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New York, NY
All Souls School
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Parents at this school would recommend this school to other parents. |
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Review this preschool |
neighborhood: 70's · Telephone: (212) 861-5232
Home-School Connection
| OVERALL RATING (4.5) | 
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| Conducts an open house at start of school year |
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| Conducts a parent-teacher meeting at start of school year |
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| Conducts regular parent teacher conferences |
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| Provides summary of child’s learning at end of year |
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| Provides guidance on developmental goals for the following year |
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| Provides guidance on best Kindergarten and elementary schools |
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source:
Separation
| OVERALL RATING (4.8) |
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Parents' Comments
Parent #1
Involvement at school in your own child's classroom is limited, however parents serve as substitute teachers in other classes. This program provides terrific insight into how the day works at this developmental school. Ability to participate in specific class activities (a special cooking or craft activity, guest reader, etc.) increases as the children get older. The childhood development courses comes in the form of weekly group session with the school's director to discuss developmental, behavioral issues that one's child is experiencing. It is a small additional fee and is voluntary. Parents Association has one large fundraiser (an auction in December), also sponsors a pancake breakfast (Dads do this), book fair, carnival, cocktail party at the beginning of the year for parents to meet, new parents cocktail party in the spring, newsletter, cookbook, etc.
Parent #2
Always welcomed to read at story time or cook with the class basically welcomed to share anything of interest with the children whether it be a parent directly or another family member.
Parent #3
Until the entire class has mastered separation, parent visits are not encouraged. Once the class can transition from having one special parent in the class room 'teaching' to that one parent leaving, parent participation is STRONGLY encouraged. We just received a request for participation in my youngest child's class at the beginning of this month (March) - after 'parent's visit the classroom day' that went very well. My child started school this year at 2 years old, is now 3, and attends 3 day a week, 9-11:30. My child had trouble separating at the beginning of the year. It was not until Thanksgiving or so that my child felt comfortable at drop off. Also, though the school is 'play based' the teachers 'teach' skills in that context. Not mathmatics or reading per se but readiness skills, like patterns, etc. Your child's progress reports discuss how your child is doing in readiness - not in relation to the other kids in the class but what your child could/should be doing.
Parent #4
The questions regarding verbal or written guidance are not great. At All Souls there is a constant conversation going on throughout the year between the teachers and I about my daughter. They do not provide formal summaries or reports but the communication level has been excellent in my experience.
Parent #5
no elaboration
Parent Community
| COHESIVENESS RATING (4.3) |
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Parents:
- Hold social events at the school to build community
- Fundraise
- Are able to visit the school anytime we want
- Go on field trips
- Volunteer in the classroom
- Receive newsletters
- Hold social events outside of the school (with and/or without children)
- Encourage play dates out of school
- Shares information on matter related to our children (e.g. babysitter lists, pediatricians, extracurriculuar classes, etc.)
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Parents' Comments
Parent #1
Very active, involved parent body.
Parent #2
Manage library.
Parent #3
Sure asked to make donations no required.
Parent #4
Annual Fundraising Auction
Modes of Communication Between School and Home
- Notes
- Phone Calls
- Voice Mail
- Special Meetings
- Two or More Regular Conferences
- Drop-Off
- Pick-Up
- Regular newsletter/printed updates circulated to the whole school
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Parents' Comments
Parent #1
Periodic flyers in parent mailboxes outlining what's going on in the classroom: new activities, new materials, etc.
Parent #2
Weekly hand-out of what the class did/will do next week. 'Ask you child about . . .' 'Tell you child about this (what they will be doing) . . .'
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