Frequently Asked Questions

A progressive school is built on the belief that children learn best through active engagement, meaningful experiences, and authentic exploration. At SRV, this approach comes to life through hands-on work, open-ended inquiry, collaboration, and opportunities for children to think deeply and make real connections.

We view students not as passive recipients of information but as curious, capable partners in the learning process. Teachers carefully design environments and experiences that invite children to investigate, problem-solve, create, and reflect. Learning is integrated across subjects, connected to the real world, and rooted in what is developmentally appropriate for each age.

Just as importantly, progressive education nurtures the whole child. Social, emotional, and physical development are intentionally supported because they are essential to a child’s capacity to learn, grow, and thrive. In our community, children are valued as individuals with unique strengths and as members of a group who contribute to something larger than themselves.

This is the foundation for confident, empathetic, motivated learners who carry a love of learning with them long after 6th grade.

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SRV is located on an 9.5-acre wooded campus surrounded by a nature preserve and bounded by Ridley Creek. To us, the outdoors is an extended classroom. Learning often takes place among the trees, we have our own student-maintained garden and greenhouse, students go sledding when it snows, splash in muddy puddles when it rains, and we even have sheep and chickens! Guided by caring adults, children find opportunities for wonder and discovery in every moment of every day. We are a small, close-knit community of learners. Here, children are known and loved. SRV is well known for our social skills curriculum, our service and partnership learning program, our commitment to educating the whole child, and our strong belief in the preservation of childhood.

In our small school setting, children are known extremely well by their teachers and their peers. There is a high level of individual attention on a daily basis. In such a small community of learners, the younger children know the older children, everyone plays together, and there is a strong emphasis on respect for others. In smaller settings, teachers are more able to deal directly with social, emotional and academic challenges as they arise, shepherding children through situations and encouraging them to reflect on their outcomes. A small school setting also creates an opportunity for adults to work more closely together. Partnership and communication are easier when there are fewer channels to work through.

There is structure to daily life at SRV but it looks quite different than in traditional school settings where there are much larger class sizes and usually one teacher directing the daily work. At SRV, there is a set schedule to each school day, with specific time dedicated to core academics as well as weekly special subjects like woodshop, music, art, foreign language, sports, and science. Students know where they are supposed to be and what is expected of them at all times. There is a great deal of thoughtful attention given to work spaces, opportunities for collaboration, and assessment of individual students and their progress according to the curriculum and state and national standards. This is done in a setting with enormous emphasis placed on children and their developmental needs as opposed to the school’s or teacher’s convenience, limitations, or outside requirements.

SRV has programs for children nearly 365 days a year. On school days, regular half days are 8:15am to 11:45am, and full days are 8:15am to 3:00pm. Before-school and “SRV After 3” after-school programs are available to extend the day from 7:30am to 6:00pm. The school calendar roughly follows local public school districts’ calendars, although we tend to start a day or two later and end a day or two earlier. We also have programs for children for single days when school is not in session, such as Parent/Teacher Conference Days, and for the two-week winter and one-week spring vacations. More information about extended day and supplementary programs can be found here. SRV also has an summer camp program, plus Mini Camps during the weeks between school and Summer Camp in June and August. Contact Liia Richmond, SRV’s Director of Auxiliary Programs, to learn more.

SRV does not have any religious affiliation. We strive to ensure that all members of the school community feel comfortable participating in all school programs and activities. For that reason, the school does not teach any religious beliefs or officially sanction or initiate celebrations of any religious holidays. We do: welcome sharing from children about their religious, cultural and family stories and traditions; teach children to understand and appreciate the many different kinds of people around the world and their respective religions, cultures and traditions; teach children certain values (such as non-violence and respect for all living things); and celebrate at school certain non-religious special days and traditions related to the seasons (such as Apple Day and Winter Festival). Click here to discover more about events and celebrations on campus.

The maximum size for the Youngest Group preschool is 12 students with 2 teachers; for the Preschool Circle it is 16 with 2 teachers; K-6th may have 1 or 2 teachers, depending on the group size, with a maximum of 20 students with 2 teachers. The average class size is 14. Counting the specials teachers, our student/teacher ratio is approximately 8:1.

Children at SRV are open, curious, and interested in learning; possess the ability to handle distractions, be flexible, and thrive in our busy, stimulating environment; and enjoy the outdoors. SRV intentionally nurtures a strong sense of community among the children. Specific events and activities (assemblies, mini-courses, special days, playground games, etc.) develop meaningful relationships among children of different ages. Mentor relationships are created with reading partners, writing letters to pen-pals, and assembly buddies. Children are taught social skills, and are given freedoms and privileges as well as responsibilities. They learn to take care of each other and their environment.

The math curriculum teaches to the National Council of Teachers of Mathematics (NCTM) standards. These standards are based on recent research about how children learn math and what it means to be mathematically literate. At all ages at SRV, students engage in meaningful exploration of concepts and problems. Students develop confidence and flexibility in approaching problems. They think in depth and use drawing, writing and speaking to express and explore their thinking, make connections and recognize mathematical relationships. In preschool the math program is implemented through hands-on games and activities in which the children explore basic concepts. In the K-6th grades, the primary program used is Illustrative Mathematics, and this is supplemented by teachers as needed with a variety of rich materials and resources. Literacy at SRV is serious, purposeful and joyful work. We use state and national standards as well as our progressive pedagogy to inform our teaching practices and guide our curricular decisions. Our goal is to help children live rich literate lives. To do this we offer a balanced literacy program that includes 5 main components: reading phonics/spelling/word work writing listening speaking. The social studies curriculum includes three primary elements: work on individual social skills and classroom community-building; work on specific social studies experiences and skills; and studying broad topics and themes in which the skills are applied and in which the students gain some familiarity with and understanding of diverse peoples, places and times in the world. The community-building and social skills aspects of the curriculum are discussed elsewhere. The social studies skills that are taught in age-appropriate ways at all levels include geography and map reading, learning basic concepts of culture, government and economy, using a variety of reference sources and materials to conduct research, and writing reports. The specific content of the topics and themes covered in rooms each year varies according to the interests and questions of the teachers and students. In general, the themes focus on the children’s expanding horizons as they grow older, from families and the classroom in preschool and Kindergarten, to local, state, continental and global studies in the older elementary years.

At SRV, first and second grades are grouped together (Primary Circle), third and fourth grades are grouped together (Middle Circle) and fifth and sixth grades are grouped together (Oldest Group). This enables children to be in the same group, usually in the same room with the same teachers, for a two-year span of time. This reduces or eliminates the time it usually takes a student to learn new classroom routines and expectations, and the time it takes a teacher to get to know a student as a learner and a member of a classroom community. A vertical grouping allows for more flexibility, enabling children to be exposed to a greater range of instruction based on skill level and not age. There are also more opportunities for children to emerge as leaders or mentors in the areas in which they excel.

Maybe, but it really depends on what the parents’ expectations are. While SRV’s pedagogy incorporates a high degree of personalization, and the curriculum emerges from student interest—both conducive to educational enrichment, we don’t offer a program specifically for gifted students. Students at SRV must balance their cognitive, social-emotional, and physical learning, which is accomplished through free play, interaction with the natural environment, and time to process and reflect on feelings, among other things. A genuinely gifted program may emphasize cognitive development and allocate time to more sedentary and less social tasks, and such specialization would run contrary to the School’s Mission.

SRV considers school fit on an individual basis and with the whole child in mind, rather than solely on the basis of a descriptor or diagnosis. Our program is designed for students who are curious, engaged learners; who demonstrate developmentally appropriate self-discipline, independence, responsibility, and social relationships; who can handle distractions, adapt to change, and thrive in a busy, stimulating environment; and who can participate successfully in an inquiry-based, collaborative, outdoor-centered program with the level of support available in a typical classroom setting.

While many children benefit from aspects of SRV’s program, such as small classes, differentiated teaching, and ample outdoor time, SRV does not have the staffing, training, or facilities needed to support students who require intensive services or whose learning or behavioral needs significantly limit their ability to function independently. In some cases, we may be able to support a student with certain mild needs when there is strong collaboration between home, outside providers, and the school.

If you are wondering whether SRV might be a good fit for your child, we encourage you to reach out to the ​Director of Enrollment Management.

All students receive French instruction in small groups for 30-45 minutes a week. You can read more about the French program here.

The School in Rose Valley’s Farm to Fork Food & Education Program is an ideal model for teaching students what it means to be a part of a sustainable food system. SRV’s kitchen staff prepares lunches and provides snacks for students that feature vegetables harvested from the School’s 3,000 square foot garden and greenhouse, and from Lancaster County, PA. SRV’s hens produce all of the eggs that we use in our School lunch program. Meals are always healthy, delicious and child-friendly and the cost is included in tuition. Children are not permitted to bring their own food unless they have extreme food allergies or requirements. Click here to read more about our Farm to Fork Food & Education Program.

At The School in Rose Valley, our goal is to nurture children’s intrinsic motivation—their natural desire to explore, understand, and take ownership of their learning. Research shows that traditional systems of external rewards and pressure, such as daily homework, grades, and standardized tests, can actually diminish this internal drive. For that reason, these practices are intentionally absent from our program.

Our teachers use the school day to engage deeply with each student, offering individualized conferences, guidance, and opportunities for true mastery rather than “teaching to the test.” Without the constraints of grades or a heavy homework load, children can focus on meaningful learning and develop confidence in their own capabilities.

Younger students are encouraged to read with their families each night, and older students may occasionally receive assignments that reinforce or extend classroom concepts. However, daily homework is not a regular part of the SRV experience.

We also consider the whole child. After a full and active school day, children need time to rest, pursue interests, enjoy extracurricular activities, and connect with family. Regular homework can add unnecessary stress, turn evenings into power struggles, and dampen a child’s joy in learning. By limiting homework, we help preserve balance, well-being, and a lasting love of school.

We do not test children as part of the regular program. We do continuous assessments in which teachers observe and record not only what the students know, but how they are learning, what problem-solving strategies they are using, what their learning styles are, etc. The students are self-motivated to learn, not driven to work for grades. They know that the grade that they get on a test does not define who they are. We do sometimes do evaluations on certain children to determine whether they have particular needs and to help the teachers design appropriate curriculum.

As in many elementary schools today, we do not give typical “grades.” Based on their assessments and observations of the children, teachers create and give to parents two written progress reports a year. All reports have narrative sections in which the students’ physical, social, emotional and academic development, and personal interests, strengths and vulnerabilities are described. Some of the reports also include checklists that enumerate developmental milestones in different areas and show where the students are and where they need support. Parent conferences are also held two or three times a year, during which information is exchanged and parents and teachers discuss shared strategies and goals.

SRV graduates go on to both public and private schools. Schools they have attended in the past decade include Friends’ Central, Strath Haven Middle School, Friend’s Select, Shipley, The Westtown School, Baldwin, Agnes Irwin, Springton Lake Middle School, Wilmington Friends School, Woodlynde Academy, Media Providence Friends School, E.T. Richardson Middle School, The Crefeld School, the Academy of Notre Dame de Namur, Bala Cynwyd Middle School, Delaware Valley Friends, and others. Each year we contact the schools our graduates go on to. We speak directly with guidance counselors, principals, admissions directors and heads of schools about their transition. They often tell us that SRV grads transition beautifully into their new environment. They tend to be the children who are still excited about learning and who know themselves well both as learners and as friends. They make strong connections with peers and adults alike. “Send more children like them!” is the resounding refrain.

We periodically survey alumni and the schools they attend. Teachers from middle schools love our graduates because they are still interested in learning, they speak up, and they are not afraid to ask questions. They often make rote assignments more challenging for themselves, just because they want to. Schools also appreciate SRV graduates’ values, social skills, sense of justice, and willingness to take a stand or act. Academically, SRV graduates do very well. They tend to have a realistic sense of who they are, what their strengths and vulnerabilities are, and to feel good about themselves. They are creative, practical problem solvers, good at thinking for themselves. They generally have the same skills in place as their counterparts, and they have the ability to go out and learn what else they may find they need to know. They are generally stronger than most in creative writing, conducting research, and the conceptual and real problem-solving aspects of mathematics and science.

The transition experience varies from child to child (SRV is only one element of their lives), but on the whole it is positive. They tend to enjoy “playing the game” of taking tests and getting grades, and they are prepared for the challenge. Sometimes the larger social scene seems foreign to them, but they usually adapt quickly. They tend to become leaders in their new settings.

The goal of our discipline strategies is that children learn to be self-disciplined, and it is recognized that all children are on a continuum of development from the self-centered infant to the fully disciplined and socialized adult. Teachers support the students’ acquisition of discipline and social skills through modeling, practice, and when necessary, by facilitating communication and problem-solving. Classroom behavioral expectations are kept reasonable and age-appropriate. The students themselves help create classroom norms, setting for their own community the standards of what is appropriate and how they wish to be treated. Children are taught that they make choices when they behave in certain ways, and that they are the ones who are responsible for the choices they have made. Consequences for misbehavior are, whenever possible, natural and appropriate, taking into consideration the child’s age and circumstances. Strategies that may be used include loss of a privilege related to the misbehavior, time-out to think about the choices made, conversation with a teacher or the Head of School, and a call to parents.

SRV is certified by PAIS, which is licensed by the state to certify schools, and to get this accreditation, we meet very high standards. Most teachers are certified and many hold graduate degrees. You can read more about our Staff here.

The School in Rose Valley is fully accredited by the Pennsylvania Association of Independent Schools (PAIS). We were re-accredited in 2022 after an 18-month process of self-evaluation and outside inspections, and we received a glowing report. The School in Rose Valley is a member in good standing of the National Association of Independent Schools (NAIS), and the Association of Delaware Valley Independent Schools (ADVIS).

We have 9 ½ acres, including about 5 acres of undeveloped woodland. Adjacent to our property is a 12-acre nature preserve. We use the woods for hikes, picnics, science, etc.

Safety is a top concern at SRV, and the school is a safe environment. Because children are permitted to play outdoors, including in the woods, in all kinds of weather, they do get dirty, and scrapes and bruises happen.

There are many opportunities for parent involvement at SRV, from volunteering in the classrooms, to serving on the Board or committees, or participating in the Parent Community Organization (PCO). The school was founded by a small group of committed parents in 1929 and parents continue to be integral to the school community today. We believe in establishing strong partnerships with parents to ensure that we are all working together to support children academically, socially and emotionally. We have many events throughout the school year to keep parents ‘in the loop’ as well as established lines of communications. Parents meet with teachers regularly and our Head of School’s door is always open. Parents are welcome in classrooms, but should respect teachers who set up reasonable boundaries about suitable times. Click here to read more about opportunities for family involvement.