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Independence. Belonging. Purpose.

Expanding the minds of children aged 18 months to 14 years in Connecticut’s Litchfield County since 1965.

Based on Respect, Inclusivity, and Collaboration.

At Washington Montessori School, our students learn to recognize their individual and collective potential, develop thoughtful approaches to learning, and choose paths to responsible and fulfilling lives.

Educational Philosophy

Educational Philosophy

A child-centered approach that promotes independent exploration, hands-on learning, and the development of self-discipline.

School Culture

School Culture

Working in partnership with students and families, teachers build trusting and long-lasting relationships based on respect, inclusivity, and collaboration.

Our Programs

Our Programs

We prioritize children's robust, active, hands-on learning, with a curriculum intentionally tailored to each developmental stage.

Planes of Development

Levels at Washington Montessori School are organized around Montessori’s research on the Planes of Development.
Young Children’s Community

Young Children’s Community

As with all classrooms in WMS, the Young Children’s Classroom is a prepared environment that offers freedom through structure and order. The entire classroom is outfitted with toddler-sized furniture and work. Its shelves, chairs, and countertops are appropriate for toddlers to use independently, which allows children to independently care for their personal needs and, in turn, cultivates their sense of achievement and a motivation to take on greater and greater responsibilities.

Lower School

Lower School classrooms are specially designed for the children who use them — chairs, tables, and shelves are sized proportionately, allowing students the freedom to explore the environment. The classrooms also feature tactile and visually-appealing materials that naturally engage children in learning, which cultivates internal motivation and self-esteem. Each Lower School class operates as a community, which helps children learn the art of living in a world beyond home. The continuity of the three-year cycle allows students to experience different roles, responsibilities and perspectives.

Lower Elementary

The prepared environment of a Lower Elementary classroom encourages freedom of movement and allows children to make choices about their class work, including where, when and with whom they complete it. This is the time when children begin to develop strong social ties with peers, and issues of fairness and justice become very important. Learning life-long skills to sustain good relationships is fundamental to our Lower Elementary program.

Upper Elementary

Upper Elementary students are encouraged to think for themselves, to explore different methods of problem-solving and to discover connections across areas of study. There is also a growing emphasis on developing real-world skills like time management, conflict resolution and collaboration.

Middle School

Middle School students demonstrate mastery in a variety of ways, including tests, projects, papers and oral presentations. While WMS does not give number or letter grades, assessment is comprehensive and ongoing. In addition to regular feedback from their teachers, Middle School students are expected to measure their growth and progress through informal and written self-assessments. This focus on self-evaluation gives students a realistic understanding of their own capabilities and a sense of agency and control over their own education.

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