We firmly believe that childhood is an entity unto itself—not a state of imperfect adulthood. We cherish our children for what they are, rather than for what they might become. We must then accept them and deal with them on their own terms. This genuine caring for a child as a human being leads us to an entirely different concept of education: one based on the child's needs rather than the school's or society's needs, and one which uses the child's needs, interests and abilities as the starting point for curriculum development.

By developing a personal plan for each child's learning, we aim at stimulating the development of a mature, self‐reliant, self‐motivated student—a person who is informed, but also capable of searching out and dealing with knowledge. By stressing the development of each individual, we equip our students with those skills necessary to survive in a world we cannot even imagine.

• Children and their learning styles are respected
• Children work at their own pace
• Children strive for learning, not for grades
• Children learn by doing
• Curiosity is encouraged
• Mixed ages complement learning. Mixed ages in the classroom provide younger students with a variety of tutors, while older students review and practice their skills, grow in responsibility, and gain healthier self-concepts
• Choice develops self-reliance and motivation. Providing students with choices has been identified as a primary motivational tool that encourages learning