We bring together all of the adults in a child’s life, including parents, educators, and health care professionals.
We know that there are many reasons why children come to school not ready to learn. Children and their families may be experiencing poverty, housing insecurity, racism, and other stressful and traumatic situations; they may not have had access to an early childhood program, so might be entering school already behind in language and cognitive development; or they may have untreated physical health barriers — like cavities, asthma, or hunger — that make it difficult to concentrate. We not only account for these barriers to learning, but actively work in partnership with families to overcome them.
THEORY OF CHANGE
Read our Theory of Change to see how our comprehensive approach leads to whole child outcomes.
Core Strategies
We Start Early.
The first three years of a child’s life are a critical stage in their development, yet all too often, families do not have adequate support during these years leading up to school. We start working with children and their families several years before kindergarten to reach children at a critical stage in their development. From the beginning, we provide robust universal services, like developmental screenings, to identify and address a child’s needs early. In addition, we connect families to early intervention services to reduce the need for more intensive interventions later on.
We Partner with Parents.
When parents are well, children can thrive, which is why we support the wellness and growth of parents alongside the wellness and growth of their children. We collaborate with parents in the work of setting goals for themselves and their children through coaching, information, and referrals to community resources. We also share new knowledge and skills for parents to more deeply engage in their child’s development, health, and education.
We Integrate Services.
Our unique model unites health, education, and family support so multi-disciplinary teams can address a child’s full set of needs. We leverage experts, partner with community-based organizations, and use data to ensure families receive the personalized support and services they need.
We Take a Trauma-Informed and Culturally Responsive Lens.
Our work with children and families is informed by an understanding of how trauma can impact the brain and a child’s ability to learn. We promote resilience and mitigate the effects of trauma throughout our child and family programming. We also provide support services that directly address trauma.
We value the cultural and community identities of all of our students, families, and staff, and we promote an anti-racist approach to combat historical narratives and a deficit mindset. Our curricula and programming provide opportunities for children and families to learn about other cultures and ways of thinking, and to explore and share their own cultural identity.
Programs
Early Family Foundations Program
For new parents, we offer social emotional development playgroups, preschool readiness programs, developmental screenings, and parent-only group sessions to strengthen their capacity and help them identify and support their child’s developmental needs.
School Program
We take a whole child approach to education, holding ourselves accountable to academic, health, and social-emotional outcomes. Children begin full-time school at age three and can continue their educational experience with us through adolescence.
Health Care Partnership
We partner with existing health care providers to coordinate medical care for children, complemented by our own health promotion work in school and family programs.
Parent Wellness Program
Throughout their experience at our school, every parent and caregiver works individually with a parent coach and participates in monthly group sessions to grow their social support network, learn how to support their child’s development, and achieve their goals.
A Few Words From Our Parents
“The Primary school is a place where I feel included.”
– David
“The coaches and the teachers always include me in conversations about my daughter.”
– Star
“One of the things I’ve liked the most are the Parent Circles.”
– Esmerelda
Our Partners
We are proud to work with national and community partners who invest in our work, enrich classroom experiences, and help us reach more communities.
Design, Learning, and Dissemination Partners
Local Partners
City of Hayward
South Hayward Collaborative
La Familia
Meta
Stanford Children's Health
Stanford Office of Child Health Equity
Samaritan House
Legal Aid Society of San Mateo County