The LFS Difference
The LFS Difference
Six characteristics contribute to the transformation that happens for children at LFS:
We are small
By design, we are a school in which everyone is known. Hovering around 100 students total, with class sizes of 10-14, we are defined by personal attention and relentless emphasis on the experience of belonging. Teachers tailor instruction to each child’s learning style, strengths, and needs. Students who need extra support or enrichment get timely interventions. Teachers build closer connections with students, understanding their social-emotional needs.
We are diverse
60% of our students identify as people of color. 2/3 of our families receive financial aid, ensuring socio-economic diversity. 9% of our families identify as LGBTQ+. Families represent a wide range of beliefs, including Christianity, Quakerism, Islam, Judaism, Hinduism, and atheism. In this diversity, children see that their own family structure and cultural background are valued and reflected in the school community. Exposure to different traditions, languages, and worldviews sparks inquiry and thoughtful questions. Children learn that there are multiple ways to live, communicate, and solve problems.
Our classrooms are thematic
Research clearly shows that thematic learning creates durable memory. Choosing a topic like "space” or "monarch butterflies", and then connecting social studies, reading, writing, art, science, mathematics, and even music to that topic produces a wholistic learning experience that persists for a lifetime. Thematic learning often involves hands-on, real-world experiences, such as field trips, experiments, or service projects. Small classes make it practical to manage these experiences safely and effectively, ensuring every child participates fully.
We are experiential
Students learn by doing. Moving around the classroom, engaging in hands-on activities, and participating in outdoor or project-based learning strengthens coordination, dexterity, and motor planning. Frequent movement and embodied learning help children manage energy, improve focus, and regulate emotions. Students retain knowledge better when they engage actively through projects, experiments, and interactive experiences.
We are outdoors
American pediatricians recommend 60 minutes of vigorous outdoor play every day. Outdoor learning and recess improve concentration, attention spans, and problem-solving skills. Outdoor play helps regulate emotions, reduce anxiety, and promote joy and creativity, while unstructured outdoor play allows children to negotiate rules, take turns, and navigate risk in developmentally appropriate ways.
We are Quaker
Quaker practice emphasizes community, empathy, and respect for others. Inquiry, reflection, and moral engagement become central to how children approach challenges. The Quaker belief in the worth of every individual cultivates inclusive classrooms and strong school community. Conflict is addressed through listening, dialogue, and reconciliation, not punishment.