Summary

Contact Info

Bank Street Family Center
610 West 112th Street
New York , NY  10025-1898
www.bankstreet.edu/sfc

Tel: (212) 875-4420
Fax: (212) 995-1280

Director: Reuel Jordan

Admissions Director:
Marcia Roesch

General Approach to Learning

Play-based

Play-based with some structure

Predominantly teacher-led instruction

Montessori

Waldorf

Co-op

Reggio-Emilia

Parent Ratings

Parents at this school would recommend this school to other parents.

Quality of teaching

Development of social skills and work habits

Home-school connection

Parent community

Discipline

Facilities

Health

Safety

Handling of separation

Survey Information

Number of parents surveyed:  1

Savvy Source survey: Yes

General Info

Facilities

CONDITION OF FACILITIES RATING (4.3)

Building, bathrooms, hallway

Classroom equipment and furniture

Outside play equipment

Facilities Include:

Classrooms (with bathroom attached)

Classrooms (with kitchenette attached)

Music room

Art room

Library

Playground

School Philosophy & Day in the Life

School Philosophy and Mission

"The mission of Bank Street College is to improve the education of children and their teachers by applying to the educational process all available knowledge about learning and growth, and by connecting teaching and learning meaningfully to the outside world. In so doing, we seek to strengthen not only individuals, but the community as well, including family, school, and the larger society in which adults and children, in all their diversity, interact and learn. We see in education the opportunity to build a better society.

Philosphy - Education at the School for Children is experienced-based, interdisciplinary, and collaborative. There is an emphasis on educating the whole child - the intellectual, emotional, and physical aspects of the person. One of the most important organizing principles of education at Bank Street is that in order for children to learn in school and to become lifelong learners, they must interact with their environment (people, places, and things) and interpret their experience. For students at the School for Children, cooking, block building, dramatic play, lab work, painting, and field trips are regarded as basic life experiences from which understanding and knowledge can be constructed.

There are different ways of talking about the educational philosophy of Bank Street. A parent will hear some of the following descriptions when speaking with her or his child's teacher: experiential education: carefully designed and executed educational experiences that are reconstructed and reflected upon in a variety of ways thorough talking, drawing, building, and acting; constructivism: the idea that a child makes discoveries from his or her own observations, explorations, and experiences, and then uses all of them to construct understanding. Constructivists say that the child is the 'maker of meaning'; ownership of learning: because a student is directly involved with the environment and with assorted learning experiences, he or she feels more invested and more excited about learning.

It is fairly common to see younger children learning by experimenting with and exploring materials and resources in most schools. What is unique about the School for Children is that this kind of learning is extended throughout all the grades. Our commitment to the principles outlined above means that we organize our classrooms in a particular way, use teaching strategies that will encourage children to make discoveries and, perhaps most importantly, provide children with the time to 'make meaning.' Consequently, we choose fewer topics than traditional schools do, but we organize and develop these topics more thoroughly and in more depth. A unit that might take one month in a more traditional curriculum might last as long as three months at Bank Street." Extracted from www.bankstreet.edu/sfc

Typical Day-In-The-Life At This School

Director has not yet submitted this information to the Savvy Source

Curriculum & Teaching Approach

General Approach to Learning

Play-based

Play-based with some structure

Predominantly teacher-led instruction

Montessori

Waldorf

Co-op

Reggio-Emilia

Savvy Source's Comments

"Classroom structure and curriculum take into account the developmental stage of students. The younger children are in a self-contained classroom with a head teacher, assistant teacher, and often a student teacher. Their classroom is the center of all learning activities with social studies, science, math, reading and writing, and the expressive creative arts integrated into the daily work and play of the children. Although they leave their room for outdoor time, and time with specialists in music, gym, movement, and art, their classroom life offers them the emotional security provided by a small stable community and familiar environment. Extracted from www.bankstreet.edu/sfc.

Social Skills & Work Habits

OVERALL RATING (4.3)

This school has increased my child's:

Ability to listen and follow directions

Ability to sit still for longer periods of time

Ability to be a part of a group of children

Self-sufficiency and independence

Awareness of others’ feelings

Cooperation with other children

Curriculum and Teaching Approach

Language					YES
Oral language	-		-	-	n/a
Nursery rhymes, poems, songs	-		-	-	n/a
Storybook reading	-		-	-	n/a
Emerging literacy skills	-		-	-	n/a
Cognitive Development					n/a
Math and number sense	-		-	-	YES
Time & space	-		-	-	YES
Sci. reasoning/physical world	-		-	-	YES
Music	-		-	-	YES
Visual arts	-		-	-	-
Physical activity	-		-	-	YES
Other subjects taught					n/a

Quality of Teaching

Teachers Are:

OVERALL RATING: (4.7)

Full of energy and seemingly happy in job

Patient and affectionate with children

Talks with children and listens carefully when they are talking with him/her

Praises children for accomplishments and good behavior

Provides feedback on what my child does during the day

Shares insights on my child that are helpful and accurate

Identifies my child’s strengths and weaknesses

If necessary, provides additional support to my child during pickup and drop-off

Resolves disputes quickly, calmly and fairly in a manner that allows children to learn from the dispute

Notices children who are not on task and/or engaging with other children appropriately and quickly reengages them

Manages the energy level of the children so that all children feel safe and able to learn

Provides additional support to a child when s/he is clearly failing in her/his efforts

Strikes the proper balance between active and quiet play for children

Home School Connection

Home-School Connection

OVERALL RATING (4.8)

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

Separation

OVERALL RATING (5.0)

Beginning of the year separation is handled through:
- Abbreviated schedule at start of school year
- Home visits by teachers
- Parents in classrooms early on
- Pre-entry meetings with parents at school

Drop-in Policy

- During school parents are welcomed as the school has an open door policy

Discipline, Health and Safety

Discipline

OVERALL RATING (5.0)
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

Health

OVERALL RATING (4.7)

Temperature and overall air circulation is comfortable

Healthy and nutritious snacks are provided

Toys and furniture are cleaned regularly

Safety

OVERALL RATING (4.0)

Screen and identify all visitors

Parents may not bring sick children to school where they may infect others

Ages, Schedule & Tuition

Application & Admissions

Kindergarten Placement & Tips