Admissions & Enrollment
Do you have a waitlist, and what number is my child?
We maintain an unranked waiting applicant pool rather than a numbered waitlist. When a spot opens up, we do not select applicants on a first-come, first-served basis; instead, we evaluate the entire waiting applicant pool to find the best fit based on factors such as the age of the child and classroom composition, gender balance, community diversity, and extended care availability. Children remain in our waiting applicant pool until they age out of our programs. Because we do not track which families have secured placement elsewhere, we are unable to estimate the likelihood of admission for specific kiddos.
How many openings do you have?
Openings vary each year. Our preschool hosts 12 toddlers (1.5–2.5 years old) and 48 Primary children (2.5–6 years old). Because we are a multi-year program running through the end of Kindergarten, most kiddos remain enrolled for 4–5 years, and current toddlers automatically transition into Primary. When filling open spots, we prioritize siblings of current families and favor younger applicants who can experience the full multi-year curriculum. Please reach out to inquire about real-time availability.
Do you offer financial assistance?
At this time, we do not offer a financial assistance program and do not participate in city or state subsidy programs such as Early Learning For All (ELFA). If you are seeking subsidized care or tuition support, we recommend reaching out to local resource agencies such as the Children’s Council of San Francisco or Wu Yee Children’s Services, which maintain directories of participating ELFA programs.
How do class placements work?
Class placement is determined by the school and is based on each child’s age, developmental needs, and the overall composition of the classroom. We also consider factors such as maintaining a balanced mix of ages and genders and supporting a healthy, cohesive classroom community. Because Montessori classrooms are mixed-age environments, placement is not based solely on a child’s chronological age. Our goal is to place each child in the environment where they can thrive while also maintaining a balanced community for all children. Families are not able to select a specific classroom or teacher, though we thoughtfully consider each child’s individual needs when making placement decisions.
What are the requirements or readiness expectations for starting the Toddler Program?
The basic requirement is that children must be at least 18 months old to begin the Toddler Program. Additionally, because our facility does not have an on-site yard, our daily routine includes walking approximately three blocks to a nearby park for outdoor play. For safety, toddlers should be steady on their feet and able to walk while holding a safety rope with one hand. If your child has specific physical or mobility needs, please reach out to discuss reasonable accommodations to ensure they can fully participate in our daily routine. Children are not required to be toilet independent before beginning the Toddler Program, as toilet learning is a core part of the program that we work with children on throughout their Toddler year.
Program & Scheduling
What are your hours, and do you offer extended care?
NOPA Montessori offers a full-day, five-day program. Our regular day program is from 8:00 AM to 3:00 PM. Extended care is offered from 3:00 PM - 5:00 pm or 3:00 PM to 5:30 PM. We close at 5:30 PM. Extended care is subject to availability and based on the needs and capacity of each classroom community. Because extended care availability may be limited, we encourage families to inquire about current options and availability during the admissions process.
Do you have a half-day or partial-week option?
NOPA Montessori does not offer a half-day or partial-week option. We believe consistency is key, and our full-time, five-day program provides the regularity and continuity children need to fully benefit from the Montessori environment and classroom community.
What is a typical day like at NOPA Montessori?
All classrooms begin the morning with a drop-off period, when children arrive at school and are greeted by staff who help them get settled into their day. The heart of the school day is the Montessori “work cycle”—an uninterrupted block of time during which children are free to make purposeful choices, connect with friends, receive lessons, eat snack, and go about their day within the prepared classroom environment. In Primary, children who do not nap participate in two work cycles: a three-hour work cycle in the morning and a two-hour work cycle in the afternoon. Children who nap participate in the morning work cycle and then transition to rest after lunch. For Toddlers, there is one two-hour work cycle in the morning. After the morning work cycle, children have the opportunity to go to the park and then return to the classroom for lunch. After lunch, children who nap transition to rest, while non-napping Primary children transition to their afternoon work cycle. After nap, children enrolled in extended care transition into our afternoon program. Extended care begins with another trip to the park, followed by snack, play and activities in the classroom, and pickup at either 5:00 p.m. or 5:30 p.m. We’ve designed our schedule to follow the needs and rhythms of the children while maintaining the consistency and structure that young children need to feel secure.
When will my child nap each day?
Toddler nap time typically begins at approximately 12:00 p.m. Primary children who still take naps will typically begin around 1:00 p.m. Naps can go as late as 3:00 p.m. if needed. Children typically need a midday rest until they are about 4 years old, with some children continuing to rest through their fifth year.
Montessori Education & Classroom Approach
How does NOPA Montessori compare to a daycare or other options?
Unlike traditional daycare, we offer an authentic Montessori education focused on the whole child—mind, body, and spirit. Early childhood is a precious developmental period when a child’s brain is primed to learn new skills, develop independence, and gain an understanding of the real world. The Toddler program focuses on practical life skills such as toileting, food preparation, dressing, self-expression, and caring for the environment. The Primary program lays the foundation for critical thinking, self-regulation, writing, reading, science, and mathematics.
Our programs are designed to make the most of young children’s strong need for order, language development, independence, movement, and social connection in an environment specifically prepared for their stage of development.
Are Montessori schools alike?
No. While schools may share the Montessori name and use some Montessori materials, programs can vary significantly in their approach, teacher training, classroom structure, and level of fidelity to Montessori principles.
At NOPA Montessori, our classrooms are led by AMI-certified Guides and are designed around the developmental needs of the child. We follow core Montessori principles, including mixed-age classrooms, uninterrupted work periods, hands-on learning, freedom within clear limits, and carefully prepared environments that encourage independence and self-direction. When comparing Montessori schools, we encourage families to ask about teacher training, accreditation, the length of the work cycle, classroom age ranges, and how closely the program follows the child’s developmental needs.
Why are Montessori classrooms mixed-age?
Mixed-age classrooms are a central part of the Montessori approach. Children remain in the same classroom community for multiple years, allowing them to develop strong relationships with their Guides and peers while progressing at their own pace. Younger children learn by observing and interacting with older classmates, while older children deepen their own understanding by serving as role models and mentors. The mixed-age environment also allows children to experience different roles within the community: first as younger members who are learning from others, and eventually as experienced members who can lead and support their peers.
This structure reflects the way children naturally learn from one another and helps create a collaborative community rather than one centered on comparison or competition.
What is your approach to challenging behavior and conflict?
We view challenging behavior as communication and as an opportunity to understand what a child may need. Our Guides observe the child and the environment to better understand what may be contributing to the behavior, while maintaining clear, consistent limits that protect the safety and well-being of everyone in the classroom.
Rather than relying on punishment, we help children develop the skills they need to navigate frustration, conflict, and strong emotions. This may include redirection, practicing appropriate ways to communicate, problem-solving with peers, taking space when needed, and receiving individual support from a Guide. Children are given opportunities to practice respect, empathy, conflict resolution, and care for their community. As children grow, our goal is to help them develop increasing self-regulation and the ability to make thoughtful choices within clear and consistent boundaries. When a concern requires additional support, we communicate with families and work together to create a consistent approach that supports the child’s development both at home and at school.
Our Teaching Team
What are the teachers’ qualifications?
Our teaching team is made up of experienced early childhood educators who receive extensive training and ongoing support in Montessori philosophy and practice. Each classroom typically has two Association Montessori Internationale (AMI)-trained Guides, supported by additional classroom staff. In addition to their formal Montessori training, our Guides and staff receive extensive Montessori coaching embedded in our program. This ongoing professional development helps ensure that our team continues to deepen its understanding of child development, Montessori principles, classroom practice, and the individual needs of the children in our care. All staff members are CPR and first aid certified and receive required health, safety, and other professional training. We believe that high-quality early childhood education depends not only on strong credentials, but also on continuous learning, observation, collaboration, and a deep respect for each child’s development.
Daily Life & Care
Do you provide meals and snacks?
We provide morning snack for all children, in addition to having food preparation activities for children to engage with for additional learning and consumption. Afternoon snack is provided for children who stay for extended care. Families should provide a packed lunch for their child. We encourage nutritious options that support children’s growing bodies and their ability to participate fully in the day. Please check with the school for current food guidelines, allergy policies, and classroom-specific requirements.
What should my child bring to school?
Children should come to school dressed comfortably and appropriately for active indoor and outdoor play. Because children in our programs are encouraged to move freely and practice independence, clothing that children can manage on their own is especially helpful. Families should also provide extra clothing appropriate for the season. For younger children, particularly those who are toilet learning, we recommend sending multiple changes of clothing. Your child’s classroom will provide a detailed list of what to bring before their first day.
Toddler Development & Toilet Learning
When will my toddler start the toilet learning process?
Toilet independence is a developmental process, much like any other form of physical independence, with the seeds of this capacity beginning from birth. Once a child is walking, they are ready to take on more for themselves. Therefore, by the time a child starts in our Toddler classroom, they begin their toilet learning journey on day one.
This does not mean they immediately drop the diaper. Instead, they are given opportunities to practice clothing independence, handwashing, and even sitting on a low potty chair alongside their friends. This gentle and routine process helps the child develop some of the fundamentals of toileting while we observe for signs of readiness, such as using the toilet and/or beginning to stay dry in their diaper. Once we have made those observations, we connect with the family to talk about beginning the process of dropping the diaper—typically starting during waking hours and eventually extending to rest times. Our approach is individualized and consistent with Montessori principles, with the goal of supporting each child’s growing independence.
Does my child really need to be fully toilet independent to join the Primary class?
Yes, but that does not mean there will not be wet clothes along the way. Children entering the Primary classroom should be comfortable using the toilet independently and should be out of a wake-time diaper. Overnight diapers may still be in use and are often phased out during the first year or two in Primary. That said, a child is not expected to stay dry 100% of the time, and that is okay. We support children in changing their wet clothes independently and give them access to low drawers where they can find and put on fresh clothes. If you have questions about your child’s readiness or transition to Primary, we are happy to discuss their individual development with you.
Transitions & Family Partnership
How do you support a child’s transition into school?
Starting school is a big transition for both children and families, and we approach the process with patience, consistency, and respect for each child’s individual needs. Some children settle into a new environment quickly, while others need more time to build trust and familiarity. Our teaching team works closely with families to help children become comfortable with their classroom, Guides, daily routine, and new community. Consistent attendance and predictable goodbyes are important parts of helping a child develop confidence in the transition.
Separation can be emotional, especially for young children, but we support children through those feelings while helping them build secure relationships with their Guides and increasing confidence in their ability to be at school independently.
What is the expectation for parent involvement in my child’s class and the school?
Parents are required to attend our Back-to-School Night and Parent-Teacher Conferences. There is no mandatory commitment for parent involvement during the school day, but attendance at classroom celebrations, scheduled times for parent observation, and school community events is welcome. We view the relationship between home and school as an important partnership and encourage open communication throughout your child’s time at NOPA Montessori.
Kindergarten
Do you offer Kindergarten at NOPA Montessori?
Yes! Kindergarten is defined by being 5 years old by September 1 of the child’s Kindergarten year. Developmentally, 5-year-olds are much closer to 4-year-olds than they are to their 6-year-old counterparts. Because Montessori is a developmental program, our Kindergarteners remain in the Primary classroom, which serves children from 2.5–6 years old and supports the full range of development during this stage. Kindergarten in Montessori Primary is a cumulative year in which children continue to stretch their academic learning while also stepping into a leadership role in the classroom. They begin giving lessons to younger children, leading groups, and doing bigger and more complex work than they did in previous years. This reinforces their own learning and gives them an opportunity to mentor others and give back to their community. This enriching experience allows children to experience the full benefits of the Montessori program.
Is the 3rd year at NOPA equivalent to the Kindergarten year elsewhere?
Yes! Our curriculum meets or exceeds the standard Kindergarten curriculum found at other schools. During a child’s third year at NOPA, we place particular emphasis on preparing them for success as they move into school-aged programs. In addition, NOPA provides a full school day for Kindergarten-age children, whereas children of the same age may receive only a half-day program at some other schools.
Should children go from a 3rd year at NOPA into Kindergarten or first grade at another school?
After a third year at NOPA, children may go on to either a Kindergarten or first-grade program at another school. The determination of which level a child enters depends on many factors, including the child’s developmental readiness, the assessment and placement practices of the new school, parent preferences, age requirements, and other considerations. We are happy to work with families as they navigate these decisions and consider the next best step for their child.
Will it be easier for my child to transition to a new school for Kindergarten after two years at NOPA or for first grade after three years?
There is no clear answer, as every child and every school transition is different. The experience depends on a number of variables, including the child’s individual development and temperament, the new school’s program and admission requirements, transition procedures, age requirements, and the family’s goals. Some children may benefit from experiencing the full three-year Montessori Primary cycle before transitioning, while others may transition successfully after two years. We encourage families to consider their child’s individual needs and to speak with their child’s Guides when making this decision.
What is the 3rd year curriculum? How does it correlate with the Kindergarten curriculum at other schools?
The Montessori curriculum meets or exceeds the state standards for 5-year-olds while allowing children to progress according to their individual readiness and development. The third year is also the culmination of the Montessori Primary cycle, giving children the opportunity to deepen their academic learning while taking on greater independence, responsibility, and leadership within the classroom community.
Will the transition from NOPA to a public school in San Francisco be hard for my child?
Every child is different, and transitioning to a new school environment can bring challenges. However, our experience is that the vast majority of children go on to be successful in public schools after leaving NOPA.
Children who leave NOPA bring with them a foundation of independence, self-regulation, problem-solving, and experience working both independently and as part of a classroom community. As with any transition, families should consider their child’s individual needs and the expectations of their next school.
