About Us / Our History

In 2004, the Riverlands Montessori School Board purchased a six-acre property in Arthur Street, Caversham, near Whiteman Park and the school continued operations at this Dayton site.

Riverlands Montessori School followed the educational philosophy of Dr Maria Montessori, who was one of the most influential educators of the 20th century. Maria Montessori created an education environment that assisted the child by meeting their inner needs. Such an environment emphasises hands on learning, problem solving skills and interaction in aim of fostering students’ autonomy and competence in developing into responsible, adaptive citizens who are life-long learners.

While 2020 was the final year of operation for Riverlands Montessori School, the ‘respect for the child’ principle as a cornerstone of the Montessori approach entwines with the Emmaus Catholic Primary School ‘child-focused’ vision for learning, where the natural development of the child is supported in a well-prepared environment, so they can develop the skills and abilities for effective learning autonomy and positive self-esteem and self-worth.

2025 Emmaus School Staff

As such our school ensures that the curriculum, is not only delivered through all learning areas, but also inspires students to become committed to service of the common good and contribute as Christians to society today.

At Emmaus CPS, our commitment to excellence in teaching is reflected in the B.E.S.T. approach—Balanced and Engaging Strategies in Teaching. This approach emphasises refined instruction and dynamic learning opportunities across all year levels, ensuring students receive the highest quality education.

One of our key teaching methods is Explicit Instruction, particularly in Literacy and Mathematics. This method provides clear, structured, and purposeful teaching to support foundational skills and understanding. Alongside Explicit Instruction, Inquiry-based learning is also integrated into our teaching practices, encouraging curiosity, critical thinking, and problem-solving. The balance between these strategies varies depending on the year level and lesson objectives, with some lessons emphasising one approach more than the other. This flexibility ensures that our teaching methods remain responsive to students’ developmental needs and the intended learning outcomes.