Why we do things this way
Cultivate School exists because children thrive when they are trusted, respected and given space to grow, play and explore their interests.
This page sketches the principles that shape daily life at Cultivate and shares a selection of research and further reading for families who want to understand the “why” beneath our “what”.
Family-Friendly
Open 45 weeks a year, with freedom to holiday outside 'school holidays'
Comfort First
Wearing what feels good helps celebrate individuality
Contextual Curriculum
Learning is built around people, place and situation
Lots of Play
Play and a playful approach are encouraged.
Empathy
Empathic communication (NVC) is modelled and taught
Mixed Ages
Children of different ages play and learn together
Equality
All are equal - everyone has a vote. We use first names not titles
Coaches
Instead of teachers, Coaches and learners are researchers together
No Coercion
No rewards, punishments, shame, moralistic judgments, pressure to conform
More detailed information
Click below to expand on each mode of operation
Negative impacts of conventional schools Cultivate exists partly in response to growing evidence that conventional, standardised schooling can unintentionally harm creativity, wellbeing and love of learning. The well‑known creativity study commissioned for NASA in the late 1960s followed 1,600 children and found that while around 98% scored at “creative genius” level in early childhood, this dropped dramatically through the school years and into adulthood, a pattern the researcher linked to traditional schooling that prioritises convergent, test‑focused thinking. Wider research on high‑stakes testing and narrow accountability systems also points to increased stress and anxiety in students, reduced time for play, arts and open‑ended exploration, and a decline in intrinsic motivation when learning becomes primarily about exam performance. Suggested reading: George Land’s creativity study as summarised in multiple accessible articles, and his TEDx talk on how schooling can suppress divergent thinking. Articles on “learning loss vs learning disruption”, which question assumptions behind test‑score‑driven schooling and highlight broader wellbeing impacts. Commentaries on traditional education and creativity that call for more play, autonomy and divergent thinking in schools.
No Terms Cultivate is open for 45 weeks a year so that family life can have more flexibility, and children can enjoy a steady rhythm instead of repeated stop‑start schooling. Research on long school breaks suggests that long periods away from everyday learning structures can disrupt routines, increase sedentary behaviour and negatively affect sleep and health for many children. At Cultivate, being open for 45 weeks a year gives families more choice about when to rest, travel and be together. Research on children’s holiday experiences suggests that what matters most for wellbeing is not the length of the break, but the quality of time spent with caring adults – shared activities, play and being outdoors are linked with better mental health on return to learning. Studies on family travel and holidays also highlight benefits such as stronger family bonds, higher emotional security and self‑esteem, and richer opportunities for children to build confidence, social skills and a broader sense of the world. Suggested reading: The Travel Psychologist – “What are the benefits of travel for young children?” (play, attachment, confidence and brain development). Frontiers in Public Health – “Family tourism improves parents’ well‑being and children’s development” (overview of psychological and developmental benefits of family holidays). Eglitis et al. (2024), “Health effects of children’s summer holiday programs” (structure vs holiday patterns). Harmey & Moss (2021), “Learning disruption or learning loss” (what happens when school routines are interrupted). Müller & Goldenberg (2020), “The potential implications of school closures for teachers and students” (routine, wellbeing and access)
No Uniforms There is no uniform at Cultivate, and individuality is welcomed. Evidence from school climate and wellbeing research suggests that feeling accepted for who you are – including how you express yourself – contributes to a sense of belonging, self‑esteem and mental health, which in turn supports learning. Of course, uniforms also send the message that uniformity is encouraged, over individuality and variety. Studies of inclusive school environments also highlight that when children can bring more of their real selves into community life, social relationships improve and behavioural problems often decrease. Suggested reading: Research on school belonging, identity and wellbeing (e.g. social‑emotional learning reviews that connect authenticity with engagement). Studies on health and routine which underscore the value of environments that support overall wellbeing, not just academic targets
No Fixed Curriculum Instead of a fixed curriculum, learning at Cultivate grows out of children’s interests, questions and real‑life projects. Reviews of self‑directed and interest‑led learning show that when learners pursue personally meaningful goals, they display higher engagement, persistence and enjoyment, and they develop stronger metacognitive skills because they must plan and evaluate their own progress. Studies also indicate that self‑directed environments can sustain creativity and a sense of unlimited learning potential, because children are not constantly steered back to narrow test objectives. This preservation of intrinsic motivation services people well in life, whether through further studies at university or individually, or in building a career. Suggested reading: “Developing Self‑Directed Learners” (Medical Science Educator) – a review of autonomy, mastery and motivation. Morris (2019), “Self‑directed learning: a fundamental competence…” for a deeper theoretical overview. Stand Together case studies on learner‑led microschools and motivation.
Lots of Play Play is not a break from learning at Cultivate; it is the medium through which much of the learning happens. Research on mixed‑age free play and collaborative play finds benefits for social skills, leadership, empathy and independence, as older and younger children negotiate rules, roles and problem‑solving together. Mixed‑age play environments have also been linked with reduced bullying and a stronger sense of belonging, as children are encouraged to see themselves as one “family of learners” rather than as competitors. Suggested reading: Parrott (2021), “Advantages of mixed‑age free play in elementary school”. Maths — No Problem: “The challenges and benefits of mixed‑age learning” (collaboration, independence). OECD: “How mixed age classrooms offer a unique approach” (peer teaching, relationships and reduced bullying).
Empathy / NVC Cultivate is rooted in Nonviolent Communication (NVC): a practical framework for noticing feelings and needs and responding with care. Studies of NVC‑based programmes in schools and youth settings report increases in empathy, social‑emotional skills and positive communication, alongside reductions in conflict and verbal aggression. Research also shows that when educators adopt NVC principles, students feel more understood and valued, and classrooms become safer spaces to navigate disagreement without shame. These skills also have a positive impact on relations in the home. Suggested reading: Little & Salmona (2024), “Teaching peace by using nonviolent communication for difficult conflicts” (review of NVC outcomes). Center for Nonviolent Communication and related school‑based evaluations summarised by VNET Education CIC (conflict reduction and engagement). Articles on NVC in early years and school settings showing gains in empathy and conflict resolution.
Mixed Age Groups Children at Cultivate learn in mixed‑age groups so that they can both be supported and be the supporter. We don't pretend all children are ready to learn the same thing at the same time - and children know best what they are ready to tackle. Large reviews of mixed‑age and multigrade classes conclude that attitudes to school, self‑concept and social adjustment are often better, whilst academic outcomes remain the same or are improved. Mixed‑age classrooms can reduce bullying, deepen friendships across ages and foster leadership and collaboration, because older children naturally mentor younger ones and everyone experiences being both “novice” and “expert” over time. Suggested reading: Simon Veenman, “Cognitive and Noncognitive Effects of Multigrade and Multi‑Age Classes” (best‑evidence synthesis). Cambridge / Berrymixedage and other reviews of mixed‑age grouping in primary schools. OECD and school case studies on mixed‑age classrooms and social development.
Equality At Cultivate, everyone is on first‑name terms and children are invited into genuine shared decision‑making. Sociocratic and learner‑centred school models show that when power is shared more equally and children’s voices are taken seriously, there is stronger engagement, ownership and a sense of psychological safety. NVC research likewise suggests that relationships framed around mutual respect and shared responsibility support intrinsic motivation more reliably than systems that rely on rank and control. The joy of contribution often trickles into home life as children step into greater responsibilities at school. Suggested reading: Cultivate Learning “About” and “Values” pages for our sociocratic commitments. Progressive Education Network descriptions of learning facilitators/coaches and democratic practices. NVC literature reviews on equality, empathy and power‑with versus power‑over dynamics.
Coaches not Teachers At Cultivate, adults are coaches: companions in learning who listen closely, ask good questions and help children design their own projects instead of delivering top‑down instruction. Research on self‑directed learning finds that when learners have more control over goals and methods, motivation, confidence and a sense of autonomy increase, and they build skills such as critical thinking, problem‑solving and self‑regulation. Studies also show that self‑directed approaches prepare young people for lifelong learning and “real world” challenges, because they practise planning, decision‑making and reflection rather than passively receiving information. Suggested reading: T.H. Morris (2019), “Self‑directed learning: a fundamental competence in a rapidly changing world”. Moodle: “What is self‑directed learning and what are its benefits?” (overview of autonomy, motivation and critical thinking). Stand Together: “What is self‑directed learning? Here are the benefits.” (agency, engagement, confidence)
No Coercion Cultivate deliberately avoids behaviourist reward and punishment systems; instead, coaches work with children to understand feelings, needs and natural consequences. Research on self‑determination and intrinsic motivation finds that external control and surveillance can undermine internal motivation, whereas autonomy‑supportive environments foster deeper learning and better long‑term outcomes. NVC‑based approaches and restorative practices in schools show that when conflict is met with curiosity and skill‑building rather than shame, students develop stronger empathy, responsibility and long‑term self‑management. Suggested reading: Reviews of self‑determination theory in education (autonomy, competence and relatedness as drivers of motivation). NVC school case studies and peace‑education programmes using collaborative problem‑solving instead of punishment.