Ecole Pétillante – Montpellier – France – Website

Caroline left Education Nationale to create a different school. Seduced by the principles of democratic schools (Sudburry) and reassured by the support of the EUDEC network, she opened the Sparkling School in October 2017 with 29 students. In 2019, the workforce stabilised at 16 children aged 4 to 14. She rents a building and land near Montpellier.

The school, out of contract, was inspected by representatives of Education Nationale as soon as it opened. Every school is required to follow the Education Code, not to follow the national education programs, which are cut into cycles and are very injunctive.

Currently, the school has a full-time teacher-director, two part-time teachers and 3 volunteer workers, who are also employed in conventional schools. The school wants to double its enrollment to adequately pay all staff.

Eco-crèche in the forest – Plan-Les-Ouates – Switzerland – Website

Viktorie, a Czech teacher and educator, designed an Eco-crèche in the forest located in Plan-les-Ouates (Switzerland). 5 adults welcome 16 children from 30 months to 8 years old from 7.30 a.m. to 12 p.m.

The Eco-crèche is inspired by the pedagogies of forest cribs, Sudbury schools and the unschooling method. Its three main principles are nature, freedom and ecological transition.

When weather conditions deteriorate, a fallback building is available.

Ecole polyglotte – Ferney-Voltaire – France – Website

Private bilingual international school

“Our main objective is to offer children the chance to evolve in a serene environment conducive to learning, with an emphasis on languages and respect for others. Around an environmental program in development, the school is moving towards a sustainable ecological project to train children to raise awareness of the protection of our planet. ”

Les petits plus – Bilingual Montessori and Reggio school – Lyon – France – Website

“The teaching is bilingual French-English, thanks to the daily presence of an exclusively English-speaking educator.”

We think it is important to adapt the pedagogies to each child, rather than asking a group of children to adapt to a pedagogy.

This educational proposal allows children to position themselves from an early age as an agent of change, through concrete projects having a positive impact on society, at their level, and in collaboration with associative structures in the neighbourhood: partnership with the EHPAD des Girondines, partnership with the third-place La Commune, Semailles de l’Empathie program.