Bright Days Preschool

Telephone: (408) 378-8422
Website: www.brightdayspreschool.com

Summary

Contact Info

Bright Days Preschool
1675 Winchester Boulevard
Campbell , CA 95008
www.brightdayspreschool.com

Tel: (408) 378-8422
Fax: (408) 378-8423

Director: Debi Reuter, MA
dlreuter@aol.com

General Approach to Learning

Play-based

Play-based with some structure

Predominantly teacher-led instruction

Montessori

Waldorf

Co-op

Reggio-Emilia

Application Information

Applications accepted

After a face-to-face meeting at the school (tour, conversation with director, etc.)

Wait list

Yes

Deadline for applications

Rolling

Key Statistics

Total enrollment

Student/teacher ratio

7:1

Age cutoff for enrollment

2 years

Extended day

School year

9/6/-1 - 6/2/2006

Summer Program

06/2008 - 08/2008

Kindergarten Placement

Kindergartens that preschoolers from this school are now attending

St. Lucy's, St. Christopher's, Bagby, Marshall Lane, Achiever Christian, Easterbrook, Payne, Latimer, Carlton

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: 15

Director survey: Yes

Savvy Source survey: Yes

Parents who send their child to this preschool also like the following preschools:

Campbell Parents Preschool

General Info

Basic Stats

Total enrollment

Student/teacher ratio

7:1

Established

1994

Average tenure for teachers

7 yrs.

% of teachers with:

- Bachelors

60%

- Masters

20%

- Teaching credentials

80%

- CPR

100%

- First aid

100%

Transportation and Drop-off Policies

Transportation

- Parents bring their children to and from school

Dropoff Procedure

- Parents walk their child into the classroom

- 8:45 AM is the earliest time a parent can drop off a child

Late Pickup Policy: Occasionally, unavoidable circumstances arise that will result in late pickup. We ask that parents please call the office immediately so we may reassure the child. If tardiness becomes a problem, there will be a late fee charge in the amount of $5.00 for every 5 minutes the parent is late.

Features of the Preschool

Provide a third year	Yes
• This is a 5 day a week program that is integrated with our multi-age 2 and 3 day classes. It has break out times in a separate room during the morning. The break-out times are during the first 1/2 hour and last 1/2 hour of the morning. The middle two hours are open for self-guided activities in conjunction with the multi-age classes.

Provide a kindergarten and elementary school program

Affiliated with a religious institution

Yes

Teach religious concepts

Some experience serving children with special needs	Yes
• When we have children with special needs we work closely with the child's family and specialists that the parents authorize us to work with. Our low ratios often allow us to weave the needs of these children into our curriculum.

Accreditation, Membership & Awards

Accreditation by the National Association of Young Children

Facilities

CONDITION OF FACILITIES RATING (4.4)

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

Director's Comments

Question to director: Do you have any additional thoughts on what parents should consider when looking at your school? Is there any advice that you would like to provide to prospective parents?
I really believe the heart and soul of Bright Days is the commitment of our teachers to the establishment of quality caring relationships with the children in their care. That is how they are able to foster resilient minds and promote the healthy development of each child.

Parents' Comments

Parent #1
This is a wonderful pre school. Although they do not concentrate on academics, my children have learned so much.

Parent #2
The staff is very caring and goes out of their way to work with each student individually. They are always positive and caring towards the kids. They do creative things like cooking to encourage kids to learn math skills and patience.

Parent #3
All the teachers have been very supportive of my very high energy son. They have always been happy to answer questions and give ideas on how I could adapt my parenting style to help him be successful. I have found with all three of my children who have been through this school, that when their social/emotional development needs have been met, their academic success follows easily. It's no use trying to teach a child to read if first he doesn't have the self control to be able to sit still!

School Philosophy & Day in the Life

School Philosophy and Mission

We believe in experiential and cooperative learning. We embrace a developmental educational philosophy, and believe that the cognitive, social, emotional and physical development of each child are equal in importance. We believe that the healthy development of each child is enhanced when quality teachers work to establish caring relationships with the children in their care. We believe that parents are a child's first teacher.

Typical Day-In-The-Life At This School

9:00 AM: Children enter the classroom with a parent or other caregiver and look for their picture name tag on the table and match it to the one on the chart.

Each family is greeted by a teacher and children can choose an activity to start the day with.

The art area is always set up with particular concepts in mind such as, primary colors, secondary colors, space, line, shapes etc.

The writing center has a binder with each child's name on it, and he/she can add to it anytime they would like.

In fact, all areas of the curriculum are in operation from the get go and teachers are covering each area based on the number of children present.

The outside environment is just as critical as the indoor environment and has been set up based on a curriculum plan.

Each Monday and Tuesday the children are invited to help make bread for that days snack.

10:00 AM: Snack time. Children are invited to help prepare the snack table. Each child has his/her own pitcher of water to pour with. When a child is finished with snack he/she brings the trash to the garbage and his/her cup and untensils to a gray bin.

11:30 AM: Teachers begin cleaning up the classrooms.

11:35 AM: Children are asked to help clean up and get ready for gathering.

11:45 AM: Children go to their gathering groups for songs, movement and story

12 Noon: Pick-up time

Note: Each day observations are posted outside the classroom doors. Parents get a glimpse into their child's day at school such as, who he/she plays with, what he/she likes to do, how she/he likes to do things, samples of conversations, problem solving situations, etc.

Curriculum & Teaching Approach

General Approach to Learning

Play-based

Play-based with some structure

Predominantly teacher-led instruction

Montessori

Waldorf

Co-op

Reggio-Emilia

Director's Comments

Our program is play based and desinged to promote children's initiative and honor their autonomy. This involves presenting children with quality materials appropriate for their level of development in a manner that is aesthetically pleasing, encourages creativity and allows them to build on concepts. Because our teachers see themselves as facilitators, they are very careful not to present models of work to children or ask them for products. All of the activities are process oriented. Creativity is innate, and our curriculum honors that. Child-inititated activities are autonomous endeavors that contribute to cognitive development as children are actively engaged in the processes of making their own colors, balancing their own block structures, pouring their drinks, etc. In their roles as observer, stage manager and mediator, our teachers work to promote resilience and mastery in play. Within the context of a specific relationship, our teachers are extremely thoughtful about how, what and when they speak and act, so that their support of a child is useful.

Social Skills & Work Habits

OVERALL RATING (4.4)

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	-	-	-	YES
Physical activity	-	-	-	YES

Other subjects taught	Social-emotional development and cognitive development are inextricably bound and are key to developing children's skills in coping with and learning from a sense of failure. Intelligence, according to Jean Piaget, is 'an individual's ability to cope with the changing world through continuous organization and reorganization of experience'. Therefore, helping children to cope effectively with and learn from their disappointments as they are engaged in self-initiated activities is a most important part of our curriculum. Our staff values caring relationships and is more than willing to support, help and be present with a child who is experiencing frustration and failure in an activity. We do not alleviate the child's frustration by completing the activity for him/her, because we want the child to learn to solve problems and learn ways to cope with and learn from mistakes, failures and adversity, and to understand that everyone makes mistakes. Instead, we offer comfort, guidance, emotional support, being present in the moments, ask open-ended questions, offer suggestions, validate their feelings. empathize and use meaningful words or phrases to describe the porcess...'it takes practice', 'This is very perplexing to you'...			n/a

Director's Comments

Because of our low ratios, no more than 7 children to one teacher, we are able to work in small groups and one-on-one with children in all areas of the curriculum, including social and emotional development. Much of our curriculum planning is based on the daily written observations of our teachers in conjunction with their knowledge of child development and a willingness to collaborate with one another. As such, our teachers are able to facilitate the growth of each child by meeting he/she where he/she is developmentally and individualize the curriculum to support continued developmental growth.

Parents' Comments

Parent #1
At Bright Days, all areas of curriculum are encouraged. There are no formal times to try writing, or try singing. There are different stations set up to allow the child to explore art, writing, touch, cooking, reading, fine motor skills, etc.

Quality of Teaching

Teachers Are:

OVERALL RATING: (4.8)

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

Director's Comments on Individualized Teaching

Individualized Teaching

Description of how teachers work with children who are
"behind," "excelling" or "different" from the majority of students

Our low ratios (1:7)allow teachers to address the individual needs of each child. We see each child as an individual who is on his or her own developmental path, and we are there to facilitate that development. In addition, we keep in close contact with parents regarding any cares or concerns.

Parents' Comments

Parent #1
The teachers at Bright Days are very passionate about their work and very caring toward our children. They emphasize safety and fun and a caring atmosphere.

Parent #2
There are currently 5 teachers my child interacts with on a daily basis. I feel totally comfortable with their ability to make her feel welcome and important and safe.

Home School Connection

Home-School Connection

OVERALL RATING (3.8)

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

Director's Comments

Ways we communicate and connect with parents: -orientation provides an overview of philosophy, learning goals and objectives, logistics, communication, etc. -monthly newsletter -monthly parent-group meetings -parent education classes -parent-teacher meetings -biannual summaries of children's development -daily observation postings Community Building: -Each November families and staff join together for a Sharing Feast -An evening in December for children and parents to participate in a literary adaptation of a children's story -Family night in February -End of year celebration and potluck in May

Separation

OVERALL RATING (4.3)

Beginning of the year separation is handled through:
- Pre-entry meetings with parents at school
- Parents in classroom early on

Director's and Parents' Comments

Director's Comments

Prior to the start of school, we share information with parents that can help facilitate the transition from home to school such as initiating arrival and departure routines, allowing extra time for getting ready, always saying goodbye, bringing a comfort toy, etc.

In addition, on the first day of preschool, a parent or caregiver must come with the child and spend some time in the classroom with the child before attending orientation.

After orientation, the parent joins the child again and together staff and families celebrate with ice-cream cones out in the play yard.

We also ask parents to complete a family history form that gives the teachers more detailed information about each child: likes and dislikes, joys and fears, favorite kinds of play, etc.

Parents' Comments

Parent #1
Bright Days is a play-based preschool, in that they allow the children to play and explore, without specific direction. They have definite developmental goals, related to the child's social and fine/gross motor development.

Parent #2
The parent community is a little lacking. The school supports it but it is not happening, at least for me.

Parent Community

COHESIVENESS RATING (2.9)

Parents:

- Are able to visit the school anytime we want

- Receive newsletters

- Encourage play dates out of school

Parents' Comments

Parent #1
There are occasional evening parent meetings to discuss any parenting issue, not just pre-school related.

Parent #2
I don't feel the parents do enough for each other

Modes of Communication Between School and Home

- Notes

- Phone Calls

- Voice Mail

- Email

- Special Meetings

- Two or More Regular Conferences

- Drop-Off

- Pick-Up

- Regular newsletter/printed updates circulated to the whole school

Parents' Comments

Parent #1
They are open and flexible with any type of schedule we need.

Parent #2
I can request a conference/meeting whenever I need to communicate with them.

Discipline, Health and Safety

Discipline

OVERALL RATING (4.7)
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

Redirection, conflict resolution, problem solving.

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.'

There are a variety of ways to handle this situation if a child brings it to a teacher's attention. Knowing each of the children involved can help the teacher out immensely. Responding to exclusionary play involves problem solving by acknowledging what is going on between children A, B and C ('It looks like...), ask open-ended questions that invite the children's initiative to extend the play to include child B ('Is there a way...?', giving a voice to the child being excluded (another words, do not speak for the child, but ask how he/she feels about that?), honor children's right to choose

Parents' Notes on Discipline, Health and Safety

Parents' Comments

Parent #1
The teachers are very aware of all the children's activities and seem to be able to intervene and positively influence situations before conflict arises.

Health

OVERALL RATING (4.8)

Temperature and overall air circulation is comfortable

Healthy and nutritious snacks are provided

Toys and furniture are cleaned regularly

Food Allergies

- We ask parents to provide child-safe snacks for their allergic child

Medications

- It depends on the reason for the medication.

Safety

OVERALL RATING (4.5)

Screen and identify all visitors

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

Ages, Schedule & Tuition

Ages, Class Size, Days & Tuition

Ages	Class Size	Days	Tuition
From 2 years 9 months to 5 years	28	Mon 9am - 12pm Wed 9am - 12pm Fri 9am - 12pm	$370/Month
From 2 years 9 months to 5 years	28	Tue 9am - 12pm Thu 9am - 12pm	$250/Month
From 2 years 9 months to 5 years	28	Mon 9am - 12pm Tue 9am - 12pm Wed 9am - 12pm Thu 9am - 12pm Fri 9am - 12pm	$575/Month
From 2 years to --	28	Thu 9am - 12pm	$95/Month

Extended Care

- This school does not have extended care

Notes on Schedule and Extended Care

Notes

2-year old class is parent co-op

Calendar Year

School Year

9/6/-1 - 6/2/2006

Summer Program

06/2008 - 08/2008

Application & Admissions

Application Process

Applications are accepted: After a face-to-face meeting at the school (tour, conversation with director, etc.)

There is a wait list for upcoming school year. • When we have a wait list, we update parents as soon as an opening is available by phone.

Parent visits tours are: Mandatory (in order to receive application)

Child interview process: None

Parent interview process: Director-parent

Deadline for applications: Rolling

Application fee: $75.00

Admissions Process

Acceptance criteria: First-come basis

Notification occurs: Rolling

Deposit required: $75.00

Financial aid is available.

Age/Child Requirements

Child must be 2 years to enroll.

Child does not need to be potty trained to enroll.

Inquiries accepted from January 1 onwards.

Kindergarten Placement & Tips

Kindergarten Placement

Kindergartens that preschoolers from this school are now attending

St. Lucy's, St. Christopher's, Bagby, Marshall Lane, Achiever Christian, Easterbrook, Payne, Latimer, Carlton