History:
 
Lyn Viljoen and Jane Slater established the school in Doringkloof in 1992. The initial pupil numbers were 24 children in the Pre-school and two children in the Primary School. In 1994 the school relocated to premises in Queen Street, Irene.
 
In the same year pupil numbers allowed us to register with the Education Department as an Independent Primary School.
 
In 1998 the decision was taken to relocate to Lyttelton Agricultural Holdings to accommodate more pupils and to provide a wider range of facilities.

Jane Slater left to establish her own school in Irene and the new property was bought by a Closed Corporation with members Lyn and Tony Viljoen and Marita Basson. In 2008 Marita emigrated to Australia.

Lyn and Tony Viljoen retired in March 2016 and the School was taken over by owners Nico and Daleen Koen who has been the Financial- and School Manager since 2004. Bhavna Bhagattjee is the Principal of the School since 2011. Bhavna is an experienced Montessori Directress and qualified Teacher spanning all developmental phase up to 18 years.
 
The High School was established in 2002 with two Grade 8 pupils and the first matrics completed High School in 2006. In August 2007 a fire destroyed the High School building and one of the Pre-school classrooms.

This resulted in the temporary closure of the FET phase (Grade 10 to 12) for 2009. In 2010 we reopened the Grade 10 to 12 phases and moved to the Cambridge University International Curriculum for all Grade 8 to 12 students.

Montessori Philosophy:
 
Our philosophy as Montessori educators is to strive to develop the self-esteem of each individual child. What Montessori refers to as a 'normalised child' is a child that has a degree of self-confidence, who recognises his own worth and appreciates his shortcomings. When interested, a child becomes self-motivated. Self-motivation leads to becoming self-disciplined. When self-disciplined, a child engages in a process of mastery learning and develops his or her potential.
 
On an intellectual level we strive to develop the child's understanding of academic subjects at his individual pace and so structure the learning environment to meet the needs of many children at different levels.
 
Socially, we strive to assist the child to interact with others with assertiveness, confidence and compassion. Conflict resolution is attended to on a daily basis.
 
The environment is structured to give the children 'keys' to the universe and satisfy his curiosity and thirst for knowledge while ensuring that the basic skills of reading, writing and mathematics are mastered.
 
As is appropriate for each age group, we encourage students to become aware of the major social, political, economic, environmental and ethical issues of our day.
 
Classes are small and consist of a mixed age group fostering a community spirit and ensuring that the needs of every child are met. The children learn to be responsible for their environment.