Where My Children Grow, I Grow Too

When I first stepped into Bloom as a school administrator six years ago, I was immediately struck by the peaceful energy of the classrooms and the incredible independence of the students. Over the years, I’ve had the privilege of observing children from ages 3 to 14, and every day has offered something to admire.

Watching children approach their teachers with ease and genuine curiosity - without hesitation - was truly inspiring. Seeing them help one another, explore freely, and encourage their friends filled me with admiration. One moment I’ll never forget was hearing our P1 children confidently reciting poetry in front of the entire Bloom community. They stood tall, spoke with self-confidence, without a trace of doubt. At that moment, I knew: I wanted my own children to grow in this kind of environment.

The Montessori principles, like following the child, multi-age classrooms, and hands-on materials that support self-directed learning, made sense to me professionally. But seeing my own children thrive within this approach made it deeply personal. Watching them develop confidence, empathy, and a natural curiosity about the world has made my heart grow with pride.

My role at Bloom is multilayered. While my title is School Administrator, my work touches many areas of school life. I manage our food programme, which means I’m in daily contact with the children - learning from them, talking with them about their likes and dislikes, and constantly evolving how we nourish them. I’m also one of the first people new families meet. I support their journey from the very first email or phone call, through school visits and admissions, to helping them feel at home once they join us. In a way, I am both a welcoming face and a guardian - ensuring that who we welcome into our community aligns with our values and vision.

I spend a lot of time in the Children’s House, getting to know the youngest members of our community and their families. It’s a space full of life, where I witness every day how these early years lay the most powerful foundation for everything that follows. Being present in the classroom not just in an administrative role, but as someone actively engaged in the rhythm of daily life grounds me. It reminds me why I choose to do this work with my whole heart.

Being both a parent and a team member gives me a unique perspective. I understand the questions parents have because I’ve asked them myself. I know the mix of excitement and nervousness that comes with dropping your child off on their first day, wondering how they’ll adapt in a space that honours their independence. And I’ve felt the joy of picking them up, listening to their bubbling stories of what they discovered that day.

There’s also something deeply humbling about sitting in a parent-teacher meeting and hearing about your child from someone who sees them clearly - not just for what they can do academically, but for who they are becoming as a human being. Some days, I know my children walk into school carrying big emotions. And on those days, they don’t just need guidance, they need a gentle word, a warm smile, someone who listens. I see how our teachers meet them with exactly that. I admire and respect them deeply, not just as colleagues, but as the people who care for my children when I’m not there. I know my children are not only safe but truly seen, valued, and loved.

Working at Bloom is not just a job - it’s a calling. This school is a space where I give a lot, but receive just as much in return. I see myself as part of a larger ecosystem of care, trust, and growth. Where children, parents, and educators walk the journey together.

And just like my children, I keep growing too.