W. Żeleńskiego 3, Warszawa, , 02-403, Poland
Bogatki 23, Warszawa, , 02-837, Poland
4,466.0 km
4,472.8 km
Not provided
2015
Varies
Variesww
PS/Kindergarten (2,5 years) to Gr. 4
Gr. 1 to Gr. 8
Coed (Day)
Coed (Day)
Polish
Polish
Intellectual
Emotional
Intellectual
Balanced
Progressive, Montessori
Traditional
Student-paced
Student-paced
Supportive
Supportive
15
5
Learning, Developmental
Learning, Developmental
Montessori
1,090 to 1,596 zł
No day program
No boarding program
No boarding program
No
No
-
-
0%
0%
Kindergarten and School Elipsoida: This is a group of integration centers, which form two kindergartens. They operate in the Warsaw districts of Ursynów and Italy. Their aim is to develop the intellectual, social, physical, emotional and spiritual sides of children, while fully respecting freedom and human dignity. Both kindergartens and schools implement the core curriculum of the Polish Ministry of National Education, using the Montessori educational approach. The school provides a safe and friendly learning environment in which children can develop. This development is influenced not only by competent teachers, but appropriately furnished rooms, teaching aids, and a program adapted to the sensitive phases of children's development.
During this time, children engage in sensory exploration, learn order, politeness and spatial relations, learn about objects, language, music, math, and start reading and writing. In kindergarten, children also learn a foreign language, culture, and religion. In contrast, in primary school, which uses the Montessori pedagogy, they gain knowledge about the world by learning about literature, discovering the principles of physics, math, chemistry and observing nature, and learning about culture and history. At the same time, they build self-esteem and learn respect for other people and the environment. All kindergarten and primary school classes are integrated, which means children with challenges or disabilities learn with those who don't have these challenges. The school also offers, as an additional program, individual sensory therapy (SI), which is meant to improve the nervous system. The number and kinds of classes at this school is tailored to the individual needs and interests of the child. The school also offers team sports, dances, the evolving movement of Weronika Scherborne, theater classes, culinary classes, painting, art, and many extracurriculars.
Innovative Primary School - is a school without bells, no patterns in teaching, open to students with special educational needs. The facility offers children comprehensive didactic-educational and therapeutic care, providing them with optimal conditions for cognitive, emotional and social development. The curriculum is adapted to the individual needs and abilities of each child, and the classes are conducted in the form of experiments, experiments and self-discovery. Many of them take place outside the building, which is facilitated by the convenient location of the school in the vicinity of the Kabacki Forest in Warsaw's Ursynów. In the process of education, the school avoids schematic - it implements the original program of Living Education, consisting primarily of the fact that children themselves acquire knowledge, solve problems and make decisions, and the teacher only supports them. From the very first class, children will learn the basics of entrepreneurship, the secrets of negotiating, learn to deal with difficult situations, make decisions and bear their consequences. An essential element of the program, and at the same time an expression of an innovative approach to education is the conversion of chairs into therapeutic balls. Thanks to them, children satisfy the need for movement during the lesson, they are more willing to work, they are better focused on the task performed, and at the same time they maintain the correct posture. Comfort and efficiency of the learning process are also ensured by the equipment of classrooms and the arrangement of the common school space, in which there are therapeutic balls, sensory discs, footstools and teaching aids, which children can reach at any moment. For children with special educational needs, the school provides specialist care during classes and individual therapy. Students can also take advantage of revalidation classes, speech therapy, sensory integration, social skills training. On the basis of the ruling on the need for individual teaching, the school also conducts individual teaching. However, parents who want to provide their children with home teaching offer comprehensive cooperation.
We educate children at the pre-school level "Integrative Non-Public Kindergarten Montessori Elipsoida" and the school "Integrative Elementary School Montessori Elipsoida". Our mission is to run institutions created with heart and thoughtfulness, providing education that prepares children for life in society by supporting their natural development, in accordance with the pedagogical guidelines of Maria Montessori.
From the very beginning of our school, our mission is to develop the potential of a young man. Our goal is to provide students with optimal conditions to achieve success according to their own capabilities. Based on such values as RESPECT and TOLERANCE, we educate ambitious, empathetic, creative and independent young people. It is a place where the many years of experience of educators is combined with the practice of people running the kindergarten network Ala ma kota.
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Our team is a team of people full of energy, passion and commitment. We are your ground floor. We are not afraid of challenges and we have many ideas for achieving our goals. We design, improve and create. We teach remarkably, but above all, to teach how to move in the modern world.
We are professional teachers, special educators, therapists and psychologists. We are constantly learning from others how to do their job better. The basis of all our activities is communication based on respect and empathy. Those who would like to get to know us better are invited to school.
Work with a child does not end at school. We make sure that parents influence the attitudes of children and have a real impact on the development of their children's skills at home. Our teachers maintain good relationships with children and their parents. They entrust our greatest treasures to us, and we do everything to ensure our pupils safety and the best conditions for learning and development.
Parents play an important role as a mediator between teachers and children. Our pedagogical team strives to create such atmosphere that parents would cooperate with him. The family and educational institution have a decisive influence on the comprehensive development of a small child.
Traditional
Information not available
Progressive (sometimes called "inquiry based" or "discovery based") curricula use students' interests and their natural curiosity as the driver for instruction. Teachers provide materials, experiences, tools and resources necessary for students to investigate a topic or issue. Students are then encouraged to explore, reflect on their findings, and discuss answers, solutions, and insights.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Uczniowie najpierw zdobywają wiedzę podstawową i teoretyczną, aby później stosować ją w praktyce. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Lessons are highly decentralized: children typically work individually (though sometimes with others) on specialized "Montessori materials" -- without interference from the teacher. The materials are self-correcting and teach the student something about the subject at hand. The method's goal is to develop children's innate desire to learn, while freeing up time for teachers to help children individually, as needed.
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At school, students gain skills that help them learn about and understand the world by reading literature, discovering the principles of physics, mathematics, chemistry and observing the natural world, as well as enriching knowledge in the field of culture and history. In addition to classes at the school, swimming lessons in Ursus are organized once a week. In the Montessori educational program, the core curriculum provided for primary schools has been included.
In our school, the curriculum is adapted to the individual needs of each child. We make sure that all charges have optimal conditions for development. At the Primary School in Novaska, children will learn about and develop an entrepreneurial attitude from the first grade. Our students learn how to deal with difficult situations, how to interpret them in their own favor, learn the basics of negotiation, make decisions and bear the consequences, both positive and negative.
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Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a "right answer" and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
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The pedagogy of Maria Montessori gives the child the opportunity of comprehensive development: physical, spiritual, cultural and social, supports his spontaneous and creative activity. It helps in developing individual personality traits, in forming the correct character, gaining knowledge, skills and cooperating in a group.
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Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Dr. Maria Montessori believed that children of different ages absorbed knowledge in a different way, which is why each stage of the Montessori program was developed based on the needs of children of a given age group.
Supportive
A school with a "supportive" academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, that the school provides a less intensive culture than schools with a "rigorous" academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a "supportive" academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, that the school provides a less intensive culture than schools with a "rigorous" academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
For children with special educational needs, we offer comprehensive specialist care. In our projects, participants and leaders have equal rights and the same voting power in making decisions. The leaders support children in the development of talents, personality and self-awareness. As part of our activities, apart from projects for children, we conduct meetings for parents whose goal is to develop educational competences. We teach how to create situations supporting the child's development and help discover the passions of the youngest
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Intellectual
Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.
Intellectual
Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.
Emotional
Emotionally intelligent and confident individuals, capable of leading both themselves and others.
Balanced
Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.
The integrated curriculum is a great advantage of Montessori education. The child discovers how inseparably nature, literature, science, art, history or mathematics are connected with life - how close they are and how they result from each other. The student in a natural way acquires respect for all living creatures and arouses the belonging to the environment / surroundings.
Key competences. We know that only knowledge and cognitive skills are important, but also what kind of person you are, what you can become, how much you care about. We learn to understand our emotions, desires and dreams. We teach respect, openness and dialogue with our own behavior.
Montessori Elipsoida |
Nowatorska Szkoła Podstawowa |
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FORMS OF SUPPORT DELIVERY | ||||||
Full-time special needs school | ||||||
Full-time special education class | ||||||
A special education class with partial integration | ||||||
A regular class with withdrawal assistance | ||||||
A regular class with resource assistance | ||||||
A regular class with indirect support | ||||||
INFORMAL SUPPORT FOR MILD DIFFICULTIES | ||||||
Learning strategy | ||||||
Extra support |
Montessori Elipsoida |
Nowatorska Szkoła Podstawowa |
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Accommodations |
Modifications |
Extra support |
Accommodations |
Modifications |
Extra support |
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Mild but clinically diagnosed learning disabilities and ADHD |
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESFORMAL SUPPORT THROUGH: ACOMMODATIONS (A), MODIFICATIONS (M) and REMEDIATIONS (R) | ||||||
AccommodationsA |
ModificationsM |
RemediationR |
AccommodationsA |
ModificationsM |
RemediationR |
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ADHD | ||||||
Learning disabilities | ||||||
Dyslexia | ||||||
Auditory processing disorder | ||||||
Dyscalculia | ||||||
Dysgraphia | ||||||
Language processing disorder | ||||||
Non-verbal learning disorders | ||||||
Visual motor deficit | ||||||
Developmental | ||||||
Autism | ||||||
Asperger's | ||||||
Down syndrome | ||||||
Intellectual disability | ||||||
Behavioural and emotional | ||||||
Troubled teens | ||||||
Depression | ||||||
Suicidal | ||||||
Substance abuse | ||||||
Oppositional defiant disorder | ||||||
Physical | ||||||
Dyspraxia | ||||||
Blindness | ||||||
Deafness | ||||||
Cystic fibrosis | ||||||
Multiple physical |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Homeschooling: The Integrational Elementary School Montessori in Warsaw is a place offering support to parents deciding to educate their children at home. The offer of our facility in the field of Sensory Integration includes: diagnosis of disorders Sensory Integration therapy Diagnosis of Sensory Integration disorders are three meetings aimed at recognizing the problem and the extent of the disorder.
For children with special educational needs, we offer comprehensive specialist care. The specialists employed in our company surround themselves with their care both during individual therapies and during classes in classrooms. In addition to didactic classes, during which educational content is carried out, our pupils have the opportunity to take advantage of therapeutic and revalidation classes. It includes therapy classes: psychological and pedagogical speech therapy sensory integration training social skills
Children with special educational needs are among us: children with mental disabilities, cerebral palsy, emotional disorders, children with attention deficit hyperactivity disorder, autism, Down syndrome and many other problems in development. Among us, there are also gifted children who are no less a challenge for teachers.
Individual teaching is a form of fulfilling compulsory education and learning. It is organized for children and adolescents, whose health condition makes it difficult or significantly difficult to attend school.
Montessori Elipsoida |
Nowatorska Szkoła Podstawowa |
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
Jujitsu
Judo
Kung fu
Aikido
Karate
IT Club
English Club
Polish Club
Film Club
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Jujitsu
Judo
Kung fu
Aikido
Karate
IT Club
English Club
Polish Club
Film Club
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation