Everyone has a voice and is listened to deeply

Progress is measured by a student’s wellbeing and love of learning.

"If you are home-schooled and are getting bored or if you go to school and completely hate it, I recommend coming here."
Aged 10

Students connect with their peers in small interactive classes. Each class has up to 14 students. The students are always in the same group and there are plenty of opportunities to make friends and socialise.

Each learning circle has a mix of ages from 7 to 11. Mixed-age classrooms free students to take pride in their abilities as individuals. The pace of learning is individualised. Teachers tailor learning for each student, rather than setting the pace for the whole group. Students have the chance to be the youngest, the oldest and the in-betweens. 

We use these for pair-work or for working together in small groups. Students really appreciate these spaces and find that it can be easier to speak out here than in a larger group.

We organise plenty of in-person meet-ups, trips and camps. Find out more here 

“You can be completely yourself.”
aged 7
“I like that we decide everything together.”
aged 7

In our community everybody matters and everybody has a voice. We believe that empowerment in education begins with having a greater say in how the community is run for both students and teachers. 

We support our students to listen to their own wisest and most compassionate voices and to learn to collaborate together respectfully.

We believe that democracy in education is an important step towards empowering the engaged, heartfelt citizens that this planet needs. Learn more here about democratic education and new paradigms in education. 

We create a space to discuss issues, to encourage free speech, to develop the ability to express your opinion in public and to listen to other points of view before making decisions. Together we discuss and decide on what we will study together and how we interact together as a community. The meeting is always chaired by a student. 

Students follow their own interests in our ‘students decide’ sessions. In Creative Writing they are introduced to new ideas/techniques and encouraged and supported to write about whatever is currently inspiring them. Creative Arts gives plenty of opportunity for students to develop their own interests. More about self-directed learning here

Students decide together which cross-subject topic they will study each term.  In this process they learn to negotiate, to listen to other student’s ideas and opinions, to find a middle ground and to express their own feelings and viewpoints. 

Our teachers offer homework and ideas for further study. These are not compulsory, although teachers are very happy to receive assignments and give feedback. Families can discuss with the teachers and decide together what their approach to homework will be. 

Our ‘students decide’ sessions are an opportunity for students to study something different. Students receive a budget and are supported to decide together what they want to study and, if necessary, to find qualified, experienced people to work with them. 

Any teacher wanting to join the community will teach an interview class and then be interviewed by the students. The students then discuss their thoughts and feelings about the possible new teacher together with a member of staff. 

Our mindfulness movement sessions are integrated into the curriculum to support wellbeing. Students and teachers practise together to find calmness inside and deepen self-awareness.

Daily yoga and mindful movement sessions are a fun way for students to develop a variety of important skills in a nurturing, non-competitive environment. Our teachers offer unconditional positive encouragement. Students can relax and have fun whilst developing strength, coordination, flexibility as well as increasing their body awareness and self-esteem. And, yes, it’s fine if you want to switch your camera off! 

Learn more about the benefits of yoga for children here. 

We usually start the day with a short meditation. Our teachers bring their own creativity and inspiration to the meditations instead of following set practises. Examples include guided visualisations, body scans, chocolate tasting meditation, eating a segment of orange mindfully and many more. Learn more about mindfulness for children here

We use a few chimes of the bell at moments throughout the day as a way of coming home to ourselves. Taking a few deep breaths can be all we need to feel refreshed and renewed. Learn more here. 

*Our meditation and yoga practice are non-religious. The aim is for each student to connect with their own thoughts, feelings and imagination, learning how to reach their own conclusions and to think independently. 

“I like it because the day starts off with relaxing, starts off with peace.”
aged 8
“I try to be the mentor I wish I’d had.”

Students are offered regular 1-to-1 tutorials with their personal mentor. Students choose which of the teachers they would like as their mentor, who then sets aside time to meet individually.

We believe it’s really important for young people to be listened to deeply and known. Having a caring, supportive adult as an ally helps our students to grow into their potential during their time with us.

Students chose their personal mentor and meet with them for regular individual sessions. These currently take place twice every half-term. 

We offer drop-in sessions with Angie on Monday mornings.

These are for families who have any concerns, who are looking for support, or who would simply like a chat about how their child is doing.
Angie has lots of experience working with students with SEN from her many years of teaching and especially from her time at the Child and Adolescent Mental Health Service of the Tavistock and Portman NHS Foundation Trust in London, as a teacher in their pioneering therapeutic educational provision. 

These are held at the end of the Autumn and Spring terms. Families get the chance to speak to each of the individual teachers about how the student is getting along. At the end of the Summer term, the teachers write a detailed report on the past year. 

These are held regularly during the year. They are an opportunity for our students and their families to all get together with the teachers to discuss how things are going.

A combination of topic-based, cross-subject learning and single subject learning.


The cross-subject topic is decided on together, democratically. Once we agree on a topic, the curriculum is then planned by all the teachers together and taught as a whole.


By making connections between the theoretical and the practical, between one subject and another, learning becomes useful, inspiring and relevant.

Collaborative teaching

Collaboration is at the heart of the curriculum creation, with input from each subject-specialist teacher to create an interconnected whole.


We study single subjects such as Maths to make sure our students cover everything they need to prepare them for future exams.


Each teacher is aware of what the others are doing and every effort is made to connect the learning in one class to that of another. This approach is very rewarding and worthwhile for the teachers too.


The teachers themselves broaden and deepen their understanding by linking their subject to that of others and the excitement of learning is spread all around the community.

"When we try to pick out anything by itself, we find it hitched to everything else in the Universe."
John Muir
Environmental Philosopher

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