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For more than 60 years, The Montessori School Kingsley has provided a pure Montessori education from age 3 to 18.
Our School is grounded in the principles and practices of Dr Maria Montessori, with carefully prepared environments that support children to develop curiosity, independence and confidence and to cultivate a lifelong love of learning.
We are committed to providing Montessori education as a complete educational approach, rather than using selected Montessori techniques alongside a conventional school model.
Our practice is guided by the principles established by Dr Maria Montessori and by a deep understanding of the developmental needs of children and adolescents.
This is reflected in the way our school is organised, our prepared environments, the role of the Montessori teacher, the materials students use, the freedom and responsibility given to students, and the way learning develops across each stage of childhood.
| Prepared Environments | Our classrooms are carefully prepared to meet the developmental needs of the students who use them. Materials are purposeful, accessible and arranged to encourage independence, concentration and orderly work. |
| Mixed-Age Classrooms | Students learn alongside children of different ages, creating opportunities for collaboration, leadership, observation and peer learning. |
| Freedom Within Structure | Students are given meaningful choices about their work within a carefully prepared environment and clear expectations. Freedom is not the absence of boundaries; it is the opportunity to develop responsibility within them. |
| Hands-On Learning | Montessori materials allow students to explore concepts through purposeful activity, helping them move from concrete experiences towards abstract understanding. |
| The Role of the Educator | The Montessori educator observes each student, prepares the environment, introduces materials and provides guidance when it is needed. Rather than directing every moment of the child’s learning, the educator supports the child’s growing independence. |
| Independence and Responsibility | We do not simply do things for children that they are capable of doing themselves. We give them the time, guidance and opportunity to develop their own capabilities. |
| Respect for the Developing Child | We recognise that children and adolescents have different developmental needs at different stages of their lives. Our environments and approach evolve accordingly. |
| Learning for life | Montessori education is about more than academic achievement. It seeks to develop capable, confident and socially responsible people who can contribute meaningfully to their community and the wider world. |
We believe, as did Dr Maria Montessori, that it is important for children to have the opportunity to do work for themselves, and adults should not do for a child something that the child can do themselves. When we take the time to show the child how to do something and have the patience and care to wait, our time, guidance, and encouragement show the child that we trust them and that we have faith in their ability. When we do the task for the child, we teach them that they can’t do it, that they are unable and inadequate, and they learn dependence, inferiority, and weakness.
Never help a child with a task at which [they] feel [they] can succeed.”
– Dr Maria Montessori
We currently cater to children aged 3 to 18, starting with pre-primary education until the International Baccalaureate Diploma Programme (IBDP) or the International Baccalaureate Careers-related Programme (IBCP) for students in Year 11 and 12. Both qualifications are recognised globally and enable tertiary entry.
The Montessori method is designed with and for your child, providing the structure, freedom, and guidance they need to learn at their pace, in a way that fosters respect – for self, for others, and for the environment around them.
To an outsider, a Montessori classroom might look unusual: children are free to move around and work at tables or on the floor; unused material is kept out of sight, which makes the classrooms look almost pristine; each material has its own place on shelves, which are at students’ height, making it easier for them to access the material; children can choose to work alone or in a group, and, to most people’s surprise, the classroom is usually quiet.
We carefully prepare our learning environment to promote curiosity, resilience, independence, and connectedness to self, to others, and to the natural environment. Montessori materials are designed so that the child receives instant feedback about their progress as they work, allowing them to recognise, correct, and learn from an error – without adult assistance. Putting control of the activity in the child’s hands strengthens their self-esteem and self-motivation as well as their learning.
Children are internally motivated to work until the task has been completed, and they leave the work feeling invigorated, not exhausted as adults do. If the work is appropriate to their developmental plane and they have the freedom to choose it, they will work happily and intensively, paying attention to every detail. Observation is important as the adult makes this judgement and responds accordingly.
Our mixed-age classrooms mirror real life, creating a supportive culture that fosters empathy, mutual respect, and leadership.
Moreover, we tailor our ever-evolving programs to fire your child’s imagination, nurture a lifelong love of learning, and equip them to thrive as confident, capable young adults in a world filled with possibilities.
Our purpose-built Secondary Building offers flexible learning spaces, quiet study areas, and collaborative zones that reflect Montessori principles. Every aspect of the design supports the unique developmental needs of adolescents, fostering independence, community, and purposeful engagement in their learning.
ACARA’s rigorous evaluation process confirms that the MNC meets the guidelines set by the Australian National Curriculum. It ensures comparable educational outcomes in English, Mathematics, Science, and History up to Year 10.
The recognition extends to crucial subject areas, including English, Mathematics, Science, and History, ensuring that students following the Montessori National Curriculum will achieve broadly comparable educational outcomes by the end of Year 10. This endorsement from ACARA not only confirms the quality and rigour of our curriculum but also validates its effectiveness in delivering comprehensive education.
This recognition also reinforces the broader international recognition of the Montessori approach and its adaptability to various educational contexts.
All curricula delivered in Western Australian schools have to meet the standards of the School Curriculum and Standards Authority (SCASA). Our planning, assessment, and reporting are shaped by these standards while remaining a faithful implementation of the Montessori method.
What sets the Montessori approach apart is our unique learning methodology and emphasis on hands-on experiences. ACARA recognises the distinctiveness of Montessori education, our comprehensive cosmic education program that spans from the universe to human civilizations and local contexts, and the essential role of Montessori materials and activities in curriculum delivery.
To consider the school as a place where instruction is given is one point of view. But to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.”
– Dr Maria Montessori
Discover what Montessori learning looks like at each stage of your child's journey, from our 3–6 environment through to Upper Secondary.
Explore our programs and find out more about the learning environments, experiences and opportunities available at each stage.
