The Staff


Ingrid Radaviciute,
Level 5 diploma in management, Cache Level 3 Childcare & Education. Ingrid is the Manager
of the Montessori School and has been working for the school since it opened. Ingrid holds a L2 Award in Employment Responsibilities and Rights in Health, Social Care and Children and Young People’s Settings (QCF) and a L3 Diploma for the Children and Young People’s Workforce (Early Learning and Childcare) (QCF).
Ingrid is also Montessori 3-6 trained and speaks Lithuanian and Russian.

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Clare McMillan, Level 5 diploma in management, NVQ 3 Early Years Education and Childcare. Clare is the Deputy Manager of the School and has been working with children for the past 12 years. Claire specialises in the extensive field of Special Educational needs and very much enjoys the challenges and rewards of working with children that need additional support. Claire has undertaken specific training in many areas that include speech and language therapy, behaviour and reinforcing positive behaviour, makaton music therapy and child development.

Guides and Assistants

These are the people who will be working closely with you and your child.

Children's House 

Natalie George Montessori 3 - 6 Diploma (AMI).
 Natalie trained at the level Montessori 3-6 (under Maria Roth in Munich,Germany. She also holds a PGCE in primary teaching and is responsible for the provision of Montessori education within the Children's House.

Elena Josceanu, Diploma Baccalaureat, 3-6 Assistant Certificate (AMI), Cache Level 3 in Early Years. Elena is originally from Romania and moved to Cambridge in 2010. Elena has been working with children for the last 4 years and is currently a Montessori assistant in the 3-6 Montessori Classroom at Smiths Children Montessori. Elena speaks a variety of languages including English, Spanish and some Italian and Portuguese. Elena has also undertaken additional training which includes paediatric first aid, basic child protection, food hygiene, safeguarding children. Elena is also studying a BA in Sciences with honours in her spare time.

Araceli Gorretas Fernandez. Primary Education Teacher. Specialising in Special Needs. 

Infant Community

Karen Bell Montessori Diploma 0-3 (AMI). Karen is trained at the level 0-3 Montessori Assistants to Infancy at the Maria Montessori Institute St. Petersburg, Russia. Karen also holds an early years level 3 certificate. Karen leads the delivery of Montessori education and principles in the Infant Community and Nido classrooms.

Rebecca Lanham, Level 5 diploma in leadership, advanced practice, Level 3 Early Years Practitioner. Rebecca is currently undertaking studies in level 5 Advanced Practitioner. Additionally Rebecca is Senco trained (Special Educational Needs Co-ordinator). 

Annabel Rickard Diploma Level 3 Health and Social Care and Early Years.
Annabel also holds a degree in psychology. 



Mrs Claire Jones, Level 5 diploma in management, Montessori Assistants Course (AMI), NVQ 3 Children's Learning and Development. Claire has been working with Children since 2004. Claire has been working at Smiths Children Montessori since 2014 where she completed her Montessori 0-3 Assistant Certificate. Claire is currently studying a level 3 diploma in management training. Claire also has Makaton level 1 and 2. Claire has also undertaken training in paediatric first aid and basic child protection.

Lauren Felstead, Cache 
Level 3 in Early Years. 

Aurora Bell,
currently studying for cache level 3 in early years.


Our Jonathan Hindley provides all our meals and 

Designated people roles:

Senco (Special Education Needs Coordinators)
Karen Bell, Rebecca Lanham, Clare McMillan

Enco (Equalities named Coordinator)
Ingrid Radaviciute

Child Protection

Ingrid Radaviciute, Clare Jones


Clare Jones, Rebecca Lanham

Fire Officer

Ingrid Radaviciute

Basic Montessori Principles
We have a few basic principles that ensure everyone is safe and can feel confident in their work.

1. Our staff will intervene if something is hurtful, harmful or dangerous. If not, we will observe to see if the children can resolve it by themselves.
2. The staff are role models for behaviour, language and how to use the activities.
3. The children are free to choose one activity at a time and use it for as long as they like without interruptions by other people.
4. We help the children learn how to complete a whole cycle of activity (choose work, use it and replace it on the shelf for the next person).
5. Our staff make time to carefully observe each child’s individual interests so we can tailor activities to suit their current stage of development.