My son enrolled at Science of Learning Preschool in September 2025 shortly after turning three. The…read moreprogram appealed to us because of its focus on speech therapy and early learning support. Mrs. Alexis shared that she previously worked as a preschool teacher in a public school district and opened this program to provide more individualized attention with a smaller student-to-teacher ratio.
At the time of enrollment, my son had recently aged out of Early Intervention services and did not qualify for special education through St. Vrain Valley Schools. Based on a recommendation from our speech therapist, we decided to enroll him. During our tour, the school appeared welcoming, and we were told my son would be the youngest student. Since it was a new program, we understood there would be some initial organization still in progress.
My son attended two half days a week from September through November. During that time, however, I did not receive any communication from the speech therapist--no updates, progress reports, emails, or conference opportunities. I was told speech sessions took place upstairs, but I was never offered a tour of that space or the opportunity to meet the therapist, which felt like a lack of transparency.
My son was still potty training and had occasional accidents. After accidents, he was typically placed in a pull-up rather than being supported in transitioning back to underwear. As a very active child who had never attended daycare before, he did have a few minor incidents with peers. Since transferring to a new preschool, he has had none, which suggests this environment may not have been the right fit for him.
In November, after tuition had already been withdrawn, Mrs. Alexis scheduled a conference. I expected a discussion about my son's progress, but instead was told she believed he would do better in a public preschool program and suggested Child Find. This was discouraging, as we had already completed that process and he did not qualify. It was also disappointing that this conversation occurred mid-year, without earlier communication or an attempt to create a support plan.
During the meeting, I was asked about occupational therapy despite that information being clearly included in my paperwork. Comments such as "he can't hold a pencil" made me feel that instead of helping him develop skills, the program had decided he wasn't a good fit. I also noticed most students appeared significantly older, closer to kindergarten age, which may have contributed to the challenges.
When I asked if my son should return, I was told, "We want him here as long as you want him here," but it did not feel reassuring. Ultimately, I chose to withdraw him and find another program.
Finding a new preschool in November was stressful, but thankfully we did. My son is now thriving--he loves school, has had no behavioral incidents, no potty accidents, and receives warm, consistent support. The difference has been significant.
While Science of Learning Preschool may work well for some children, it was not the right fit for our younger, high-energy child. I hope the program improves communication with parents and strengthens individualized support, especially given that these are key aspects the school promotes.
