Each class is composed of children of different ages intentionally grouped for learning. These classrooms are more than just a way of organizing; they are a reflection of our understanding of how children learn and of how teachers provide effective learning environments. We have created this academic design because we know that this structure supports the mission and goals of The Gardner School to encourage children to fulfill their potential as active, independent, self-regulating individuals.

The teachers at The Gardner School are supported by research in the areas of learning theory and child development and apply their knowledge to ensure that each child's learning is supported and supportive of others. The Gardner School class structure gives each child an opportunity to associate and work with others on the basis of skills, abilities, interests, personality and age. It provides children with greater opportunities for a wide range of relationships and social experiences and this promotes development of their social skills and cooperative behaviors.

By creating the multiage classroom structure at The Gardner School, we:

1. Take the focus off meeting the needs of a group of children, and instead focus on meeting the needs of individual learners.
2. Gain strength from the range of talents and interests of each learning community.
3. Encourage intentionally diverse communities of learners in which differences in individual strengths, needs, and learning styles complement rather than divide. The Gardner School learning communities are more likely to reflect the range of social situations in which individuals will find themselves throughout their lifetimes.
4. Increase the school's ability to offer each child the most positive learning environment possible by providing a stable program that does not continue to change due to minor fluctuations in enrollment, but rather, has the flexibility and fluidity to remain child centered.