About us



I’m Perla Boccaccini, scientific and organizational director of this innovative center, designed for children and young people in training, for their families and professionals that work in the world of education. I am a psychotherapist, specialized in health psychology and expert in intervention strategies in the educational area, which has been running and directing for about twenty years innovative centers for education to promote the well-being of the modern family. All the structures I have started have been designed as Centers for family education and wellbeing, because today we become a family, grow and educate people, it means accepting a challenge, evolving and renewing, discovering, exploring and improving, it means embracing a life project!

I am here to accompany you on this journey. For many years I have been accompanying parents and children on their journey of growth, a long journey, an extraordinary journey during which I had the opportunity to explore myself, my skills, my motivation and to obtain a mission; I believe in my work, in its potential and possibilities, but above all I believe in children and we owe them a future!

The structure, which covers 2,000 square meters and 4,000 outdoor spaces, is immersed in the Appia Antica park and consists of three school buildings, where the spring section, the kindergarten, the primary and secondary school are located, a gym with changing rooms, an outdoor multi-purpose field, a refectory, laboratories and ateliers, offices for the advice of experts in the world of childhood and parenting, as well as equipped outdoor play areas. private parking and communal parking.

The Center is open 12 months a year from 7:30 am to 7:00 pm.

The methodology applied in the school, was designed and tested by me in over 15 years of research-action activities in the world of education and training and is based on the idea of creating a competent and innovative educational service able to favor a harmonious process of development of the child and a better quality of life for families, through the development of life skills and the support of parenting.

Our educational model makes use of a double curriculum Italian – Anglo-Saxon to offer a wide range of opportunities and greater freedom in the construction of their school path. The objectives are in line with the Italian ministerial guidelines, enriched by indications deriving from the Anglo-Saxon learning system and by numerous interdisciplinary projects with a strong international influence.

The linguistic skills developed are certified through TRINITY COLLEGE® exams.

The physical space of the School is conceived as a container of processes and represents a support for educational action. Each space has been designed and built with care, emphasizing harmony and welcome, offering itself as a starting point to educate the child to beauty and balance. An “environment of life and culture” where the child is free to act and move according to his inner motivations, a social and relational context, where parents can also meet, learn and grow together with their children. The school is structured in “open” sections and “broken down” classes; environments equipped with large windows and designed to not limit the work in the school sections, encouraging maximum transparency of educational work. A flexible, modifiable physical space with the experience. The use of technologies, in these spaces will allow you to go beyond the walls that divides the school environment from the domestic ones. The classrooms are equipped with ergonomic chairs, multimedia workstations to search and share the necessary materials, Lim, common spaces for comparison, soft corners to relax, read and reflect. A physical space able to promote a cooperative learning and at the same time, to develop a personal dimension of knowledge and growth, where to develop and train those basic skills (Life Skills) necessary for the construction of personal well-being. A new form of school that opens itself to an active learning shaped by the connection of intelligence and collaboration between people, able to lead to a collaborative construction of knowledge. A deconstruction of the space above able to achieve inclusion and enhancement of diversified intelligence and, therefore, to support highly personalized educational and educational processes.

Mission & Philosophy

Our goal is to create a positive, creative and innovative life and learning environment, able to value diversity, fight homologation and enhance individual identities, developing a harmonious process of development between mind and body and between individual and society. We center our formative choices on the socio-emotional development of the individual, which remains, on a global level, the only true revolution in a world in vortical and constant change, in which education and instruction can only converge its action in the construction of skills and socio-emotional skills rather than investing mainly in the development of knowledge and cognitive skills of the person.


Our School offers a secular and independent education, centered on the development of the person and his socio-emotional skills (“Life Skills education in schools” – WHO 1993) through the promotion of an international culture that can allow the student to look out to the world of tomorrow in the best conditions (“Early childhood education and care” – EUROPEAN COMMISSION, 2014) to become a citizen of the world and an individual without mental, social and emotional barriers.

The educational model uses a double curriculum “Italian – Anglo-Saxon” to offer a wide range of opportunities and greater freedom in the construction of their school path.

The objectives are in line with the Italian ministerial guidelines, enriched by indications deriving from the Anglo-Saxon learning system and by numerous interdisciplinary projects with a strong international scope.
Our methodology provides for the application of the psycho-educational intervention model conceived and implemented, for over 15 years, by Dr. Perla Boccaccini (www.perlaboccaccini.it) director of the Center.
The bilingualism project is realized through the introduction of the English language from the first years of life, in harmony with the guidelines established by the EUROPEAN COMMISSION (Language learning at the pre-primary school, Brussels 2011).
Early language learning (Early Language Learning) offers many benefits that we strive to achieve through our psycho educational methodology, such as opening children’s minds to multilingualism and different cultures, supporting individual and social development and increasing the ability to empathize with others. This choice also offers us the opportunity to support one of our Values: “promote the multiculturalism “. In fact, the knowledge of the English language represents today one of the tools to become citizens of the world, opportunities that we want to offer to all our children.
Our international class represents a new class configuration where not teaching English, but teaching “in” English (Tony Jewels 2012), where the child is the protagonist, the teacher is a facilitator and the key to learning is the process . This experience, in line with what was established by EUROPEAN LINES (School development and excellent teaching for a great start in life, Brussels 2017) allows us to create innovative pre-primary and primary school classes, in which to implement the Anglo-Saxon-Italian double curriculum.
TRINITYThe linguistic skills developed are certified through TRINITY COLLEGE exams.
TRINITY COLLEGE is a British ESAMINATION BOARD, sponsored by His Royal Highness the Duke of Kent. Trinity is an active Charity for more than 130 years, operating in 60 countries in the world. The Trinity exams are equivalent to the levels of the (CEFR) Common European Framework of Reference for Languages.
Trinity is included in the list of certification bodies of the M.I.U.R. The advantage, therefore, of the Trinity exams is that of measuring, in a standardized and certified way, the progress made by the students. Through its own exams, Trinity aims to assess directly the communication skills  that are reflected in the real use of the language, this attention to the promotion and development of linguistic-communication skills has led us to integrate the Trinity project with our educational project focused on the promotion of basic skills (Life Skills – WHO, 1993) . In addition, Trinity is the only certification body to have devised a path for very young children who are beginning to learn English and are not yet ready for or interested in an individual exam. The Trinity Stars Awards have been designed to encourage the teaching and learning of English language skills from an early age,
through music, poetry, theatrical strategies, mime, games and storytelling. The children, inserted in this path , can take part in a group performance and be evaluated by a Trinity expert, who will issue them a certificate and a medal. The goals  we aim to achieve are:
  • Promote communication skills (Life Skills)
  • Encourage learning
  • Increase self-esteem and motivation
  • Group performance (storytelling, theater, music)

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