Q: "How is this school different from others?"

A: Marbury is not based on any religion. It has its own philosophy based on current child development theory. Moral/Ethical development amongst staff and students is the basis of order and interpersonal relations. It is our belief that the emotional development of children should precede academic study.

Q: "How do students perform once they leave school?"

A: Individual progression is the basis of the schools' approach. Marbury graduates benefit from an education where reasoned argument, discussion, thinking skills development and relationship management are regarded as very important from Year One to Year Twelve. They tend to do well in areas of employment where people skills are significant. Some of our ex-students are in business, law, politics, arts or academia; some are mothers, fathers, carers; some are teachers, farmers, park rangers, chefs, martial arts instructors... It all depends upon the person's interests and abilities. The school aims to help each person find those interests and abilities and develop them. Ex-students who want to achieve highly in academic areas often find that university study, with its emphasis on independent study and tutorials, is appealingly familiar. They are comfortable with the idea that they should be self-motivated and able to work without having to seek approval from their teachers or parents.

Q: "Who runs the school?"

A: A board of governors is responsible for the running of the school. We have a College of Staff consisting of heads of department, subject specialists and support staff. Working between Board level and College level are dual Principals Mr. Ian Penny and Ms. Jan Carson. All our teachers have professional qualifications and undertake further special training here in co-operative, non-punitive, non-authoritarian child management.

Q: "What does it cost?"

A: We are a private school. Money is raised from fees, donations and government grants. Our current fees are available here.

Q:"What sort of students do best at Marbury?"

A: Marbury is best suited to the children of those parents whose philosophy on the upbringing of children most closely resembles ours. There is no hard and fast rule, but generally, those students who do best here have been enrolled from the Junior Primary years.

Q: "How can a school have discipline without punishment?

A: Entry to Marbury implies the acceptance of a contract in which the child agrees to keep the rules. These rules are reviewed and discussed by staff and students and are changed or discarded if they cannot be seen to be sensible and rational. The keeping of the rules is reinforced by the pressure of the group at meetings and in the general life of the school by the example of the majority of the community of staff and students. Discipline at Marbury is the result of the individual student's internalization of the rules. It is approached consistently throughout the school and allows for a relaxed and well-ordered learning environment where the teacher is not seen as a source of negative responses. Behaviour at Marbury, particularly among those students who have been here all their school life, is generally of a high standard and reflects our consistent attitude across the school. New students are not expected to know the rules and time is allowed for them to settle in. Nevertheless, they will be informed or reminded by staff or students if they break a rule. Because the rules are generally agreed on and are seen as reasonable in the eyes of staff and students, the breaking of a rule may be a request for help or attention or a sign that a student is experiencing social or emotional difficulties. Teachers and students are trained to respond without disapproval and in a positive manner. With our emphasis on talking through things, most conflicts and rule breaking episodes are resolved smoothly. Students model on experienced students and staff and new staff sometimes learn ways to deal with rule issues from students.