Home-School Connection

OVERALL RATING (4.4)

Conducts an open house at start of school year

Conducts a parent-teacher meeting at start of school year

Conducts regular parent teacher conferences

Provides summary of child’s learning at end of year

Provides guidance on developmental goals for the following year

Provides guidance on best Kindergarten and elementary schools

Our approach to providing more relevant and immediate feedback to parents has evolved over time. Where a moment at the door talking with parents and caregivers worked in the past, we have added other methods. Since we are combining more Reggio philosophy into our program, we are working at observing and documenting the children's interests, play, and interactions more. We also write daily Post-Its for parents to see and add to their own child's home portfolio. In addition, we send out weekly photos of the children in the school environment, along with a monthly note on what we've been working on in school. In addition, we use e-mail correspondence to add more in-depth and personal exchange, as well as telephone conversations when there is a concern on the part of teachers or parents. This is all in conjunction with two regularly scheduled parent-teacher conferences, scheduled in November and April each year. Overall, this year in particular, we have honed and enhanced all methods of communication so that parents have a much clearer and immediate idea of what their children are doing for the short blocks of time that they are with us and away from home.

Separation

OVERALL RATING (3.5)

Beginning of the year separation is handled through:
- Home visits by teachers
- Pre-entry meetings with parents at school
- Small group sessions
- Extra staff dedicated to handle separation
- Parents in classroom early on
- Abbreviated schedule at start of school year

Director's and Parents' Comments

Director's Comments

Part of BLLC's enrollment process is to perform a home visit for each new child. This gives us an opportunity to view the child in his/her own most comfortable of environments and also gives us an opportunity to observe the child as s/he generally is in a space that is familiar. This is a two-fold process: We get to observe a child's behaviors and personality in a familiar place, and we also have a shared experience to draw on once the preschool year begins. Thus, when a child experiences some separation anxiety, we are already somewhat familiar and can draw on memories that are unique to us and the child. This has been very helpful in alleviating some of the stress of early-year anxiety.

Another method we use is a "slow start," meaning that we abbreviate the first week of school. Parents are invited to come in with their child for about half the period and in smaller group sessions, and then are invited to stay for as long a period as is comfortable for them and the child beyond the first week. We very much encourage parents to drop in and get involved with their child's classroom activities or help with other "duties" involved with the running the class each day. As children see their loved ones involved in the new place that is "theirs," their own comfort builds and they begin to build a bridge between home life and school life--it's all their life.

Parent #1
We have had both of our boys enrolled in BLLC since they were 2 years old and they have thrived at this school. They have been able to build on their social skills and self confidence and the kindergarten readiness program is excellent. I have recommended this program to many of my friends, several of which have enrolled their kids. I believe that BLLC is an excellent place to enroll your child to build self esteem and get them ready for the kindergarten experience. My boys love it there.

Discipline

OVERALL RATING (4.4)
Parents' Opinions
Parents at this school, on average, believe that conflicts between children: are handled extraordinarily well in a way that not only gives me confidence in the safety of my child but also reassures me that my child (and his/her peers) are learning the early skills needed to socialize effectively with one another

Overview

Director's Description of Approach Toward Discipline

We use the term "discipline" inter-changeably with "guidance." In guiding children's behavior, we are promoting pro-social life skills that children can take with them wherever they go in the world later in life. We never refer to children's behavior as "good" or "bad;" rather as "misguided," if they are doing something that we wish for them to change, or as a choice that is not working for them. Language is so important, especially at this early age of development, that what we say and the messages we give children now can form their whole self-view and ability to change and adapt later.

If a child is acting in a way that is harmful to themself, others, or the space, we like to give that child an opportunity to make another choice. Sometimes, though, emotions have run too high and teacher intervention is necessary. When an intervention is necessary, we are careful to guide the behavior through language that is useful to the child, such as, "I see you're really angry (or frustrated or sad or worried). Where do you feel your (emotion)? Is it here in your chest (or in your neck or in your shoulders or eyebrows)?" Sometimes, it is enough to simply engage or re-direct the child. Other times, it's important for the situation or for the child to talk out what happened and to discuss natural and logical consequences.

We NEVER shame a child or make the action about the child. This kind of discipline is about punishment, which loses the teachable moment.

Parents' Notes on Discipline, Health and Safety

Parent #1
The school is next to a park, so the school has two outdoor play options: one in the great back yard and two at the park playground.

Parent #2
My daughter was already pretty good about sitting still and paying attention at longer intervals, but she has definitely learned more empathy and compassion and how to identify her feelings and ways of expressing them through her teacher last year, and her new teachers this year.

Extended Care

Notes on Schedule and Extended Care

Notes

2s must be 2 by December 31 of the year they are entering preschool.

Mixed Age A.M. (MAAM) and Mixed Age P.M. (MAPM) students must be 3 by December 31 of the year they are entering the MAAM/MAPM program.

The Ready Set meets on Tuesday and Thursday afternoons and is a kindergarten-preparedness program for children ready to sustain a longer attention to more teacher-led instruction and inquiry-based experimentation.

The schedule is set. There is a five-minute grace period to pick up children. Afterward, there is a charge of $1 per minute until 15 minutes after the end of the class session. Beyond 15 minutes, the charge increases to $5 per minute.

Application Process

Admissions Process

Director's Comments

We are a tiny, tiny school. We are in a house on the edge of Leschi Ridge and the Central District. In no way are we going to resemble an institutional early learning center, and that is by design. Our space is only large enough for one class to meet at a time, so if you are desirous of a larger, more spacious environment, you will probably not be happy with our space. If, however, you are looking for intimate, loving care by solid professionals with stellar credentials in a home-like commercial setting, then this might a great fit for you. We are interested in developing a strong community of parents, caregivers, and children, so we are most interested in developing relationships with individuals interested in the long-term stake of their child's early learning environment: You are committed to having your child build relationships with the same caregiver teachers for 2-3 years; you are interested in building positive frameworks for connecting to other parents and students in that environment; you are interested in a strong community of active and loyal families who you'd like your children to know for a long time.