The Staff


Ingrid Radaviciute,
Level 5 diploma in management, Cache Level 3 Childcare & Education.
Ingrid is the Head 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.

(T) 01223 301047   Email: 

Clare McMillan, Level 5 diploma in management, NVQ 3 Early Years Education and Childcare. Clare is the Deputy Head 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. Clare has undertaken specific training in many areas that include speech and language therapy, behaviour and reinforcing positive behaviour, makaton music therapy and child development.

(T) 01223 301047   Email: 

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.

Liezl, Primary Teacher, Reception years 5/6.

She has been a nursery teacher in South Africa for the best part of 12 years. She moved to Cambridge with her husband and two teenage children and sees working with children as a privilege that enables her to learn from them as they grow, develop and learn.

Aimee. Studying towards her Cache Level 2 in Childcare

As Aimee is currently studying her for her Cache Level 2 in Childcare, she is mentored by Natalie in the Montessori approach. One of her main roles is to bring lots of ideas to the way the Children's House plan activities and follow the interests of the child.  

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.

Annabel Rickard, Cache Level 3 in Childcare, Diploma Level 3 Health and Social Care and Early Years.
Annabel also holds a degree in psychology. She is the designated child protection officer and paediatric is 1st aid trained. Annabel has worked with children at at the nursery for six years and supports Karen in the Infancy community.

Naomi, Cache Level 3 in Childcare.                        

Anna, Cache Level 2 certification in children and young people's mental health, Masters in philosophy.
Has 13 years of experience in childcare that also includes nannying, private tutoring and teaching assistant in a primary school.



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). 

Lauren Felstead, Cache 
Level 3 in Early Years. 

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


Jonathan Hindley. 
Jonathan produces all the wonderful meals for the children each day that include breakfast and followed by a cooked lunch and tea. 

Designated people roles:

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

Enco (Equalities named Coordinator)
Ingrid Radaviciute

Child Protection

Ingrid Radaviciute, Elena Josceanu


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.