Our community is made up of families who share the vision that education goes beyond the classroom and who wish to be an active part of their children's growth. We believe that the participation of families in school life is essential to reinforce learning and strengthen the bond between children, guides and the community. For this reason, we encourage active involvement in the school through various initiatives:

• School for Families: Training and meetings where experiences and educational tools are shared to support the development of children at home.
• Workshops and school events: Spaces designed to strengthen the connection between the educational community, providing opportunities for joint learning.
• Community activities: Special celebrations that reinforce the sense of belonging.
• Volunteer groups: Spaces where families can get involved in school initiatives and collaborative projects.
• Student Family Association (AFA): A space for collaboration that contributes to the evolution of our educational community and supports student celebrations.

Our school is not only a place of learning for children, but also a space where families feel welcomed, supported and valued in the educational process of their children. The involvement of families is essential to build together a strong community committed to the comprehensive development of children.

Adaptation is a key process in the transition of children to a new school environment. At Montessori Gran Bilbao, we understand that each child is unique and that their integration process must be gradual and respectful of their individual needs.

The adaptation period in early childhood education usually lasts approximately two weeks, with the time children spend in the classroom gradually increasing until they feel safe and confident enough to be left alone. Communication between guides and families is essential to ensure a smooth transition.

To facilitate adaptation, our center has:

• Prepared guides: They sensitively accompany children, promoting trust without forcing their integration.
• Prepared environments: Spaces designed to encourage exploration, order and socialization.
• Communication with families: We observe and share information with families to reinforce the safety and well-being of the child at school.

Adaptation is considered successful when the child feels safe, explores freely and actively participates in the school community.

Tips to help families at home

Support at home is key to reinforcing the child's confidence in this new stage. Here are some tips to support them in the adaptation process:

• Speak naturally: Explain to children in simple and positive language what school means and what they will do there.
• Validate their emotions: It's normal for them to feel insecure or nervous. Listening to them without minimizing their feelings helps them feel understood.
• Create pre-routines: Establishing consistent morning and evening schedules at home helps provide stability and security.
• Involve them in the preparation: Allowing the child to choose his/her backpack or some materials can make him/her feel more motivated.
• Practice short separations: Making short goodbyes in other environments (with grandparents, friends) helps them get used to being without their family for short periods.
• Be a model of trust: Showing enthusiasm for school and trusting in the process makes it easier for your child to do so as well. Communicating the security that your family has at school helps your child feel that they are being left in a safe place.
• Talk about their day: Ask them what they've been up to in a non-pressured way, using open-ended questions like "what was the most fun thing about today?" to encourage conversation.

Montessori Gran Bilbao is an educational project in constant evolution. Our vision is to consolidate each educational stage in a responsible and conscious manner, ensuring a high-quality learning experience at each level. Currently, we offer education up to the primary stage (12 years) and we work to continue expanding our offer in the future.

We ensure that each student develops the academic, social and emotional skills necessary to successfully integrate into their next school environment.

Our location in Artxanda not only offers an exceptional natural environment, but also allows a quick and efficient connection to the center of Bilbao.

• Artxanda Funicular: Just 3 minutes from the centre of Bilbao, providing easy access to cultural and educational activities.
• Buses and public parking: Convenient transportation options for families, ensuring a smooth connection to the city.

No, Montessori Gran Bilbao does not have a bus service. Our students come from various towns in Bizkaia and even from neighbouring autonomous communities, which makes it difficult to establish a fixed itinerary that covers all transport needs.

However, our privileged location in Artxanda allows easy access through different means of public transport:

• Artxanda Funicular: With direct connection to the centre of Bilbao in just 3 minutes.
• Buses: There are bus lines that facilitate access from different areas of Bilbao and its surroundings.
• Nearby parking: We have public parking areas around the school, making it easy to arrive by car.

In addition, we encourage the creation of networks between families to organize shared transfers and improve the logistics of travel to the center.

At Casa de Niños (3-6 years) we do offer the option of morning hours until 12:30, allowing families to choose this option according to their needs.

However, in Workshop I and II (6-12 years) we do not offer this option, as we consider it essential that children complete their school day to ensure a quality education. At this stage, the afternoon work cycle is essential to deepen learning, foster autonomy and consolidate the knowledge acquired in the morning.

At the Children's House (3-6 years) , children who stay for lunch must use the catering service offered by the centre. This menu is ordered daily from a specialist company and allows for special dietary options.

In Workshop I and II (6-12 years) , children can choose between catering or bringing their own food from home. In Montessori environments, food is an essential part of everyday life and takes place in the classroom, where children participate in preparing the table and cleaning it afterwards, fostering autonomy and responsibility.

We offer extracurricular activities from 3:30 to 4:30 p.m. , depending on the demand and needs of each workshop. These activities are taught by professionals from outside the center and include options such as chess, music or circus , among others.

We do not follow a fixed enrolment schedule. Admissions are open throughout the year depending on availability of places.

Montessori education and traditional education have very different approaches to teaching and learning. In Montessori, the child is the center of the educational process , while in the traditional system, the teacher is usually the main figure who transmits knowledge directly.

Some key differences are:

• Guided learning vs. directed learning: In Montessori, children learn through exploration and experimentation, guided by an adult who observes, guides, and directs according to their needs. In traditional education, learning is often more structured and directed by the teacher.
• Prepared environment vs. conventional classrooms: In Montessori, spaces are designed to encourage autonomy, with manipulative materials that facilitate concrete learning before moving on to the abstract. In traditional education, learning is often more theoretical and textbook-based.
• Individualized work vs. uniform teaching: In Montessori, each child follows his or her own learning pace and chooses activities according to his or her interest and level of development. In the traditional system, all students progress at the same pace following a fixed curriculum.
• Continuous assessment vs. exams: In Montessori, assessment is qualitative and based on observation of the child's progress. In traditional education, assessment is done primarily through exams and numerical grades.
• Fostering autonomy vs. dependence on the teacher: In Montessori, children develop self-management and problem-solving skills from an early age. In the traditional system, teaching is usually more directed and the teacher makes most of the decisions.
• Developing social skills and collaboration: In Montessori, children work in mixed-age groups, which encourages cooperation, leadership, and empathy. In traditional education, classrooms are often organized by age and interactions are more structured.

Finding professionals who are native speakers and, at the same time, have training and experience in Montessori is a challenge. However, we have a highly trained teaching team with expert level in English, Spanish and Basque , ensuring quality education and an enriching multilingual environment.

The change to a traditional educational system can be an initial challenge for children who have studied in a Montessori environment, especially if they have to adapt to a more rigid structure, with strict schedules and less autonomy in their learning. However, thanks to the independence, problem-solving skills and time management they develop in Montessori, they are able to adjust over time.

Although the transition may involve a period of adjustment, we believe that receiving a Montessori education for several years is more beneficial than not having one at all. It provides them with valuable tools for the future, such as critical thinking, creativity and self-confidence, qualities that will help them navigate any educational system and life in general.

At Montessori Gran Bilbao we apply Non-Violent Communication (NVC) and positive discipline strategies, teaching children to resolve their conflicts through dialogue, empathy and mutual respect. The guides intervene as mediators when necessary, encouraging self-regulation and peaceful problem solving.

Montessori is a method that respects individual rhythms and encourages autonomy, so it benefits most children. However, in specific cases an evaluation may be required to determine if the Montessori approach is the best option for their needs.

No. In Montessori, freedom is guided within a framework of discipline. Children can choose their work within the materials and activities appropriate to their development, but always under the guidance of the guides.

It is important to distinguish between freedom and libertinism . In Montessori, freedom does not mean that children can do whatever they want without limits, but rather that they can make decisions within a prepared environment that encourages self-discipline, responsibility, and respect for others. Each choice has a purpose and is designed to promote autonomous learning within a structured environment.

Through this process, children learn to balance their freedom with responsibility, developing self-control and the ability to make conscious and respectful decisions regarding the environment and others.

Montessori environments are multi-age , encouraging cooperation, leadership, and mutual aid. Children work individually or in small groups in the Children's House, or in small and large groups in Primary, completing collaborative projects and learning to solve problems as a community.

Movement is essential in Montessori education. Children can move freely around the environment, work in different areas and choose the position that is most comfortable for them, whether at tables, on the floor or in outdoor spaces. Instead of sitting at fixed desks, they actively explore their environment, manipulating materials and participating in concrete experiences that strengthen their cognitive and motor development.

We also encourage connection with nature through our outdoor spaces, such as the playground and the vegetable garden, where children can work outdoors, take care of plants and observe the natural environment. We also take advantage of the nearby parks and sports centre for physical and sporting activities.

Nature is also present within Montessori classrooms, where the use of natural materials, the incorporation of plants and the exploration of ecological concepts reinforce environmental awareness from an early age. This integration not only strengthens learning, but also promotes concentration, emotional well-being and respect for the world around them.

We use Montessori materials designed for sensorial, mathematical, linguistic and cultural learning in Casa de Niños (3-6 years) and Elementary (6-12 years) . These materials encourage autonomous exploration and meaningful learning, allowing children to understand abstract concepts through manipulation and direct experience.

At Children's House (3-6 years) , sensory materials help to refine the senses and indirectly prepare for reading, writing and mathematics. Practical life materials develop autonomy and motor coordination, while language and mathematics materials introduce writing, reading and logical thinking in a progressive and concrete way.

In Elementary (6-12 years) , Montessori materials move toward more abstract learning, encouraging inquiry and critical thinking. Materials such as the Hieroglyphics Box for grammatical analysis, Algebra with Golden Beads, and Work Maps for geography and history are used. In addition, learning is complemented by research projects and scientific materials to explore the universe, biology, and geometry.

Montessori materials are designed to accompany the natural development of the child, promoting autonomy, concentration and deep understanding of knowledge at all educational stages.

At Montessori Gran Bilbao we follow the International Montessori Curriculum and American educational standards . In addition, we incorporate subjects from the Basque Country Curriculum , including Spanish Language and Literature, Basque Language and Literature , guaranteeing a comprehensive and balanced education.

Our center is accredited by the American Association NEASC and we have passed all tests so far, allowing us to have our center up and running.

We are currently still in the authorization process with the Basque Government.

Montessori Gran Bilbao is an American educational center, so English is our main language of teaching and communication. However, we understand that some children may need an adaptation process if they do not master English, Spanish or Basque.

To facilitate their integration, we offer individualized support so that students gradually acquire the necessary language skills. If the child already has knowledge of English, the adaptation process will be smoother and faster, allowing them to make the most of their experience at school from day one.

It is important to bear in mind that if a child is admitted without an adequate level of instruction in the languages ​​of instruction, his/her linguistic progress will depend on the time of exposure and his/her learning capacity. In these cases, he/she may not acquire a sufficient level to take official language exams at the end of his/her time at the centre.

We recommend that families consider the language aspect when choosing our center.

At our school, language learning happens in a natural and immersive way, following the OPOL ( One Person, One Language ) method. This means that each guide communicates with the children in a specific language, ensuring constant and structured exposure to each language.

English is the main language of the centre and is used in most presentations, ensuring a multilingual environment where children acquire it spontaneously. Spanish and Basque are introduced through daily activities, conversations, specific materials and moments of reading and writing in each language.

Given that our environment is predominantly Spanish and Basque speaking, we understand that English is usually the second or third language for most of our students. In this context, the teaching of English follows a process of total immersion, while Spanish and Basque are worked on in an integrated way on a daily basis.

For children who arrive without prior knowledge of any of the languages, we offer support adapted to their learning pace. This approach encourages the progressive acquisition of the language without generating stress or overload. However, it is important to bear in mind that if a child arrives without an adequate level in the languages ​​of instruction, their linguistic progress will depend on the time of exposure and their learning capacity. In these cases, they may not acquire a sufficient level to take official language exams at the end of their time at the centre.

At Montessori Gran Bilbao, we encourage a positive and practical approach to languages, where learning is based on real communication, active participation and cultural integration.

Learning is monitored continuously and in a personalized manner. We use Transparent Classroom , a digital platform where guides record detailed observations on each child's progress in the different areas of the Montessori curriculum. This tool allows us to document the individual development of each student, facilitating communication with families and offering a clear overview of their progress.

In addition, we have a Mentoring system, in which each child receives close support tailored to their needs. The guides observe their progress, identify areas for improvement and propose strategies to enhance their learning, always respecting their pace and intrinsic motivation.

Instead of tests, we use assessment methods based on self-observation and reflection, such as work portfolios, project presentations, and meetings with families. This approach allows for a more complete and authentic assessment of each child's academic, social, and emotional development, prioritizing their comprehensive growth over memorizing specific content.

At Montessori Gran Bilbao, the use of technology is introduced progressively and adapted to each stage of development. At Children's House (3-6 years) , we prioritize manipulative and sensory learning, so screens and electronic devices are not used in the classroom.

In Elementary (6-12 years) , we gradually introduce technology to develop essential digital skills. Children learn to use a computer, manage documents, conduct guided research and structure information independently. We also address key topics such as online privacy , teaching them to protect their personal information and to navigate safely on the Internet.

In addition, we work with a STEM (Science, Technology, Engineering and Mathematics) approach, encouraging experimentation and problem solving. Through the use of advanced Montessori materials, children explore scientific and mathematical concepts in a practical way, ensuring a deep understanding that is applicable to everyday life. We also introduce basic notions of artificial intelligence (AI) , helping them understand its impact on society and develop critical thinking about its use.

Beyond technology itself, we promote a conscious and thoughtful use of digital tools, preparing children to interact with the digital world in a safe, responsible and creative way.

At Montessori, transitions between environments are not based solely on age, but on the child's development. If a child shows signs of being ready for a more advanced environment, the guides conduct a comprehensive assessment to determine if the time is right. Academic, emotional, and social aspects are considered to ensure that the change is beneficial and harmonious. If necessary, a transition plan is designed so that the child can adapt confidently to his or her new environment.

If a child in his/her current environment shows interest and ability to work with more advanced materials, he/she is provided access to those resources without the need to change environments prematurely. In this way, we respect his/her learning pace without forcing a transition before he/she is fully ready.

On the other hand, if a child needs more time in his/her current environment to consolidate skills before moving on to the next stage, the necessary support is provided, respecting his/her learning pace. Montessori education allows each student to advance progressively and safely, ensuring that he/she acquires the necessary tools to face the next level with confidence and autonomy.