Summary
Contact Info
Aquatic Park School
830 Heinz Avenue
Berkeley
, CA
94710
www.aquaticparkschool.com
Tel:
(510) 843-2273
Director:
Susan Stevenson
aquatic_park@sbcglobal.net
General Approach to Learning
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Play-based with some structure |
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| Predominantly teacher-led instruction |
Application Information
| Applications accepted |
Upon birth, while child is in utero |
| Deadline for applications |
Rolling |
Key Statistics
| Student/teacher ratio |
6:1 |
| Age cutoff for enrollment |
3 years and 5 months |
| School year |
Year round program |
Kindergarten Placement
Parent Ratings
| Parents at this school would recommend this school to other parents. |
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| Quality of teaching |
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| Development of social skills and work habits |
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| Home-school connection |
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| Parent community |
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| Discipline |
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| Facilities |
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| Health |
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| Safety |
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| Handling of separation |
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Survey Information
Number of parents surveyed:
16
Director survey: Yes
Savvy Source survey: Yes
Parents who send their child to this preschool also like the following preschools:
- Step One Nursery School
- Montessori Family School
- Duck's Nest Preschool
- Ecole Bilingue de Berkeley
- Monteverde School
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General Info
Basic Stats
| Student/teacher ratio |
6:1
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| Average tenure for teachers |
5 yrs.
|
% of teachers with:
| - Teaching credentials |
100%
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Transportation and Drop-off Policies
Transportation
Dropoff Procedure
Features of the Preschool
| Provide a third year |
Yes
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| • The pre-K program is different than for younger children. |
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| Provide a kindergarten and elementary school program |
No
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| Affiliated with a religious institution |
No
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| Teach religious concepts |
No
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| Some experience serving children with special needs |
Yes
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| • We work closely with other service providers for that child. Make a learning/progress plan. |
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Accreditation, Membership & Awards
| Accreditation by the National Association of Young Children |
Yes
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Facilities
| CONDITION OF FACILITIES RATING (4.5) |
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| Building, bathrooms, hallway |
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| Classroom equipment and furniture |
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| Outside play equipment |
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Facilities Include:
| Classrooms (with bathroom attached) |
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| Classrooms (with kitchenette attached) |
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| Music room |
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| Art room |
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Playground
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Parents' Comments
Parent #1
Strengths are the absolute respect for the children as people and the continuing development of their independent ability to do things for themselves and negotiate their own conflict resolution. I see this as young as the infant program. The teachers seem to exude a boundless amount of patience.
Parent #2
I think I have covered this in previous questions. I think this is an outstanding school for people looking for a true community of learners where parents can be involved and supportive of one another's families. I love that it is a developmental program sensitive to the needs of children. They do an amazing job documenting what goes on at the school (journals, photo collages, emails, etc.) Also, it is one of the FEW places in Berkeley that has not only a preschool program, but also a small infant-toddler program (with AMAZING teachers). This has allowed us to have both our children in one place, where they can see and interact with one another regularly. All of the teachers know and interact with all of the children, regardless of age, which means that our children have the opportunity to interact with a lot of great caregivers who have something to offer them. Also, the outdoor play, walks in the neighborhood, attention to nature, etc. make APS a very special place where it is fun to be a kid.
Parent #3
We feel so lucky to have our daughter at APS. The teachers are fantastic, very dedicated, have been there for four and five years. They also communicate with us really well and have really helpful feedback about her behavior and development.
Parent #4
My only real concern about this school is the amount of time spent outside in inclement weather. There are times when it is cool and damp and the kids are still outside. I have raised this concern with the school and was told that the school believes that even a little bit of outside time is beneficial for the children even if the weather isn't great.
I think it's important to realize that APS is a play-based program. I have been concerned that my child may not be learning what she 'should' because there is no formalized curriculum. My concerns have been without merit. My child is almost reading at 3 1/2 because she's interested and encouraged at school and home - not because she is required to read. I say this only for parents who have expectations that their children will learn their ABCs etc by a certain time.
APS lets kids learn at their own pace and follows an emergent curriculum. It is very effective in no small part because the teachers are tuned into the kids and really pay attention to their interests. In doing so the teachers are able to instruct and guide the children in a really fun way.
Parent #5
Very active parent community. Since it is so large, it is not as cohesive as at other preschools, but the opportunity is there if you are open to it.
Strengths of the school are its numerous and well-educated teachers, social development, conflict resolution.
Weaknesses are frequent illnesses (can't be avoided in a large community) and lack of learning programs.
That said, the kids do learn a LOT at this school...it's just not structured.
Parent #6
The main weakness is the separation between the outdoor and indoor areas. This is handled safely by the staff, but it is a minor disadvantage.
Parent #7
Overall an excellent place: open, friendly, attentive to each child (or at least attentive to my child, I assume its the same with others). The infant-toddler program is especially good--very nurturing.
The director has worked hard on staff retention and appreciation and has done her best to institute continuity of care, so that students go through the school with the same teachers if possible.
She is also excellent at picking staff members, so even when the continuity of care doesn't work out because teachers need to move on for whatever reason, she is great at finding dynamic, interesting individuals to take their place.
It's not the place if you're an anxious or pushy parent. There are walk days for the older kids and there is quite a bit of foot traffic through the courtyard that separates the school from the play area. I have some nervous friends who would not be comfortable with that.
Or if you want an 'academic' preschool, its not the place--Although the kids as a whole are incredibly bright, inventive, interesting and my daughter has learned so much about the world, social interaction, and even 'academic' subjects, if you want a formal curriculum, you would want another school.
Parent #8
The director and teachers are always available to discuss anything which may need resolution.
School Philosophy & Day in the Life
School Philosophy and Mission
Director has not yet submitted this information to the Savvy Source
Typical Day-In-The-Life At This School
A day in the life starts outside unless it is pouring rain.
Children start to transition at 9:15 AM until 10 AM.
There are 4 groups of children, Panda, Giraffe, Elephant and Dolphin. Each group meets for about 10-45 minutes, depending on age.
We then go to different stations around the school: art, science, music, ABC, playhouse.
The teachers are available to children as needed, but children get to choose what they want to do.
Quality of Teaching
Teachers Are:
| OVERALL RATING: (4.7) |
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| Full of energy and seemingly happy in job |
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| Patient and affectionate with children |
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| Talks with children and listens carefully when they are talking with him/her |
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| Praises children for accomplishments and good behavior |
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| Provides feedback on what my child does during the day |
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| Shares insights on my child that are helpful and accurate |
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| Identifies my child’s strengths and weaknesses |
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| If necessary, provides additional support to my child during pickup and drop-off |
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| Resolves disputes quickly, calmly and fairly in a manner that allows children to learn from the dispute |
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| Notices children who are not on task and/or engaging with other children appropriately and quickly reengages them |
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| Manages the energy level of the children so that all children feel safe and able to learn |
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| Provides additional support to a child when s/he is clearly failing in her/his efforts |
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| Strikes the proper balance between active and quiet play for children |
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Director's Comments on Individualized Teaching
Parents' Comments
Parent #1
Teachers also note in a binder daily comments regarding child's eating, napping, play activities, any accidents, etc.
Parent #2
Our son has two lead teachers for his group of ten kids. They are both laid back, calm individuals who are deeply caring and loving with the children. They also continue to take ECE courses and incorporate their learning in their group. They share their learning with the parents as well.
Parent #3
The two teachers for her grade level are excellent, as are teachers of other classes.
Parent #4
At our child's school, she has exposure to all the teachers throughout the day. As all the teachers have different strengths and personality traits, I feel that any weaknesses in any one teacher will be balanced out by the other teachers. The only quasi-negative thing I would say is that the kids do not get a lot of personal attention when they are having a difficult time during transitions. They are encouraged to self-help themselves, instead. This can be rough, but they all do come through it fine.
Parent #5
The teachers at APS are across the board outstanding. The faculty works constantly to grow in their understanding of children, as well as to be good communicators with parents. The school does a good job of pairing each experienced teacher with a less experienced teacher so that they make a great team with a group of students grouped by age (Pandas, Elephants, Giraffes, Dolphins, etc.). The school takes great care to find and KEEP good teachers, which is not always easy. The staff and its leadership is one of the main reasons to be at the school. Many special activities are offered as add-on activities with specialists (dance, Spanish, etc.) which is great for our children who have particular interests. By the way, why do your questions above assume the teachers are all female? We love that our son has a male teacher at APS!
Parent #6
I honestly don't know how they remember all the details and communicate them among the staff as well as they do. Sometimes, it seems like magic.
Home School Connection
Home-School Connection
| OVERALL RATING (4.4) |
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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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Director's Comments
We are an open school and encourage parents to drop in and chat anytime. We also have back to school night and parents night out. We do journaling for each child to keep family connected to child's day. We have monthly parent-run parent meetings and individual child assessments with each teacher. We involve the community as needed in group projects.We offer help if asked.
Separation
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Abbreviated schedule at start of school year
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Parents in classroom early on
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Extra staff dedicated to handle seperation
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Small group sessions
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Pre-entry meetings with parents at school
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Home visits by teachers
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Director's and Parents' Comments
Director's Comments
We have conversations about what is going to be going on in the next couple of months. We also encourage families to visit the schools that are interested in attending.
Parents' Comments
Parent #1
This is a play-based school. However, we have received written reports regarding where our child fits in with the school population. There is a strong sense of cooperation between director, teachers, aides and parents. Extremely good in communication.
Parent #2
There is a lot of good communication at Aquatic Park. I'd like to point out that the teachers there are more than willing to meet with parents at any time and can also fill out skill set forms as needed.
Parent #3
The school uses a standardized (WAICS ??) assessment tool that is comprehensive in motor skills, analytic thinking skills, social/emotional development. It is filled out by 2 teachers who know my child twice during the year. A meeting was scheduled to go over this assessment with the parents. We are also invited to fill in sections or give input as to how to respond to items.
Parent #4
Very open and engaged teachers. Both the teachers and director are open in their knowledge, opinions, etc.
Parent #5
I'm not sure your survey gives an adequate opportunity to describe an individual school. There seems to be a dichotomy you are setting up between a school being a school-year based setting ('beginning of the school year') that provides specific learning goals VS. a play-based program that somehow has no goals specified? Aquatic Park School is a play-based, developmental program that of course has learning goals (holistic and academic) built-in and documented, communicated, etc. -- however, it is not the kind of place that has a big chart at the beginning of September to show to parents and say, by March, your children will know letter sounds and how to write their names. It is much more fluid than that. But it is wonderful! The home-school connection is HUGE at APS. There are communications from the school at least 5 times a week, a list-serve for parents and teachers, and ongoing documentation through writing, pictures, etc. It is a VERY strong, supportive community of learners at all levels.
Parent #6
I am not familiar with the kindergarten placement at this time. My son is too young. and actually, I'm writing this just prior to the end of his first year there, so I'm not totally sure on those points but took a best guess.
Parent Community
| COHESIVENESS RATING (4.1) |
Parents:
Modes of Communication Between School and Home
Discipline, Health and Safety
Discipline
| OVERALL RATING (4.8) |
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| 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
Hands off. We use redirection and have a conflict resolution process. We try to explore the feelings behind the actions.
Director's Response to a Sample Discipline Scenario
Description of how teachers handle the following scenario: Child A and Child B are good friends and usually play together. One day, Child A decides to play with Child C and tells Child B, 'I don't want to play with you today. I'm playing with Child C instead.'
Teachers here would first check with child B to see how they are feeling:
1 - are they hurt and how (feelings)
2 - what other choices could they make with the info they have.
Parents' Notes on Discipline, Health and Safety
Parents' Comments
Parent #1
When my daughter was 2-ish she became a biter, which was embarrassing and frustrating for us. The director and staff really worked with her and us in the most positive way: identifying the situations where she would lash out (example: if she was playing and got cornered by another child, or bunched up with others in close quarters), and getting her out of those situations quickly and gently; helping her to redirect her aggression, giving us tools to work with her at home.
They are also great at support with potty training, sleep issues, discipline etc.
The director and staff are just a wealth of information, have respect for children and families and so much collective experience. I have really trusted their input and guidance.
Parent #2
With respect to visitors, I really can't answer. I have been a part of the community for so long that I am known by all of the teachers so I am not screened when I visit. I don't want to give the impression that strangers walk around the school because I honestly just don't know what their practice is.
Parent #3
APS children spend a lot of time outdoors and have a lot of fun, creative, messy play. They have a GREAT yard to accomodate this! Their discipline approach is very good. They listen to the children, guide appropriately, but don't use overuse 'time out' kinds of approaches. Wonderful approach -- children learn so much!
Parent #4
The furnishings and outdoor equipment are clean but well-worn. At the end of the day, my son is usually covered in dirt and/or wearing school-provided clothes indicating to me that he had another great day digging and exploring during the mixed age afternoon program. I do not fear for his safety.
Health
| OVERALL RATING (4.7) |
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| Temperature and overall air circulation is comfortable |
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| Healthy and nutritious snacks are provided
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| Toys and furniture are cleaned regularly |
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Food Allergies
Medications
Safety
| OVERALL RATING (4.3) |
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| Screen and identify all visitors
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| Parents may not bring sick children to school where they may infect others |
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Ages, Schedule & Tuition
Ages, Class Size, Days & Tuition
| Ages |
Class Size |
Days |
Tuition |
From
2 years
6 months
to
5 years
6 months
|
49 |
|
$1100/Month |
From
3 months
to
2 years
6 months
|
12 |
|
$1170/Month |
Extended Care
Notes on Schedule and Extended Care
Notes
Monday - Friday Pre-school (2.5 - 5.5 in diapers) is part time only. Please contact school for more information on hours.
Calendar Year
School Year
Kindergarten Placement & Tips
Parents' Admission Tips
Advice from Parents to Prospective Parents on Admissions
Parent #1
We made sure the school's philosophy matched our own.
Parent #2
A desire to be community oriented
Parent #3
Nope, just luck.
Parent #4
Call often and call again.
Parent #5
Called occasionally to talk to director about status of waiting list and asked questions about potential start dates, good times to start, structure of program.
Parent #6
I made an appointment to visit the school and brought my child. After spending a long time with the director and teachers we knew it would be a good match for us.
Parent #7
We wrote a letter to the director about why we were so enthusiastic about the school. We also visited several times.
Parent #8
Made a personal connection with the director/infant-toddler director. Stopped by in person a few times. Went to the preschool fair near Lake Merritt. Wrote a good, very detailed application.
Parent #9
Timing and persistence, there was an opening for the gender and age of my son because another family moved away. I pestered the admissions director for a couple months (at her suggestion) and we were admitted later in the school year.
