In this chapter, the understanding of the unconscious world of children under five and of their relationship with their parents and nursery teachers is applied to consultative work in a nursery school in a deprived area. The intervention, which is different from the traditional under fives’ counselling with families, shows how the school began to emerge from and transform the state of disarray into which it had been thrown. The consultation was undertaken together with a colleague who had a systemic approach. Our different ways of thinking complemented each other in this situation. I will focus mainly on the psychodynamic interpretation of the school situation, when our consultation began, and on the changes that occurred as a result of this work.