Leading towards independence and responsibility

We develop a clear mind, a feeling heart and creative hands.

Here the appetite for learning comes of its own accord

We support, we trust, we observe. A child cannot be put in a box. What is our approach, and what do we believe in?

Freedom with clear boundaries

Children learn to work at their own pace and choose for themselves what their day will hold. Every day they practise listening to their own interests – and also taking full responsibility for finishing what they start.

An environment where mistakes are the best teacher

In our Montessori classrooms children discover the world through their own experience. We rely on a carefully thought-out system that naturally stirs curiosity and leads children towards independence. A mistake is not something to fear here, but a necessary step on the way to understanding.


Education that reaches beyond the school walls

Our school awakens in children a lifelong appetite for discovery and a belief in their own abilities. They grow into young people who can take the initiative, go their own way and face new challenges with their heads held high. 

Guides as experts in observing and leading

The adults at Labyrint are kind and natural authorities. They look for potential, not for mistakes. Instead of ready-made answers they ask questions and point out paths that the children then have to walk themselves.


Learning in context and in practice

At school the children get more than the usual amount of foreign languages and practical activities, which they can use straight away in the real world. That way they leave not only with theoretical knowledge but with the courage to take on whatever life brings them.


Community as fertile ground for growth

Children regularly draw inspiration from field trips and from many school events. They grow up in a community setting where school, family and the world around them form one connected whole.


Drop in and get to know us better

Do you believe in children’s natural curiosity? We can turn it into a lifelong interest in learning. Come and see our school for yourself.

I’d like to visit

Montessori in three different ways

We have three environments tailored to children from 5 to 15.

Preparatory class

Preparatory class

(pre-school year)

independence meaningful work concentration

Children learn with all their senses, outdoors and through practical activities that bring them the joy of doing things for themselves.

First and second three-year cycle

First and second three-year cycle

(Years 1–6)

their own pace critical thinking mixed-age classes

We teach children to think for themselves and to work together across age groups. Through respectful guidance and meaningful work we support their inner motivation to learn.

Third three-year cycle

Third three-year cycle

(Years 7–9)

theory in practice work & study personal growth

Adolescents take responsibility into their own hands – they study independently, explore who they are and what their place in society is, and build projects that move them towards personal and financial independence.

„In our children a sense of self is taking root, a feeling of belonging to the world they live in and to the people they meet in it, and with it the ability to think and decide for themselves.“
Oldřich B. parent

What are our leavers like?

They are able to take responsibility and stand on their own feet.

They know who they are, and they are open to understanding the world around them.

They are interested. They see the world in context and in all its variety.

They can work with people of any age.

They value work. They see obstacles as challenges.

They aim for good. They act fairly and with respect.

Thanks to Labyrint I realised that there is more than one way of looking at anything and that nothing is black and white. It also awakened in me a hunger for education.
Matouš leaver

Your most common questions

Children know for themselves what they are doing and why. Instead of passively receiving information they take responsibility into their own hands – they plan their own time, study and build projects that genuinely reach into everyday life. A child does not learn for marks, but for themselves. In an environment prepared to Montessori standards they can move at their own pace and try things through their own experience, mistakes included.



At Labyrint the day does not start with a bell but with a gentle arrival from 7:45, when children settle in their classrooms and get ready for their work. Our day has a clear rhythm that gives children a sense of safety and lets them concentrate deeply.


  • Morning work cycle (8:30 – 12:00): This is when the children’s own work gets fully under way in the mixed-age groups of Mravenečníci and Keprníci. Children work on topics that interest them, use Montessori materials to understand how things connect, and move at their own pace. 


  • Lunch and time outdoors (12:00 – 13:00): At midday we come together for lunch in our own dining room inside the school building. After the meal we spend time outside – in the fresh air of the countryside around Lhota or in our large garden by the yurt, where children can run freely and recharge.


  • Afternoon work cycle (13:00 – 14:30): After coming back inside we carry on working. The afternoon block is often given over to practical activities that children love – cooking, baking or looking after the garden. It is also time for more intensive English, shared projects and finishing what was started in the morning.


  • After-school club and unstructured time (from 14:30): From half past two the school day loosens up. The after-school club is the time for free play, rest and deepening friendships in a less formal setting. Children choose for themselves how to spend it, whether making things together or playing in the garden.





The day in the third three-year cycle is shaped entirely around the needs of adolescents, who are in the period of searching for their own identity and moving towards personal and financial independence. In a Montessori setting we do not call them pupils but students. Instead of a conventional timetable the day is divided into blocks that allow students to concentrate deeply and to take full responsibility for their results.


The key moments of the day in the third three-year cycle


  • Student meeting: Coming together is the foundation of how the community works. Here the students organise the running of the class themselves, plan shared activities, discuss current issues in society and learn to resolve the conflicts and challenges that life in a group brings. It is a space where every voice carries weight and where humanity and mutual trust are cultivated.


  • Work and Study: This block brings together demanding academic learning and practical work. Students study on their own and explore how things connect in the natural and social sciences. What they learn goes straight into practice – theory is not just text in a book for them but a tool for understanding the real world.


  • Self-expression: Adolescents need space to discover who they are. Through art, discussion, writing or presenting their views they find their own way and learn to communicate their thinking clearly to those around them.


  • Practical life and care of the environment: Everyday life here also includes looking after the school premises, cooking and baking. In this way students learn to value work and develop skills they will genuinely need as adults.


  • Project Thursday: a day on the school grounds: Thursday is the day when our students’ classroom becomes the school garden, the countryside around us and the yurt. The Študáci spend the whole day outdoors, working on large projects with real-world impact.



The school has its own dining room, and lunches are delivered from the school kitchen in Háj ve Slezsku. Lunchtime is where children and adults from across the school meet – a time to be calm and to pause. Everyone eats together in the dining room, whether they are having a school lunch or something they brought from home. What matters most is the shared moment over good food.



Children practise a great many practical skills:


  • Cooking and baking: Children learn to prepare food and to look after themselves and others in practical ways.
  • Caring for our shared environment: Pupils are led towards responsibility by looking after their own study rooms and the school as a whole.
  • Work in the garden and the yurt: Meaningful physical work outdoors is part of the learning – caring for plants and maintaining the school grounds in the countryside around Lhota.
  • Building projects with real-world impact: Older students in particular work on tasks that lead them towards financial independence and teach them to plan their own goals.
  • Time in the field: Regular excursions and expeditions teach children to find their way and function in the real world.


Taking on these activities helps children build character, industriousness and resilience. Young people leave Labyrint able to cope with whatever comes – at school and in life.



In the 2026/2027 school year the tuition fee is CZK 41,000 per year (paid over 10 months). For families using individual (home) education the fee is CZK 5,200 per year.


This amount allows us to create a safe and stimulating environment for children that goes far beyond the usual standard. The fee covers daily care for children from 7:30 to 16:00 under a settled team of 14 guides with international Montessori certification, supported by further specialists from the field.


The fee gives children the use of our welcoming, fully equipped school building, our own dining room and a large garden with a yurt.


Investing in an education at Labyrint also includes:

  • More than the standard teaching: additional hours of foreign languages and practical activities.
  • A rich programme: all excursions, trips and involvement in many inspiring projects.
  • Community life: regular events for children, parents and the wider public that strengthen the bonds in our community.


The yurt gives children in the after-school club a pleasant, inspiring base for being outdoors. Its round space makes a safe place to meet, to play and to share – somewhere warm to shelter from bad weather and to rest after running about outside.


We approach preparation for the national entrance exams in line with our philosophy of a complete nine-year education. We do not prepare children for selective grammar schools at age 11 or 13, because we do not want to break up the group halfway through the journey. We believe that staying in our programme until Year 9 allows students to develop their independence fully and to reach personal and financial independence.


We offer focused support exclusively to students in Year 9, whom we prepare systematically for the move to secondary school. Rather than drilling, we concentrate on practical skills and mental resilience:


  • We teach concrete tips and strategies for completing the tests correctly and efficiently.
  • We work with techniques for handling stress, so that students do not lose their confidence in the exam.
  • We lead them to manage their time and keep a cool head even in demanding situations.
  • This approach works very well, and our leavers are then able to use these skills in the real world too.