A young child carefully straightens the smallest cube atop a pink tower of cubes. Behind him is a wall of frosted windows and shelves with activities


At this time Middle School applicants will need to write in what year they are applying for.

Please schedule a tour before submitting application (no tour is needed for applying for the waiting list).

Tours are typically offered M-F 9:00 or 9:30 am. The first tour usually lasts about 1/2 hour and is for adult family members/caregivers only.

Puddletown School invites any child whose family is interested in early, elementary, or middle school aged Montessori education to apply for entrance to our Montessori program, no matter a family’s financial situation. Please see Financial Assistance and Deductions section here. If attending Puddletown is cost prohibitive for your family’s current financial situation, please fill out the following form (FACTS) so we may start a conversation about financial support.

Every year Puddletown School attempts to achieve a balance of age, identified gender and Montessori experience within our classrooms.

Puddletown strives to become a school where all children and families are welcome, feel welcome, and see themselves reflected here. Puddletown School does not discriminate on the basis of race, color, national or ethnic origin in hiring, promoting, or training of employees, nor in the admissions, rights, privileges, programs and activities of its learners.

Generally, Puddletown is not equipped outright nor licensed to care for children with disabilities requiring specialized equipment or one-on-one aides; therefore any such care is conditional upon the family and staff properly arranging for the child’s needs to be met. It is the goal for each child to be able to participate in and substantially benefit from this Montessori program without risk to themself or other children. Puddletown School reserves the right to limit entrance to the program or ask that a child be unenrolled from the program after a trial period, based on whether or not we have or can successfully access and implement the tools and strategies to best support a child’s needs, or whether we’ve been able to successfully collaborate with a family and/or a child’s outside support professionals to get the child’s needs met.