Our mission is to educate for wholeness. All our efforts are directed towards guiding children in their unique process of self-discovery.  Multi-aged Classrooms and the Three year Cycle
All age groups are mixed, each group spanning three years from the youngest to the oldest child. Successful learning takes place when children spend three consecutive years in each safe and nurturing classroom where a sense of “family” is quickly formed with teachers and peers (Montessori pedagogy depends on this three-year cycle of education). As children progress in this unique way older children are given opportunities to practice leadership, patience and confidence while teaching well-mastered skills to their younger classmates. Younger children learn to seek help and guidance from, and observe and model those who are more experienced. This optimum learning experience supports social development and promotes a sense of community.

Bilingual (Multilingual) Education
All children are taught in at least two languages, starting in the toddler community. Longstanding research has established that children can easily absorb more than one language spoken to them regularly, and are most competent to do so in early years. The acquisition of additional languages enhances their cognitive competences with a lifelong effect. Exposure to more than one language is achieved through lessons taught in English, the local languages, French and German (including extra-curricular activities). The mother tongue, where different, is reinforced through special reading programs (including via parental involvement) and by ensuring that exploration of linguistic diversity is built into the curricular coverage of literature, language and culture, with a strong emphasis on languages spoken by individual children in the school.

Holistic Education: ‘Educating for Wholeness’

An individualized approach to teaching and learning can only be achieved by working with the whole child – the child’s individual developmental pattern, inner motivation, and full range of intelligences, including physical, social and emotional. Inquiry is the main pedagogical approach, whereby the child actively engages with a prepared environment in an effort to make sense of the world, leading to reflections on the links between the experiences encountered, and the information gained from the synthesis, analysis and manipulation of knowledge. Teachers are close observers of the process, facilitating a combination of individual effort by the child with short segments of direct instruction, and ensuring a balanced approach to the curriculum as a whole as well as specialization in the child’s areas of most direct interest and engagement.

Local Faculty Investment
Bloom staff are predominantly local and educated both according to the standards set by BiH law and regulations and to fully child-centered philosophies and methodologies. We have high quality staff, and stability and continuity in our classrooms, because we are investing in local people who are given a unique opportunity to grow within their country. Therefore we have committed teachers who will grow and stay with us.

A Global Perspective
The goal is for children leaving the school at the end of any three-year cycle to be extensively prepared for integration in any other educational institution in BiH or abroad. Thanks to the right content, multiple languages and an appropriate developmental approach, and also to the fact that we incorporate two worlds – local and international – we uniquely fit children for the challenge of living in a multicultural and globalised society.