What made us fall in love with Reggio Emilia when we heard about it is that it is a philosophy, an approach, a way of looking at education, a way of understanding what the child needs and it is not a specific method. This fact means that it can be adapted to any situation or social circumstance, development, need, etc. It inspires, guides and reminds you to know what really matters and not to deviate.

For example, when this approach was born after World War II, it is clear that the needs of children and their families at that time of hope and peace are not the same as they are today, socially speaking. It is evident that the needs that children and their families had at that time of hope and peace are not the same as those that may exist, socially speaking, nowadays, but the essence is the same, which is to "adequately attend to the real and present needs of the child, valuing who he/she is and how to be and defending his/her rights". This essence is transversal, it does not expire. In order to meet this essence, this main objective that we have just mentioned, this approach proposes values and a creative, infinite, open way (open of course to other authors, to change, to all active pedagogies, in fact let's not forget that this approach was inspired by the group of authors of the time who, with nuances, defended rights and objectives for the benefit of children; to any material, method, proposal, etc.). As long as it does not go against the essence or the main objective of this approach) evolutionary, natural and organic, beautiful and transforming way of looking at, understanding and approaching education, it has been totally impossible not to be inspired by it.

Some of the values and forms proposed by this approach are as follows:

• Pedagogy of listening.
• The importance of humans relationships.
• The theory of 100 languages.
• The practice of listening.
• Principles of diversity and complexity.
• Importance of the participation of families and society.
• The importance and role of accompanying persons.
• Atelier
• Pedagogy of light.
• Continuous documentation of the development through observation, collection and...
• Creativity.
• Sustainability and recycling

Second cycle of Pre-school, i.e. from 3 to 6 years old, and the different stages of primary school, from 6 to 12 years old.

In the year of inauguration, academic year 2022-2023, it will have the educational stage from 3 to 6 years of age, that is to say, the second cycle of Infant Education. We are already working to finalise all the documentation so that in the 2023-2024 academic year it will be ready to include the primary education stage.

The idea and our main objective is that all the children enrolled in the infant stage can enjoy our Project throughout their infant stage and continue on to primary school.

Yes, it is a public school.

If you are interested in learning more about our Project and you are considering the possibility of enrolling in our School, the best idea is to make an appointment at our facilities to visit the School and get to know it and to be able to resolve any questions that may arise.

During this visit we will also provide all the necessary information about how to enrol. You can make your reservation in three ways:

• Call us: 687888622/637732747.
• WhatsApp: 687888622/637732747.
• Email: info@tribureggioschool.com.

You can only visit our centre by appointment. You can do so at:

• Call us: 687888622/637732747.
• WhatsApp: 687888622/637732747.
• Email: info@tribureggioschool.com.

You can also book your appointment by clicking on the following link.

No.

At present we only have the basket option, i.e. families bring their food from home.

• From 8:00 a.m. to 4:00 p.m. Generic timetable, from 9:00 a.m. to 2:00 p.m.
• 8:00 a.m. to 9:00 a.m. Morning class.
• From 14:00 to 16:00 half day classroom.

We are located in Espartinas, Seville. In the heart of Seville's Aljarafe, more specifically in the street Caballero Amadis de Gaula s/n.

Yes, Spanish and English.

Maximum 15 students per classroom.

Yes, there is a registration fee payable at the time of booking. The registration fee is 180€ per student.

Yes, we apply a 10% discount for each sibling.

For this academic year 2022/2023 we can only admit 3 and 4 year old students, i.e. students born in 2018 and 2019.

Of course. As well as other important aspects such as fire, adaptations, etc. are also taken into account. COVID is a current situation that has been taken into account during the preparation of the different spaces and by professionals. In addition, although it should be noted that our facilities themselves help and favour continuous ventilation, a professional ventilation system has been installed which changes from time to time and provides new and filtered air as well as maintaining the ideal temperature of the classroom or the space desired at that moment.

Yes, at Tribu Reggio we want the children to get to know their new school by creating a safe and pleasant bond with it, and therefore we want to respect their rhythms and do it in the company of their families.

If the morning class service has not been contracted, the starting time is 9:00 am. This start time may be changed if there is a justified reason for the family to do so. The reason why we want the start time to be respected is to avoid continuous interruptions which have a negative and direct influence on the pupils during their day.

In this first year it is an approved Spanish public school. We are currently in the process of completing all the documentation to become an American International Centre. When we finish this process we will continue to be an approved and international centre.

In Tribu Reggio, the evaluation process is not a process that is only directed at children as such. Evaluation is a much broader and more complex concept:

1. Children are continually self-evaluating when they encounter new material, more familiar material, when they manage to overcome their own barriers, etc. In other words, they themselves are evaluating their progress, their emotions, etc.
2. The children evaluate us, the accompanying persons. They observe us and become more confident towards us, communicate more widely... as they observe, analyse and evaluate us.
3. It is not only people who are assessed. Environments, spaces, work areas according to their materials, their aesthetics, the achievement of objectives, etc. A very simple case can be given: a child's learning of the letter A, for example, is being observed and documented,
   by observing the child you can realise a part of his learning, whether he has acquired this learning or not, where he is in the process, whether he enjoys it or not... but in order to justify the reason for your conclusions about the child in the example, you will have to observe and evaluate the material he is learning with, the place, the preparation of the place, etc. You may discover that A is not learning because he/she is not at an appropriate cognitive moment, but because the material is not appropriate, or because the environment is too noisy, etc.
4. The accompaniers evaluate the children through constant observation and documentation at all stages of the day, in order to be able to take notes, film or photograph the continuous evolution of each child, the stage they are at, the conceptual content they are acquiring, their emotional state, their relationships with themselves and with their peers, their relationship with movement, etc. Observation and documentation is the most powerful tool to get to know us and them and to be able to share with families the integral evolutionary moment of each child in all areas.
5. Self-assessment by accompanying persons.

Of course. Any ideology, philosophy, pedagogy, proposal, method, idea, etc. that is in line with our values and principles will always be welcome in our school to accompany children in their development and learning. Therefore we rely on all the pioneering authors of the past as well as those of today. Some examples are Montessori, Waldorf,
etc.