thos who began in the adolescence. They also had better relationships with their families and friends, better academic performance, and were more financially independent.
Performing daily tasks allows the child to imitate the adult and imitation is one of the child’s greatest needs. These tasks allow the child to strengthen his coordination. It takes good work habits by tidying up material before starting another activity.

A slightly different classroom

In our school, children are not always installed around an office …. Carpets are also available, allowing children to settle on the ground where they are naturally more at ease. It is the child who chooses his installation.

The equipment is at the disposal of the children. Nothing is beyond his reach. The elements are arranged in an organized manner, so that the child has reference marks.

No office for the educator who is mobile in space.

A red circle is traced on the ground, it identifies the grouping space of the children.

The Role of the Educator

The educator is exemplary:

He demonstrates the material individually in order to capture all the cognitive functions of the child.

He is an observer (individual needs and interests) but does not judge the work of the child. He focuses his daily work on his observations and not on a pre-defined program. If a child makes a mistake, the educator does not intervene but accompanies him to discover his own error through the material used.

No scoring but self-evaluation and follow-up of the progress of each one via a notebook

The atmosphere is not competitive. There is no comparison between children. The only existing comparisons are based on the child’s previous work.


Within the school, children and adults show mutual respect. Everyone watches over the welfare of others. Educators are attentive to children and strive to strengthen their self-esteem and help them to build their identity. Children respect each other and pay attention to each other.


Kindergartens are bilingual French-English. The child at an early age is more receptive to the acquisition of foreign languages when they are an integral part of his / her domain of life : the acquisition of languages is then naturally made by impregnation and not by learning.

Respecting the rhythms of each

The day takes place at the rhythm of each child. The Zen space and the dormitory are free for children at any time of the day.

An Inter-Age Group

An atmosphere with 17 children max from three to six years of age, and another atmosphere with 15 children max from six to twelve years of age . Thus, no categorization for learning: each one evolves at its own pace (for example, children will be able to enter the reading at 4 years, others at 6 years). The older ones learn to help the younger ones and the younger ones like to imitate the older ones. Children learn group work and mutual help. They evolve in a calm and serene atmosphere.

Specific learning materials

The main material used is wood. It allows a self-checking of errors. The child learns by touch.

Each material has only one function that allows children to focus on one gesture, one learning.

The choice in his / her learning

A child can work for several days or weeks with the same tool without delaying the rest of the group or even his own learning.

The objective of our pedagogy is that the child learns naturally, without constraint and in joy.

An opening into the world

Regular excursions allow children to explore the arts, culture, …

Botany is explored through a vegetable garden maintained by the children.

Learning takes root in everyday events (seasons, use of real material …)


An important place is given to verbalization.

Communication times are set up