The questions you ask us most often

The day has a calm rhythm: we begin with the morning circle and movement, then the lively, artistic work of the head, followed by play, nature and handwork. The daily and weekly rhythms give security and help children feel at home.

From age 1 to 16: early childhood (1–3) at Brolls, our sister organisation, and early years (3–6), primary (6–12) and secondary (12–16) at Escola Waldorf La Font.

They are two sister organisations that share a building and a pedagogy. Brolls is Waldorf early childhood (ages 1–3), an independent entity with its own project and website (waldorfbrolls.org); Escola Waldorf La Font is the state-accredited school (ages 3–16). We work hand in hand so that, when children move on to infant education, they experience a natural continuity.

No. La Font isn't tied to any religion. We nurture human values such as respect, empathy, gratitude and care for nature, along with the celebration of the seasons and festivals, without any religious indoctrination.

No. Families choose La Font for all sorts of reasons, the nature, life without screens, the human touch, and no ideological allegiance is asked of them. The approach speaks for itself, in everyday life.

Yes. La Font is a school accredited by the Generalitat de Catalunya (centre code 08073788) and follows the official curriculum, which it integrates with the Waldorf methodology from early years through to secondary. You can verify it by searching for 'La Font' — or that code — on the Generalitat's school map.

Yes. Reading and writing come when the child is ready, with meaning and without rushing. Starting later doesn't hold them back: Waldorf pupils read well and with pleasure, and move naturally on to other schools or studies.

Reading and writing are introduced in the first years of primary, in a hands-on way and through art, so that they arrive with meaning. Each child consolidates them at their own pace.

Learning doesn't revolve around marks and constant exams. Assessment is above all observation: the teacher knows each child well and accompanies their progress. Homework is measured and suited to the child's age.

We look at each child one by one. Continuous support lets us cater to different rhythms and needs. If you have a particular situation, talk to us and we'll consider it together.

Because what they most need at this age is movement, real play and human relationships. Choosing a childhood without screens helps them develop attention, imagination and language.

On the contrary. We want them to truly understand technology, which is why we wait for the right moment. The early years, screen-free, build the foundation: attention, imagination and judgement of their own. Later, in secondary school and around the age of 14, young people take it up on purpose: they learn to program and to understand what lies beneath a screen, not just how to use it. People first, then tools.

It's exactly the opposite. When a machine can already write, calculate and program in seconds, what really makes the difference isn't mastering the latest app (that's learned fast), but everything AI doesn't have: judgement of their own, creativity, attention, knowing how to ask good questions and understanding things deeply. These are the capacities that a screen-free childhood and deep learning build, and that are very hard to recover if they weren't nurtured early. Research confirms it: handing your thinking to AI too soon weakens memory and deep learning. That's why we protect these roots first and then, at around 14, when young people have judgement of their own, we teach them to program and to use technology wisely. We don't prepare children for yesterday's exam, but for a world we can't yet imagine.

Calm and at their own pace. The first days are short and, if needed, you can stay a while until your child feels safe. We're in no hurry: every child settles differently and the group is small, so we can hold their hand until coming to school becomes, for them, a place they look forward to.

They continue into our primary education, within the same project and often with familiar faces, so the transition is lived as something natural.

Yes, without any trouble. Pupils who leave La Font adapt well to other schools, secondary schools, sixth forms and vocational courses. Waldorf education nurtures autonomy and a desire to learn, which serve them in any setting.

Yes. Waldorf pupils move naturally on to secondary and, later, to the baccalaureate (batxillerat) or university.

Yes. Secondary education at La Font is accredited by the Generalitat de Catalunya, so pupils complete the ESO with official recognition.

They can go on to the baccalaureate (batxillerat), vocational training or, later, university, just like any other secondary pupil.

We work on critical thinking, independence and social responsibility. A solid human foundation and a love of learning prepare them for their studies and for life.

La Font is a self-funded cooperative: families contribute both money and time, which sustains the project and the team's salaries. To find out the fee for the current year and the discounts for siblings, write to us at info@waldorflafont.org or call 695 788 133. If the financial side is a worry, we talk it through case by case.

You will find us in the left wing of the Seminari de Vic, alongside Escola Waldorf La Font (Ronda de Francesc Camprodon, 2, 08500 Vic). Write to us or call us to arrange a visit.

There's a car park at El Seminari de Vic, where the school is. The first 14 minutes are free — enough to drop off or pick up your child — and after that it's charged by the minute at the usual rate.