Applicants to our Kindergarten program must be five years old on or before September 1st in order to be eligible to enroll for the next academic year. The birthday cut-off for French citizens is December 31st.

8-8:30: Welcome time
8:30-9:45: Class activities
9:45-10:15: Recess
10:15:11:45: Class activities
11:45-12:15: Lunch
12:15-12:45: Recess
12:45-1:00: Quiet time
1:00-2:30:  Class activities
2:30-3:00: Recess
3:10-3.30: Pick up

Before and After School Care
Childcare and special after school activities are available for an additional fee from 7:30 a.m. to 8:00 a.m. and 3:30 p.m. to 6 p.m. Read more about our After School program.

70% of our families speak no French at home.

Parents can do much to support the learning of their bilingual children by modeling appropriate and correct language in their native tongue. When children have meaningful and varied reinforcement in all their languages, bilingual acquisition is optimal.

The cognitive advantages of immersive bilingualism are well researched and documented. Early on there may be some lags in reading scores and other measurable skills, but this is temporary. By Grade 3, there is little interference or confusion, and students are able to thrive studying a single curriculum taught in their two languages.

Our teaching approaches to French immersion have proven highly successful for students entering Kindergarten without
French. We have found no discernible correlation of this to academic success in later years. The presence of a majority of peers in Kindergarten classes who joined us in PK-3 or PK-4 (with newly minted accents and age-appropriate vocabularies) only enriches the bilingual environment for the newcomers.

Children joining in Kindergarten soon feel at ease and, after a short “silent period,” begin speaking French in full sentences. Additionally, a specialist teacher supports small groups of new learners of French with regular class activities without physically separating them from the rest of the class.

Yes. Our teachers are used to accommodating learning differences and view this as part of reaching and engaging every student in every class. Students who have learning differences work with our counselors and learning specialists to develop personalized strategies, and are later allocated extra time on standardized tests.

Every one of our students benefits from interactions, discussions, and shared activities with other students from various backgrounds, including: countries of origin, cultures and religions, ethnicities and races, family structures, income levels, learning styles, native languages, physical abilities, political beliefs, gender expressions, and sexual orientations. For us, bilingualism, internationalism, and an early appreciation for diversity in all its forms are keys to understanding and communicating across other cultures. We engineer this deliberately by bringing together families and educators from a wide range of backgrounds. Together we strive to create a shared culture that develops compassionate, confident, and principled students who will make the world better.

Since our founding in 1962, we have been proud to be a part of the global network of French schools abroad. We consider the French educational tradition to be one of the very best, as it is highly rigorous and maintains its standards by a high degree of direct control from the Ministry of Education. French citizens place a very high priority on the role of education and educators in society, and this has greatly contributed to its success internationally as well as domestically.