The school

Montessori Schoolhouse is a bilingual, secular, international preschool and elementary school whose educational mission is based on the pedagogical principals of the Montessori method: the approach responds to the child in terms of their specific developmental needs, respecting each child´s individual learning pace and allowing the child to actively participate in their own learning process.

Located in Logroño, the school began with the purpose of offering Rioja families a new type of school. In September, 2015, the school began with a preschool class. We have continued to grow each year, currently fulfilling the needs of students from preschool through Elementary.

As an international American school, Montessori Schoolhouse is 100% bilingual: each classroom has at least two guides, each of whom speaks in their native language (English or Spanish) to the children. In this way, English is always present in the school´s daily routine and the children acquire this second language in a natural way.

Montessori Schoolhouse Logroño fully complies with the requirements as laid forth by the Association Montessori Internationale (AMI), whose mission is to protect and preserve Maria Montessori´s legacy, as well as to continually improve that legacy through ongoing research into educational materials. The AMI requirements include: guides trained at one of the AMI institutions, groups of mixed ages, prepared environments, and complete Montessori material for each stage.

The Pedagogy

The Montessori Schoolhouse pedagogical project is made up of the following elements:

A carefully arranged environment

The Montessori classroom is a meticulously and thoughtfully arranged environment especially designed for the learning process. Every classroom contains a complete set of didactic materials and activities specifically chosen for the respective level and counts on the presence of a teacher trained in Montessori pedagogy. These two factors (the materials and the teacher) allow students to work autonomously under the guidance of an adult.

The environment conditions the learning experience of the child. Because of this, the classroom is meticulously designed, taking into account even the smallest details. Didactic materials, made of natural substances, natural lighting, order and the tone of voice employed are some of the aspects that contribute to the creation of a calm and inviting learning environment. This environment is essential for building the confidence and acceptance necessary for the intellectual, moral, social and emotional development of children.

The learning process

The child learns through his/her interaction with what the environment has to offer. She/he experiments, makes decisions, learns from mistakes, has a sense of reward of personal discoveries and feels the desire to repeat significant experiences.

The individual experience favors a productive and positive attitude towards education.

The Montessori teacher, during his/her education spends many hours observing children while they interact with the materials available in the classroom. This is a result of their role in the classroom being indirect. The teacher carefully prepares the classroom environment based on these observations, detecting the moment the child is learning and helping him/ her to develop their maximum potential by offering the adequate activities based on their needs which stimulate the child’s natural desire to learn.

Integrated studies

Montessori pedagogy works with an integrated curriculum. This means that different areas of study are not isolated into distinct subjects but are rather explored in an interdisciplinary way so that learning transpires in a global way.

The curriculum is constructed according to the psychological and physical necessities of the child at every stage. At the same time, the curriculum achieve the official didactic program for school curriculum (according to the Spanish Ministry of Education). The child’s interaction with the content-rich materials creates experiences that aid in the child’s mental and personal development

Second language acquisition

English will form part of the everyday routine in the school. By having a native teacher in the classrooms, children will acquire a second language naturally through submersion. English will be integrated into all of the daily chores and routines.

Second language learning will also be acquired through the interaction with diverse didactic activities and materials adapted to each formative age that intensifies and expands the linguistic immersion in order resulting in the children eventually achieving fluency in oral expression.

In contact with Nature

Each classroom is designed so that it looks out to a natural exterior, adding great possibilities to the learning space. The children experiment with dirt, plants and water and take part in activities such as planting a vegetable garden, planting flowers and aromatic herbs or small trees.

Apart from this, the school has a large common green area designed for physical activity and games with classmates.


Diet is considered as part of the curriculum. Meal time becomes another opportunity for learning and developing skills in cohabitation.

At meal time, we can work on themes such as autonomy and good manners, as well as creating a consciousness about the responsibilities of eating correctly from an early age.

Ages and Stages

The school offers first and second cycle of early childhood education which corresponds to the “Infant Community” and “Children’s House”. Next September 2017, the school will also offer elementary education levels until the age of 12.

Infant Community

(18 months to 3 years)

Children at this stage are characterized by their great capacity to absorb information unconsciously through sensory interaction with their surroundings. Integrating information from the environment around you is a primordial necessity due to the fact that at this age it serves as the foundation for the psychological and physical development that is to follow.

Because of this, in Infant Community it is of utmost importance to carefully and thoughtfully prepare the environment that surrounds the child. In the classroom, activities will be aimed at enticing the students to learn autonomy, self control, acquisition of habits and language. Also, a high importance is placed on psychomotor activity, movement control and coordination.

Children’s House

(3 to 6 years)

The Children’s House classroom is divided into four integrated areas of study that the child approaches progressively through the span of the three years that the program lasts. These areas are: practical life, sensory studies, language and math. Apart from these areas of study, they will also work with culture, art, music and biology.

Liberty within defined limits within the classroom gives the child the security necessary to acquire and act on self confidence. Through handling real objects, the child will achieve increasingly longer periods of concentration while at the same time being conscious of this progress.


(6 to 12 years)

The students at the Elementary stage are characterized by the necessity to explore and question everything. They are more conscious of their personal interests and their imagination is unbridled at this age. Apart from this, their social interactions and behavior within a team setting are of great importance.

In this stage, working through projects, they integrate all areas of study in order to obtain a global understanding that permits them to establish cross-curricular connections and relationships. The program is aimed at encouraging personal initiative, problem solving, time management, responsibility, cooperation, and collaboration. The curriculum will also encourage talent, reasoning and critical thinking.

The space

The building is thought of as the framework where architecture and activity converse with a common objective to create the atmosphere of harmony and security necessary for its inhabitants to fully develop their abilities. This encounter with architecture forms part of the academic project, through the enhancement of elements such as space, light, shade and outward appearance. The environment was considered as one of the key factors in designing the school in order to achieve comfortable, suitable spaces while taking into account sustainability. Due to this, we chose natural materials like wood, whose properties such as warmth and touch intensify the sensory part of the educative project.

The exterior spaces are also an active part of the project, in all cases establishing a relationship with the interior. A large green area is reserved for the children’s direct contact with nature and for them to carry out activities like the vegetable garden and planting.


To begin the admissions process, please send us your information using the webform located in the ¨Contact¨ section of this webpage. In the case of an available place in your child’s age group, we will contact you to arrange an informative meeting.

We recommend that families interested in having their children attend Montessori Schoolhouse contact us as soon as possible to reserve a spot. Space is limited! All applicants who are not offered an immediate place at the school will be placed on the waiting list.

We are currently receiving enrollment applications for children born in 2024. Informational visits to the school for these families will begin in October.


Parents interested in setting up an appointment to find out more information about Montessori Schoolhouse can send us their information (name and telephone number) to our email address   info @ or fill out the following form. We will contact you as soon as possible.

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