Frequently asked questions
These are the questions Fulham families ask us most often about life at our Montessori nursery. If yours is not here, we would love to hear it.
We welcome children from two years old through to school age, generally up to five. Younger twos and rising threes learn alongside our older children in a gentle mixed-age Montessori setting, so do talk to us about the right starting point for your child.
We run morning sessions and full days across the week during term time. Mornings suit younger children easing into nursery life, while full days give older children a longer, richer Montessori routine. Tell us the days you have in mind and we will find a pattern that fits.
Yes. Eligible families can put government funded early-education hours towards a place at Dawmouse, including funding for eligible two-, three- and four-year-olds. Funding covers the early-years curriculum, and we ask for a voluntary contribution towards our Montessori resources and extra activities. Ask us to check your eligibility.
Settling-in is gentle and led by your child. We begin with short, frequent visits so they grow familiar with our rooms, our routines and our team before their first full session, and a parent is welcome to stay close by until everyone feels ready.
No — children do not need to be potty trained before they start with us. We have a nappy changing station, and when the time is right we will support you and your child through potty training, sharing what we have learned over the years with any family who would like the help.
Play is how young children learn, but there is far more to a Montessori day than simply playing. The children are free to explore and choose activities that interest them, and though the materials can look like toys they are purposeful activities across practical life, mathematics, language and the senses, arranged on the shelves from simpler to more challenging so each child builds skills and independence at their own pace.
Reading, writing and number recognition come when a child is ready, and pushing them too early tends to discourage rather than help. From the moment a child joins us the environment is quietly preparing them: activities are laid out left to right in readiness for reading and writing, sensorial work strengthens the muscles used for writing, and sorting and matching introduce early mathematics and problem-solving without a worksheet in sight.
We do not like to force children, but we know some go on to schools that assess for entry, so we help them get ready — recognising letters and numbers in the environment, mark-making and tracing, and plenty of open-ended conversation, all underpinned by the grace and courtesy that serves a child anywhere. Over the years our children have gone on to many local schools, and we are always happy to talk through which ones might suit yours.
Behaviour is usually a young child's way of expressing a feeling or a need, so we start by getting to know each child as an individual, and when someone is finding things hard we listen, talk with their parents, and give them a little space to reflect on their choices. We often use books such as The Colour Monster to help a child name what they are feeling and then work out why, which builds the self-awareness that heads off a good deal of the difficulty in the first place.
Almost never. Young children often simply don't remember, or don't fancy recounting their morning, so we hold a circle time after lunch to talk through what everyone has done. We also share weekly updates through the My Montessori Child app, showing what your child has worked on and how they are progressing, and we try to send a note of the next day's planned activities so you have a gentle steer for the conversation at home.
Yes, weather permitting. We are fortunate to have a large outdoor playground, and we aim for at least half an hour outside each day — often more on fine days, when we can bring the classroom outdoors altogether. On the wettest days it might be only a few minutes of fresh air before we move to our indoor gymnasium, but getting outside every day matters to us.
Because we encourage the children to do things for themselves, dressing included. It is not always perfect and it can take a while at first, but giving a child the time and space to manage their own coat and shoes is how the skill — and the confidence that comes with it — takes root, and the little mix-ups sort themselves out as they practise.
