Diapering & Toilet Learning Policy

Children must be fully toilet independent in order to attend.

Due to licensing regulations, we are not permitted to provide diapering services. Diapering requires specific facilities and sanitation setups (such as designated diapering stations, additional sinks, and specialized cleaning protocols) that our program does not have. Because of this, children may not attend school in diapers or pull-ups at any point during the school day. This includes during naptime.

What “toilet independent” means:

• Children are wearing underwear, not diapers or pull-ups

• They can use the toilet on their own

• They can communicate bathroom needs to a teacher

• They are able to manage clothing with minimal assistance

• Occasional accidents are understood as part of learning, but children must be out of diapers entirely

We understand that toilet learning is a process and that progress can change quickly—especially over a few months. Families are welcome to stay in communication with us as their child approaches readiness, and we’re happy to revisit enrollment timing once a child is fully in underwear.

Our goal is to support children’s independence while staying aligned with licensing requirements and ensuring a safe, prepared environment for everyone.

Yes, we require children to be able to use the bathroom independently.
Here's what that typically means for our students:

• Being able to let teachers know about bathroom needs

• Managing clothing independently for bathroom trips

• Staying dry throughout our adventure-filled day

Since one of our programs is spent exploring outdoors, we need to be a bit more particular about toileting independence than traditional indoor programs. When we're out in nature, managing accidents becomes trickier - we want to make sure everyone stays warm, dry, and fully engaged in our forest discoveries!

If you are interested in enrolling in our Magnolia Explorer’s program:

A child can join Wind Rose as early as 2.5 years old, as long as they meet the following outdoor readiness expectations:

• Comes when their name is called

• Can stay with the group during hikes and transitions

• Demonstrates basic self-awareness and safety skills outdoors

• Demostrates physical stamina of being able to comfortably walk at least one mile (at a very child friendly pace of course)

• Is potty trained

We know that not every 2.5-year-old — or any age kiddo — hits these milestones in the exact same way or on the exact same timeline. When you tour, we’ll have a kind, honest conversation together about your child’s readiness.

Our goal is simple: to make sure your child has wonderful, playful, safe days with us. Safety will always be our top priority, and we want every child to feel supported as they grow into these skills.

Waitlist is free to apply. Completing the waitlist does not guarantee enrollment.

Our waitlist is free to submit, and completed on a first-come, first-served basis. We do our best to reach out to families as spaces open, but we also encourage families to check in periodically, as enrollment can shift quickly throughout the year.

Please note that no spot is considered reserved until enrollment forms, tuition, and the security deposit have all been submitted.

We offer two distinct programs: Wind Rose Montessori, an indoor work cycle program, and Magnolia Explorers, an outdoor program. Each program operates independently and runs for a maximum of 3.5 hours.

Wind Rose Montessori vs. Magnolia Explorers

• Wind Rose Montessori is our indoor, Montessori-based academic program.

• Magnolia Explorers is our outdoor nature-based learning program, rooted in exploration, seasonal rhythms, and Reggio-inspired provocations.

Shire Class

• Morning: Montessori indoors (Wind Rose)

• Afternoon: Outdoor exploration (Magnolia Explorers)

• No nap/rest offered

• Great for children who are ready for a focused morning followed by active outdoor time

Rivendell Class

• Morning: Outdoor exploration (Magnolia Explorers)

• Afternoon: Montessori indoors (Wind Rose)

• Nap/rest is available

• Ideal for children who benefit from a active outdoor start and still need an afternoon rest

Though Shire and Rivendell are technically two separate classes, they share the same space, follow a similar curriculum, and often combine for end-of-day play and school-wide events. It’s very much a shared community—just with different daily rhythms.

YES!
At Wind Rose Montessori and Magnolia Explorers, we offer a unique full-day learning experience by seamlessly integrating our two distinct programs.

Each program runs for only 3.5 hours, allowing children to spend half the day at Wind Rose Montessori, where they engage in the Montessori work cycle, and the other half fully outdoors at Magnolia Explorers, exploring flora, fauna, and community values.

If you choose to enroll in both programs—At midday, our dedicated teachers coordinate at the designated meeting point to smoothly transition children from one program to the other. This arrangement ensures that children enjoy a diverse and enriching educational experience from 8:30am to 3:30pm within our cohesive and nurturing environment.

Each program offers two sessions, one in the morning and one in the afternoon. Families can enroll their child in one session per day, with each session lasting no more than 3.5 hours.
Wind Rose Montessori
Morning:
8:30-12:00
Afternoon:
12:00-3:30

Magnolia Explorers
Morning:
8:30-12:00
Afternoon:
12:00-3:30

Families provide 2 snacks and a packed lunch for their child.

2025-2026

Cost for Both Programs
Cost for One Program

We see readiness as academics but also it’s about building confidence, independence, and a love of learning that lasts.

Reading & Writing
We use the Read, Build, Write approach alongside the materials from the Waseca Reading Program (link here). As children progress, they practice reading, spelling, and writing together as integrated skills. We document day-to-day progress through Brightwheel so families can reinforce concepts at home, and we share biweekly updates with specific notes about both academic growth and social-emotional learning. Most of our children complete at least 75% of the Waseca sequence before they leave, depending on when they start and how much at-home connection takes place.

Math
Children are introduced to concrete materials that support counting to 100 and beyond. For those eager for more, we offer opportunities in addition, subtraction, and sequencing up to 10,000 through Montessori’s “bird’s-eye view” approach - giving them a strong number sense and logical foundation.

Social–Emotional Development
Equally important is resilience, problem-solving, and relationship-building. We normalize “trying and failing” as part of every learning journey and use positive strategies to help children build confidence. Our daily outdoor time also strengthens social-emotional connections, as children navigate friendships, teamwork, and imaginative play in a natural setting.

Practical Life & Independence
Practical life skills - a Montessori hallmark - give children the independence they’ll need in larger classroom settings. Learning to manage their belongings, prepare snacks, and contribute to the classroom builds confidence and responsibility, which translates directly into readiness for kindergarten.

Physical Growth
Outdoor exploration further supports gross motor development, balance, and stamina — all vital for school success.

We also align with Washington State’s kindergarten readiness checklist, and we can confidently say your child will meet these baseline requirements. More importantly, our focus is on ensuring children leave with curiosity and a love of learning. Some may excel in reading, others in math or practical skills, but all are encouraged to follow their interests while being gently invited into new areas of exploration.

At Wind Rose Montessori, we deeply respect that neurodivergence exists on a wide and nuanced spectrum, and that every child’s learning profile is unique. One of the things we love about the Montessori philosophy is that it naturally honors individual learning paths—children are not expected to move, learn, or develop in lockstep. In many ways, individualized goals and pacing are already built into our daily work, for all children.

That said, it’s important for us to be clear and transparent about what our program can and cannot support, so that every child who enrolls is set up for success.

Individualized Learning vs. One-on-One Support

While our classroom environments are thoughtfully prepared and our teachers are highly trained in Montessori practice, our staffing model does not allow for ongoing one-on-one support. When we have three teachers present, our ratio is approximately 5:1, which still requires a significant level of independence from each child.

If your child currently needs frequent or continuous adult support to engage in learning, regulate behavior, or remain safe, our program may not be the right fit at this time. Our teachers support children through observation, guidance, and modeling—but they are not trained or staffed to provide individualized IEP-style instruction or therapeutic intervention.

Outdoor Program Considerations

Our program includes extensive outdoor learning. This environment requires a strong foundation of self-awareness, body control, and safety understanding, not only for a child’s own well-being, but for the safety of the group as a whole.

If a child is still developing skills such as:

• Understanding and following safety boundaries

• Staying with the group

• Responding to verbal cues

• Refraining from running away or wandering off

our outdoor program may not be a good fit at this time. In contrast, our indoor Montessori environment, with defined physical boundaries and a more contained space, may be able to support some children who are still building these skills.

Teacher Training & Scope

Our staff are trained in Montessori pedagogy and child development, but they are not specialists in specific learning disabilities, neurodevelopmental diagnoses, or IEP-based instructional models. While we are attentive, caring, and responsive educators, our training and program design do not replace specialized services or therapeutic supports.

For children who need consistent one-on-one instruction, specialized accommodations, or staff trained in specific neurodivergent learning profiles, we encourage families to explore programs designed to meet those needs. Seattle Public Schools, for example, offers strong support systems and specialized services for children who benefit from IEP-based programming.

Our Commitment

Our goal is not to label or test children, nor to assess for giftedness or learning differences. Instead, our responsibility is to ensure that every child who enrolls is in an environment where they can feel successful, capable, safe, and supported—and where the tools we offer align with their current needs.

If any of the considerations above resonate with your family, we still warmly invite you to reach out. We’re always happy to talk through what we’ve seen work for other families and, when helpful, share insight into alternative programs that may be a better match.

We believe every child deserves a setting where they can truly grow and flourish—and finding the right fit is an important part of that journey.

Families often ask about staff continuity, and we understand why—it’s important to know that the adults caring for your child feel supported, valued, and grounded in their work.

Rather than focusing on specific timelines or turnover numbers (which can change for many reasons—life transitions, relocations, personal goals), we believe a more meaningful question is: How are teachers treated, supported, and sustained in their work?

At Wind Rose Montessori, our goal is to build a strong, connected community—for children and for the adults who care for them. As an employer, I place a very high priority on supporting teachers in tangible, meaningful ways so they can show up present, energized, and engaged with students.

This includes:

• Paying teachers at the top of the local market

• Providing annual raises

• Fully funding teachers’ 401(k) plans

• Offering a healthcare stipend

• Paying teachers for all school breaks

• Providing a paid lunch break each day

• Actively monitoring workload and burnout, so teachers feel supported, refreshed, and capable of doing their best work

Teaching young children—especially in an outdoor, relationship-based program—is deeply meaningful, but also demanding. We believe caring for teachers is not optional; it’s essential to the health of the classroom and the wellbeing of the children.

Like any workplace, there are times when a role isn’t the right long-term fit or when life circumstances change. When that happens, we approach transitions thoughtfully and with care, always prioritizing continuity, communication, and community.

Our commitment is to create an environment where teachers feel respected, fairly compensated, and genuinely supported—and where families can trust that the adults guiding their children are here because they feel valued and cared for.

Shire’s Daily Rhythm

Rivendell’s Daily Rhythm

At Wind Rose Montessori, we assess learning through ongoing observation, not testing. Our teachers closely observe how each child engages with materials, peers, and daily routines to understand both their learning process and their growth over time.

We use Brightwheel as our primary communication and documentation tool. Through Brightwheel, teachers share daily observations, photos, and short narratives that highlight what your child is working on, how they’re approaching challenges, and how they’re interacting with others in the classroom. These observations help capture learning as it naturally happens throughout the day.

In addition to daily documentation, families receive biweekly portfolio updates. These summaries are thoughtfully written reflections that bring together:

• The works and activities your child has been engaging with

• Skills and concepts they are developing

• Their growing independence and problem-solving abilities

• The relationships they are building with peers and teachers

These portfolio updates are designed to give families a clear, meaningful picture of their child’s experience at school—beyond a snapshot or single moment—and to show how learning and relationships deepen over time. We like to think they feel like little biweekly presents that are fun to open and read!

Our observations guide how teachers prepare the environment, introduce new work, and support each child’s next steps, ensuring that learning remains responsive, individualized, and grounded in each child’s interests and readiness.

We care deeply about every child’s safety and comfort, and we know allergies and medical needs can be a major factor in finding the right school fit. We’re always happy to talk through your child’s specific situation before enrollment.

Allergies

Wind Rose Montessori is an allergen-aware program, but we are not an allergen-free classroom. Families pack their child’s lunch based on their own dietary needs and preferences, and we do not restrict all families from packing common allergens (including peanuts and tree nuts).

What we do to support children with allergies:

• Teachers practice strong hygiene routines and supervise handwashing, especially after meals

• We support thoughtful seating and meal-time supervision

• We communicate allergy guidelines clearly for shared treats (birthdays/celebrations) and will let families know what is safe to bring when sharing food is involved

That said, if your child has a severe, life-threatening allergy where airborne exposure or trace contact is a major concern, our program may not be the right fit. We take allergies seriously and will always do our best to reduce risk—but we cannot guarantee a completely allergen-free environment.

Medical Needs & Medication

All staff maintain current First Aid and CPR training, and we are familiar with emergency response procedures, including use of medications like EpiPens when required by a child’s care plan.

For day-to-day medication, we can typically support simple, short-term needs (for example, a temporary medication like an antibiotic), as long as it can be administered safely and clearly with written authorization.

However, we are not a medical program, and our staffing structure does not allow for ongoing one-on-one medical monitoring. If your child needs frequent medical interventions, continuous supervision for a complex medical condition, or highly specialized care during the school day, our current staffing ratios may not meet that level of support.

Let’s Talk It Through

If your child has allergies or medical needs, we encourage you to reach out before enrollment. We’ll talk through the specifics and help determine whether Wind Rose is a safe and supportive fit—or whether a program with more specialized medical staffing would better meet your child’s needs.

Wind Rose Montessori follows Washington State Department of Children, Youth & Families (DCYF) requirements regarding immunizations for children in licensed childcare programs.

Children may attend if they are:

• Up to date on required immunizations, or

• Have a valid medical exemption on file, completed and signed by a licensed healthcare provider

Families must submit all required immunization documentation prior to enrollment and keep records current in accordance with state guidelines.

We respect that families make healthcare decisions thoughtfully and individually. At the same time, we are required to follow state licensing regulations to ensure the health and safety of our community.

If you have questions about documentation or whether your child’s records meet requirements, we’re happy to help you review what’s needed.

To keep our community healthy, children should stay home when they are sick. If a child is not well enough to participate comfortably in the day—including outdoor time—they are not ready to attend school.

Children must stay home or will be sent home if they show signs of illness such as:

• Fever of 101°F or higher, especially with behavior changes or other symptoms

• Vomiting or diarrhea

• Persistent cough, difficulty breathing, or lethargy

• Rash not related to heat, diapering, or a known allergy

• Symptoms of a contagious illness (including conjunctivitis, lice, ringworm, or other communicable conditions)

When can my child return?

Children may return to school when:

• They have been fever-free for at least 24 hours without the use of fever-reducing medication

• At least 24 hours have passed since vomiting or diarrhea has stopped

• Any required treatment has begun and symptoms have improved

• They are able to fully participate in the school day, including outdoor activities

• A healthcare provider’s note is provided when required for certain illnesses

Because outdoor play is a core part of our program, children who attend must be well enough to go outside. If your child has lingering symptoms that affect their ability to participate, we may ask that they rest at home a bit longer.

We appreciate families communicating promptly about illness so we can support everyone’s health and safety. When in doubt, it’s always best to keep your child home and let them fully recover.

We view behavior as communication. Our role as educators is to observe, understand what a child is expressing through their behavior, and guide them toward safer, more effective ways to meet their needs.

We use a positive, relationship-based approach grounded in Montessori principles. Teachers model respectful interactions, offer clear expectations, and support children in learning problem-solving and conflict resolution skills through real-life experiences.

Conflict & Social Challenges

Conflict is a normal and important part of early childhood development. When conflicts arise, teachers:

• Stay close and observe

• Help children slow down and feel safe

• Support children in naming feelings and perspectives

• Guide children toward solutions through conversation, role modeling, and gentle facilitation

We do not use shame, punishment, or fear-based discipline. Instead, we focus on teaching skills—communication, empathy, turn-taking, and repair.

Safety-Related Behaviors

Because our program includes active indoor and outdoor environments, safety is a non-negotiable priority.

If a child’s behavior puts themselves or others at risk (such as hitting, unsafe climbing, running away from the group, or repeated disregard for safety boundaries), teachers will intervene immediately. This may include:

• Pausing the activity and offering close adult support

• Removing the child temporarily from the situation to help regulate

• Re-teaching expectations and safety boundaries

• Supporting the child until they are able to safely rejoin the group

If safety-related behaviors are repeated or escalate, we partner closely with families to understand what’s going on and to create consistent strategies between home and school.

When Additional Support Is Needed

In rare cases, if a child’s behavior consistently compromises their own safety, the safety of others, or the overall learning environment—and those behaviors are beyond the scope of what our program and staffing model can support—we may determine that our setting is not the right fit at that time.

Our goal is always to help children succeed. Any decisions around additional supports or potential withdrawal are made thoughtfully, collaboratively, and with the child’s best interest at heart.

Yes, we offer part-time enrollment options, with set schedules designed to support consistency and community.

Part-Time & Full-Time Enrollment Options

Families may enroll in:

• 2-day program: Tuesday & Thursday

• 3-day program: Monday, Wednesday & Friday

• 5-day program: Monday through Friday

Families may also choose to enroll in only the morning program or only the afternoon program, depending on availability.

These schedules are fixed to help children build strong routines and relationships within their classroom.

Drop-Ins & Make-Up Days

At this time, we do not offer drop-in care or make-up days for missed attendance due to illness, vacation, or school closures.

Schedule Changes

Schedule changes may be possible on a month-to-month basis, depending on current enrollment and space availability. We are not able to accommodate day-to-day or week-to-week schedule changes.

Tuition & Absences

Tuition is based on enrollment, not daily attendance. We do not provide tuition refunds or credits for absences, vacations, or time off during scheduled school breaks.

If you’re considering a schedule change or have questions about enrollment options, we’re always happy to talk through what might be available.

We understand that starting school is a big transition—for children and families alike. We intentionally allow a full 30-day adjustment period for new students to settle into routines, relationships, and expectations.

Optional Trial Day (Before the First Official Day)

Before your child’s official start date, families are welcome to schedule an optional trial day. A parent or guardian may join their child to help introduce the environment and routines in a way that feels right for your family.

This trial experience is flexible and can be shaped around your child’s temperament and needs:

• Families may join for the morning or afternoon routine

• If enrolling in a full-day program, you may choose either portion—or both

• You’re welcome to stay for one hour, two hours, or longer, depending on what feels supportive for your child

Some children benefit from meeting a familiar caregiver and easing into routines together. Others are more independent and do best with a “rip-the-band-aid” approach, where their first official day is their first experience. You know your child best, and this trial day is completely optional—we’re happy to accommodate whatever approach feels right.

The First 30 Days at School

During the first month, teachers focus on:

• Building trust and relationships with your child

• Gently introducing classroom and outdoor routines

• Observing how your child navigates independence, transitions, and social interactions

• Providing consistency, reassurance, and clear expectations

Children are not expected to adjust perfectly right away. Big feelings, hesitation, or extra support are all part of the process.

Communication & Transparency

Throughout your child’s transition, teachers use Slack to communicate with families, sharing updates about how the day is going—including successes, challenges, and everything in between. Our goal is to keep families feeling informed, connected, and supported as their child settles in.

If questions or challenges arise during the first 30 days, teachers will connect with families to reflect on what they’re seeing and talk through supportive strategies together. At the end of the adjustment period, we check in to ensure your child is feeling settled and that the program continues to be a good fit.