Bayview

I’m very grateful for the wonderful experience my daughter had during her two years at this school. I want to give a special thanks to the principal, Ms. Baker, and the entire staff, especially the front office team. The two teachers my daughter had—Miss Fraunhoffer in Kindergarten and Ms. Bennett in First Grade—were amazing with her. Not only did they provide a great education, but the communication between parents and teachers was excellent. My daughter loves them very much!A big thank-you to the R’Club staff as well—Ms. Lisa and all the teachers were always so kind and attentive. In the cafeteria, Ms. Barbara was incredibly special to my daughter. Shannon says she will always carry her in her little heart.She also enjoyed the many fun activities and field trips the school offered—those were some of her favorite parts. And to her art teacher, Ms. Aziz, thank you for encouraging her creativity and making her feel proud of her work.To any teacher or staff member whose name I may not have mentioned, please know that my daughter truly loved and appreciated every one of you. Thank you all for creating such a positive and loving environment.I highly recommend this school to any parent, especially those who are nervous about starting this new chapter. As a mother who was once afraid to leave her little one in such a big school, I can say from the heart—they take excellent care of the children here.

Denise Baker should be looked into. Hateful, lying, and lacks compassion. Should not be teaching the youth based on her lack of basic human decency. Huge red flag

The staff really cares about my child.

We chose this school intentionally. We left a strong public school not only for academics, but because we believed a Christian environment would better safeguard our child socially, emotionally, and spiritually during these formative years.From the outside, the school presents as structured and values-driven. Our experience did not reflect that promise.Joining in later elementary grades is challenging in a small private setting where peer groups and family networks are long established. However, meaningful integration for new students is not actively facilitated. Without intentional support, new students can remain on the margins.We hoped athletics would provide mentorship and belonging. Instead, participation was rigid, and opportunities for boys not initially selected were nonexistent. Team culture favored a particular social circle and athletic profile, leaving little room for growth outside that mold.Our concern was not discipline itself, but the approach. Situations were escalated quickly, at times based on incomplete information, with formal write-ups issued before full context was gathered. The language used often exceeded the behavior described. When we provided additional perspective, it was dismissed. Administration consistently deferred to staff decisions without meaningful inquiry, leaving little room for partnership or restoration.Academically, grading emphasized procedural technicalities over demonstrated mastery. Zeros and significant deductions for non-content issues steadily eroded confidence. Our child, who had previously thrived and loved school, began to internalize the belief that he was “in trouble” more often than he understood why.We expected Christian values to be evident not only in chapel, but in daily instruction and leadership. Grace, restoration, and listening first are foundational principles. Too often, policy was cited where discernment was needed.Many families may be satisfied here. Others share concerns privately but hesitate to speak publicly. We once dismissed negative reviews because of the many positive ones. It is easier to assume isolated dissatisfaction than to acknowledge that a culture may not serve every child equally.If your child is naturally compliant and quiet, they may do well here. If your child is curious, socially typical, occasionally imperfect, or needs adults who lead with discernment before discipline, carefully consider whether this environment is the right fit.