Lakeside School News

It has been an incredible year filled with learning, laughter, growth, and connection for our Lakeside community. The end of the school year was full of activity at Lakeside School. In late April, our kindergarten through fifth-grade students visited Hakone Estate and Gardens over two days. They toured the traditional Japanese gardens, fed the koi fish, learned origami, and enjoyed a traditional Japanese folk tale. This trip was funded by an Aspiration grant from the Santa Clara County Office of Education. Many students shared that it was their favorite field trip of the year.

Our Running Raccoons after-school running club wrapped up their season with a three-kilometer color run. The day was filled with cheering families, cow bells, colored chalk, huge smiles, and plenty of spirit. We celebrated afterwards with ice cream for all our runners. Thanks to all the volunteers and families who helped make Running Raccoons possible, especially Rose, Jenn, Tim, Emmet, Christina, and Victor. Programs like this happen because of the kindness and support of our school Our annual spirit day was a day filled with games and activities for our students. It was a joyful way to celebrate teamwork, school spirit, and community.

Congratulations to our promoting fifth- graders as they begin the next chapter of their educational journey. From helping younger students to embracing new challenges in the classroom, they left a positive mark on our campus. We are excited for all that awaits them in middle school.

Behind every lesson, event, and student success story is a group of caring adults who give so much of themselves to support children. Their dedication is what makes

Lakeside feel warm, welcoming, and full of joy. I share my gratitude as our beloved art and science teacher Elizabeth Greer retires, and teacher Rachael Carlson and instructional assistant Sarah Roseland move We wish everyone a wonderful and safe summer and look forward to welcoming Kendall Snetsinger, and Cari Forbord LPCF Mountain REC and Building Blocks As a community, we are grateful to have access to the Mountain Community Complex, on the north campus across Summit Road from Loma Prieta and C.T.

English schools. This is a space where children can play, explore, and connect in our beautiful community. Because this space is shared and often used outside of school supervision, it’s important that all caregivers have a clear understanding of their role in actively supervising their children and supporting a safe, respectful environment for This message is in response to youth vandalism, unsafe behavior, property damage, and a lack of active adult supervision at the Mountain Community Complex. To help protect the space and support community safety, additional security cameras will be installed this month in common areas.

By using this community space, individuals acknowledge that the property is privately managed and may be monitored by video surveillance for safety, security, and property protection purposes. We appreciate the partnership of all families and community members to preserve this valuable shared Supervision. Supervision means knowing where children are, what they are doing, and being engaged, interacting, guiding, and Children require different levels of supervision depending on their age and development. Children ages two to three need constant, close supervision, with a caregiver within arm’s reach or just a few steps away. Children ages four to five can have slightly more space, but still require active supervision. They should remain within sight and quick access of an attentive adult who is ready to step in when needed.

Children ages six to nine may have more independence, but still need regular visual check-ins and a caregiver nearby who can respond quickly to changing situations. Children ages 10-13 can function with more general supervision and periodic check-ins.

However, they should not be relied upon to Redirection in Community Spaces. A key part of supervision is to redirect, by guiding a child toward a safer or more appropriate choice. Using a calm, confident voice and clear, simple language supports children develop self-regulation and problem-solving skills over time.

For many adults, redirecting their own child can feel challenging, especially in public in front of other parents. The thought of redirecting someone else’s child can be downright alarming. It’s common to hesitate: Is it okay to step in? What if I overstep? What if the other party gets mad?

In small, close-knit communities (like ours), children often move between caregivers. Supervision becomes a shared responsibility. At the same time, differences in parenting styles, comfort levels, and expectations can make this feel unclear and A strong village depends on trust and communication. When caregivers share strategies, like what helps their child calm down, transition, or respond to limits, it creates more consistency for children and more confidence for adults. Setting clear expectations ahead of time, especially in group settings, also reduces the need for intervention later. This helps create a predictable environment where all children Culture. In small or rural communities, it can sometimes feel like a different era, where children can safely engage in loosely supervised play. Mixed-age, unstructured outdoor play can be rich, creative, and deeply meaningful for children. At the same time, it’s important to stay grounded in what age- appropriate supervision looks like. A strong sense of community does not replace the In mixed-age settings, supervision should always be based on the needs of the youngest child. Older children do not replace the need for active adult supervision. Caregivers know their children best. Some children may need closer supervision and support than typical for their age, especially if they have a disability, are still developing social skills, or experience big emotions that require Risky Play vs. No/low Supervision.

Many adults remember a childhood filled with freedom to climb trees, build forts, and explore without much adult supervision. These activities allow children to test limits, experience excitement, and build confidence, Climbing, balancing, running fast, exploring uneven terrain, or using real tools in developmentally appropriate ways support physical development, coordination, and problem-solving, while helping children learn to assess risk. Active supervision allows adults to stay aware, anticipate challenges, and step in when necessary, without shutting Our shared goal is to keep the Mountain supportive for all children and families. By staying engaged and supporting one another with clear and respectful communication, we create an environment where children can explore, take appropriate risks, and feel Email me at teacher_jessie@lpcf.org if you are interested in the resources used to create