Bay Farm Island

My older child attended K–2 at CCS, while my younger child did not and instead went to a public school after we moved. We deeply regret that decision and wish we had allowed him to at least finish K–1.Having experienced both, we can clearly compare the two. CCS stands out for its strong curriculum and supportive environment, even for non-Christian families like ours.Reading: CCS taught systematic phonics starting in kindergarten, enabling children to decode and read independently. My child practiced daily and received regular reinforcement from teachers. Motivational systems encouraged progress, and by early grades, students were confidently reading complex words and enjoying books like Magic Tree House. In contrast, our public school lacked a structured reading program. Instruction varied by teacher, and there was little transparency for parents. Students were not required to read aloud at home, leaving us unsure of our child’s true progress. By third grade, gaps in reading and writing became clear, and we were told our child needed systematic phonics instruction. We ended up spending thousands on private tutors—something that could have been avoided at CCS.Math: CCS uses Singapore Math, emphasizing conceptual understanding, problem-solving, and fluency. Teachers correct homework daily and review it with students, addressing misunderstandings immediately. This consistent feedback builds a strong foundation. At the public school, math instruction was less structured, with minimal homework and little feedback, leaving us uncertain about our child’s progress.Electronics: CCS intentionally limits electronics, which we appreciated. In contrast, the public school relied heavily on devices, claiming they enhance learning. However, our child was exposed to inappropriate YouTube content through peers. When we raised concerns, teachers insisted YouTube was necessary. Over time, we observed an overreliance on videos instead of direct teaching.CCS provides a well-designed curriculum and effective system that supports both students and parents. Regarding its Christian identity, we had no issues as a non-Christian family. Teachers were highly supportive, communicative, and collaborative. Behavioral concerns were addressed constructively with parent involvement, reflecting a strong teacher-parent partnership.