Approach to education and learning, activities, workshops.

The educational project promoted by the school has its roots in the thought and work of Don Carlo San Martino, a Milanese priest and educator, who in 1885 founded the Pio Istituto Pei Figli della Provvidenza (the school’s managing body).

The commitment of Don Carlo San Martino has always been aimed at preserving the personal dignity of every child and their right to be loved and to live in a context of positive relationships, with peers and adults, that would contribute to realize the love design of God on each one.

Stressing the centrality of the person means grasping, respecting and promoting their potential and calibrating every intervention in the light of their needs as well as resources.

The student, therefore, takes an active role in the constitution and definition of their knowledge and their personality.

We are convinced that each child is intelligent and capable. Everyone is different: this uniqueness affects us and provokes us.

People, pupils, families, teachers, are meeting points: we know the value of the relationship, we take care of it, in the school we want to grow together and be well. We value both the cognitive and emotional dimensions of our students: we support them in formation and transformation. We are passionate about research: knowing how to be and know how to do are our goals. We cultivate desires, we raise questions, we try to transform the imaginative hypotheses of children into research projects: for children, for the fullness of the present, for the dream and the construction of the future. We are aware that no knowledge is definitive: we educate ourselves to always learn, to dialogue, to trust in change, to the responsibility of our presence in the world.

The pedagogical vision of our founder, Don Carlo San Martino, is the tradition of which we are proud and the reference horizon of our work: “educating the heart” means, for us, to urge all human qualities with the tension towards beauty, justice, freedom. Our research tools are the daily activities we carry out, through which the child discovers the world, the other and theirselves.


Teachers are educators, facilitators of learning, allies and supportive of families in the care of pupils. In the guise of real guides, teachers stimulate discovery, meeting and exchange and become a strategic and decisive point of reference for the student who, through their help, learns to read the reality from different points of view and can thus explore the multiple territories of knowledge.

In the Nursery, Toddler School section and Kindergarten we offer learning environments that are places of experience and education: workshops, projects, moments of confrontation, socialization, openness and interaction with others and with the territory, to accompany and guide children in the initial phase of their growth.

In collaboration with psychologists and pedagogists, we offer families training and exchange meetings on educational emergencies.


We are aware that by growing… we grow: our community is consolidated also by cultivating the value of the family and welcoming parents with their children. Together we create paths to develop experiences that are generative of values ​​and feelings. We believe in a network of communication and collaboration between family and school: this is why we propose common projects with shared meanings.


The curricular and extracurricular activities offered by Bolchini


From Nursery to Kindergarten, we accompany the pupil along a path of training and education.


The Nursery welcomes children who have completed the third month of life up to one year of age in the section of the Lactating Bears, and children from one year to two years of age in the Middle Bears section.


The two sections of the Toddlers school, Ladybirds and Butterflies, welcome the children in spaces and classrooms dedicated to them and structured in order to promote concrete experiences and consolidate the skills already acquired.


The Kindergarten favours the maturation of personal identity, the conquest of autonomy as an opening to the relationship with others and to the discovery, the development of the child’s skills.