A Primary Experience Like No Other
Coming Soon: Montessori Primary School
We’re excited to introduce an authentic Montessori Primary School in Barbados for ages 3-11.
A GROUNDBREAKING INITIATIVE
An Authentic Montessori Primary School in Barbados
We are proud to introduce an authentic Montessori Primary School in Barbados, designed for children aged 3-11. Building on the successful foundations of our nursery program, our new school will foster a nurturing environment where your child can continue to grow, learn, and thrive during their most formative years.
- Hands-on learning with Montessori materials.
- Individualized learning plans for each child.
- Development of social, emotional, and academic skills.
- Mixed-age classrooms that foster mentorship and collaboration.
Learning in Action
Montessori Moments: Curious Minds at Work
Meet Our Inspiring Educators Guiding Lifelong Learners
At Montessori School Barbados, our dedicated educators are passionate about fostering each child’s natural curiosity and love for learning. With diverse backgrounds and a shared commitment to the Montessori philosophy, our team brings expertise, compassion, and creativity to every classroom. Click on each name to learn more about the educators guiding your child’s journey toward lifelong learning and growth.
Lisa Perkins – Primary 1: Montessori Head Teacher
Lisa Perkins has been an early childhood educator for over 25 years. In 1998, she traveled to London, England, to obtain her Montessori diploma. During this time, she discovered her passion for teaching and fell in love with the Montessori pedagogy, deciding she would one day open her own Montessori preschool.
After returning to Barbados, Lisa began working at a small nursery school on Upton Road, which she eventually took over upon her employer’s retirement. She relocated the school to her home in Upton, officially establishing Wee Pals Montessori in September 2004.
While in the UK, Lisa also studied various types of developmental delays, and in 2000, she earned her diploma through distance learning from the Hornsby Dyslexic Center in England. She tutored children with specific learning difficulties, including dyslexia, and worked at the Caribbean Dyslexic Center. Her dedication to this area remains strong, and she continues to teach remedial lessons from her home. In 2020, she began researching The Science of Reading program and completed the Orton Gillingham diploma course.
Over the years, Lisa is proud to have grown Wee Pals through word of mouth alone, always maintaining a full roster. Dedicated to her own development, she continually reads, researches, and takes courses to deepen her expertise in education. Noticing an increase in children with developmental delays, especially those on the autism spectrum, Lisa recognized that the Montessori method could be tailored to suit each child’s specific needs. In 2021, she rebranded her school as an Early Intervention Center, working closely with speech and language therapists, behavioral therapists, and pediatricians. Lisa has also completed training in the More Than Words Program and received in-house training in Applied Behavior Analysis.
Lisa’s vision to expand Wee Pals Montessori Preschool to include Montessori primary education began in 2020, and she is thrilled to see this dream become a reality. This year, she retrained in the Montessori 3-6 Diploma through the North American Montessori Center and looks forward to leading the primary class at Montessori School Barbados.
Jessica Allan – Primary 1: Montessori Teaching Assistant
Jessica Allan has always had a passion for teaching children. Upon completing 6th form at Queens college, she spent 6 months in Costa Rica volunteering and interning as a teacher to the local children and community. There she received ongoing training that encompassed leadership course work, one-on-one mentorship, group study, lesson planning, team management and teaching practices. The children on the small island off of Costa Rica only had one small school where they had to take turns attending, so she loved being part of a project that was able to give the children a place where they could go to and feel safe, listened to, express themselves and learn while they were not at their traditional school.
She then returned to Barbados and studied at the University of The West Indies and received her Bachelor of Science in Ecology and Environmental Science, her other passion. She has since built her own free range chicken coop on the dairy farm that she lives on, and is looking forward to helping build a coop for the primary school children at the Montessori School Barbados.
Jessica has fallen in love with the Montessori method of teaching, as she believes that children need exposure to a creative learning environment that will help them succeed physically, socially, emotionally and cognitively. Outside of the classroom she spends her time painting, drawing and doing the occasional mural.
She looks forward to doing training in the Montessori 3-6 Diploma through the North American Montessori Center.
Alyssa Fearn – Primary 2: Montessori Head Teacher
Alyssa Fearn is a trained Educational Support Worker and Behaviour Therapist, who has a deep love for the Montessori method. Upon completing secondary school, Alyssa was certain that she wanted to dive into the world of special education. One that she quickly realized would change her far more than she would change it. After spending a year volunteering locally she went abroad and completed a diploma program in Educational Support and then decided to continue her studies and really hone in on Autism & Behavioural Science.
Her time in placements over the duration of the three years really solidified her love for working in a committed team, centered not only around education, but in supporting families and teaching practical and meaningful skills to her clients. Much of her experience was working with children, teens and young adults on various home/life skills, community outings and social skills.
Moving back to Barbados in 2020, Alyssa slowed down her pace and worked privately with a few families on targeted goals and also worked for a short period clinically. In 2022 Alyssa met Lisa through a child she was supporting at the time and her love for Montessori was kindled. She could see how beneficial this style of teaching was not only for neuro-typical kids, but those who also presented with various learning needs. She then began digging into online resources and books to learn more.
As life slowed down work-wise she began her family and has been blessed with two girls whom she is eager to see learn and grow through the Montessori method. Montessori School Barbados has become more than a career but rather a passion for Alyssa as she dives into current research findings, recognizes gaps in the present education system, through conversations with various professionals and sees the need for greater involvement in our children’s future through outreach programs, changes to the method of education, and tailored education for all.
There is much to be done to change the trajectory of where we see students at today. Alyssa is eager to work with a team of passionate and well-rounded individuals who see beyond the task of work as an educator and realize the legacy that can be left when serving the community and the ripple effect of caring for and educating a generation with the core values Maria Montessori founded. Alyssa is eager to commence her studies in the 6-9 Lower Elementary Montessori diploma program and join the MSB team in 2026.
Sienna Gollop – Primary 2: Montessori Teaching Assistant
Sienna Gollop, attended Harrison College and is currently studying Psychology and Education at the University of the West Indies. Her passion for working with children began at age 14, when she volunteered at Mustardseed Productions for two years. She then joined Kickstart Rush Football Club in 2022, where she continues to work with children aged 4 to 11. Sienna is dedicated to nurturing children’s passions, curiosity, and love for learning, supporting them as they grow.
As a graduate of Wee Pals, Sienna fondly recalls the warm and supportive environment created by her teachers, an experience that inspires her to make a similar impact in children’s lives. She is thrilled to join the Montessori Schools Barbados team in 2026 as the Assistant Montessori Teacher for the Primary 2 class.
Susan Sykes – Primary 3: Montessori Head Teacher
Susan Sykes is an Early Years Practitioner and a dedicated homeschool tutor for her children and other families. Born and raised in London, Susan studied there before moving to Barbados over eleven years ago. She has recently returned to London to work with children and adults with disabilities and to pursue further studies before returning to Barbados.
Susan’s passion for early childhood education began during her school years when a work experience placement in a nursery solidified her career choice. Over her seventeen-year career, she has worked with children and families in need within mainstream settings and served as an Acting Senior Centre Worker. However, her true passion lies in hands-on work in the classroom, directly supporting children and partnering with parents and caregivers—a collaboration she considers essential for every child’s development.
Susan believes in creating comfortable, resource-rich spaces where children can learn and grow freely, a philosophy that aligns perfectly with the environment at Montessori School Barbados. She values the importance of creating an inviting, interactive space for children and their parents, understanding how essential it is for parents to feel confident in entrusting their children’s care and education.
As a parent herself, Susan recognizes the trust parents place in Early Years Practitioners. Her experience at Wee Pals exemplifies this genuine care for children, and it fuels her enthusiasm to join Montessori School Barbados, where she can help foster a comfortable, nurturing learning environment.
When her own children were young, now aged 17 and 19, Susan created a safe, stimulating environment for them and their friends, which continued as she established private homeschooling environments in Barbados that emphasized her passion for early childhood development.
Susan’s career journey has also led her to work in a special needs unit, volunteer in an orphanage in India providing pastoral care and English lessons, and serve as an Emergency Medical Technician and Emergency Medical Dispatcher for the London Ambulance Service. Her medical training has proven invaluable in her Early Years work, offering additional skills in creating a safe, supportive environment for young learners.
In Barbados, she embraced roles as a homeschool tutor and emergency operator and even co-founded an Early Years Provision Service with her husband. Though the service didn’t proceed due to the pandemic, Susan continued her work in private homeschooling.
Currently in London, Susan is furthering her work with children and adults with disabilities and expanding her Montessori knowledge, preparing to bring her enhanced skills back to Montessori School Barbados. She is excited to join the team and share in each child’s journey, fostering learning and exploration with the natural and beautiful resources surrounding them.
Help Us Establish an Authentic Montessori Primary School in Barbados
Join Us In Creating A Brighter Future
We are excited to introduce a Montessori primary school in Barbados, providing children ages 3-11 with an education rooted in independence, critical thinking, and creativity. While our recent fundraising event was a success, your support is still needed to help bring this vision to life.
With your generosity, we can create a nurturing, child-centered environment where young learners can thrive. Together, we can shape a brighter future for education in Barbados. Donate today to make a difference!
Curious About Our Primary School?
Frequently Asked Questions
Do children move up in the school based on academic ability/achievement or is it automatic that you move into a new class according to your age?
Students are in each primary class for a period of 3 years. They are placed in the particular prepared environment based on their stage of development and their needs within that specific stage. The teacher can observe, guide and foster these sensitive periods in the development of children’s lives when they show strong interests in different aspects of their environment. The three-year cycle ensures completion of the work necessary to the development of the whole child at that particular stage.
Dr Montessori observed that human beings grow and develop within different planes of development – 0-3, 3-6, 6-9, 9-12 and beyond. Rather than the traditional method of “moving up” or “staying down” based on academic performance over the span of one year, children are in an environment where they will be introduced to each topic within the curriculum areas over a three-year period. The curriculum is inclusive of all topics within a subject during each traditional primary class. In this way, children are able to absorb information at their own pace. Because the information is readily at the children’s fingertips, once they are ready to receive a presentation to a new topic or concept, they can work with that material whenever they wish until mastery of the topic is achieved.
How does Montessori line up with the Ministry’s curriculum, in particular. If children are in the age groups instead of school years, how is the curriculum being taught?
We have taken the time to study the curriculum areas within each class in our national curriculum. In comparison to the concepts taught within the Montessori curriculum, the children will not only be receiving all of the relevant topics taught in our National Curriculum, but as the curricula in Montessori are interwoven, the children will get a deeper understanding of how and why the areas of the curriculum are linked.
As mentioned in the previous question, the topics that are introduced within each age group are geared towards the sensitive periods of the child’s development within that stage. Much observation is done and the teacher determines when each child is ready to be introduced to a new concept, if reinforcement within that concept needs to be done and if an extension to the concept can be introduced. Children are encouraged to work on the concepts when, where and for how long they wish. This “freedom” within limits is one of the key principles of the Montessori philosophy.
Our mission is not only to teach children Math and English for 1 exam, but to foster in children a love and passion for learning; is not just to teach children, but to teach children how to learn independently.
This is an excerpt taken from Reimagining Education In Barbados – A Bright Future for Every Child – the Barbados National Education Reform:
The key to reforming the education system in Barbados is taking a whole-of-education approach that includes moving away from a selective secondary school system focused on the achievement of a high level of academic qualifications by a small minority of students, to one that provides all young people with an excellent general education. This will provide a sound basis on which young people can make a choice between working to achieve either academic or vocational qualifications by the time they leave secondary school in order to go on to tertiary education or to start work.
By: Garry Hornby
Institute of Education, University of Plymouth, UK
Submission received:11 September 2023
Will there be an opportunity for parents to see how the Montessori classroom operates?
One of our ideas for the school, so that there is some form of transparency, is to have parent days. Once a month, we will invite a couple parents to sit quietly for a short while and watch a Montessori classroom at work. This is usually done once the children have settled into their environment. These are generally prospective parents whose children are registered to come to the school. We appreciate that this is an unconventional method of education, I think that it is imperative that parents can really see how the methodology works.
How will the school provide assessment for each child?
Assessing student progress is a vital aspect of any educational system, and Montessori education is no exception. However, Montessori assessment approaches differ from traditional methods, emphasizing holistic evaluation and a comprehensive understanding of each child’s development.
Teachers provide detailed reports on a child’s progress, strengths, challenges, and milestones for a more nuanced understanding of their growth.
By avoiding grades, the focus shifts to nurturing intrinsic motivation and personal development rather than comparing students to predefined standards.
Montessori promotes mastery-based learning, where students engage with materials and activities until they achieve a deep understanding. Mastery is valued over meeting specific grade-related benchmarks or timelines, allowing students to fully grasp concepts at their own pace.
Assessment sheets are kept for each child, listing all of the topics/areas in each curriculum. These assessment/record sheets are filled out by the teacher on a daily basis.
Montessori education also encourages students to self-assess and reflect, promoting responsibility and ownership of their learning.
By avoiding grades, Montessori schools create an environment focused on individual progress, qualitative feedback, and self-assessment.
One key method is through observational assessment, where teachers keenly observe students’ interactions with learning materials, engagement with peers, and problem-solving abilities. These observations provide valuable insights into each child’s strengths, interests, areas for growth, and readiness for new concepts.
Work journals and portfolios also play a crucial role, documenting students’ learning journeys and showcasing their progress, achievements, and areas of focus. By reviewing these records, both teachers and students can track the development of skills, completion of projects, and mastery of concepts over time.
Self-assessment and reflection are integral components of Montessori education, empowering students to evaluate their own work, set goals, and monitor their progress. Through self-assessment, students develop a sense of ownership over their learning and become actively involved in tracking their individual growth.
Communication between parents and teachers is also central in tracking individual progress. Regular communication and shared observations ensure that parents are well-informed about their child’s progress. Meetings, conferences, and collaborative discussions allow parents and teachers to exchange insights, discuss a child’s growth, and work together to support their educational journey.
How Do Montessori Schools Measure Their Effectiveness?
Montessori schools employ various methods to measure their effectiveness and ensure the fulfillment of their educational goals. Here are some common approaches used by Montessori schools to assess their effectiveness:
- Parent Feedback: Montessori schools seek parental input through surveys, meetings, and discussions. This feedback helps schools meet the needs of children and create a supportive learning environment.
- Student Progress Tracking: Montessori schools track student progress through detailed records of work, observations, and assessments. This helps teachers and administrators evaluate the Montessori approach.
- Accreditation and External Reviews: Montessori schools may seek accreditation to ensure they meet standards and align with Montessori principles.
- Continued Professional Development: The best Montessori educators stay up-to-date with best practices by participating in workshops, conferences, and training programs. This commitment to professional growth reflects the school’s dedication to effective teaching methods.
What if I want to transfer my child to Montessori School Barbados when they are of primary 2 or 3 age?
Unfortunately due to the logistics involved in starting a school like this, our intake will only be that of Primary 1 class at the moment. The school will grow with the children – as they move up, so other children will enter the primary environment. Once the school has been established for a period of 2 years, when the primary 2 class will be starting, and a parent is interested in transferring their child, there are some things that can be done to help with this transition. This would obviously be due to availability within the class as we will only be taking up to 15 children per class at this time.
- Research the Montessori method: It’s important to understand the philosophy and approach of Montessori education so you can support your child’s learning and growth. See MSB’s website.
- Visit the school: Most Montessori schools offer tours or open houses for prospective families. This is a great opportunity to see the classrooms and meet the teachers.
- Prepare your child: Talk to your child about the transition to a new school and address any concerns they may have.
- Set up a routine: Establish a consistent routine for homework and other school-related activities to help your child feel more organized and prepared for school.
- Support your child’s independence: Montessori education places a strong emphasis on independence, so it’s important to encourage your child to take responsibility for their own learning and actions.
- Communicate with the teacher: Keep in touch with your child’s teacher to stay informed about their progress and any areas where they may need extra support.
Our assessment and intake procedures must be followed however:
- Meeting with the parent
- Meeting with the parent and child
- Parents and child coming to view the school, the classrooms, unobtrusively observe the method in process.
- One year’s records from the child’s previous school – holistic records
- Registration forms and questionnaires to be completed.
- Assessment form sent to the previous school regarding the child being transferred.