Kindergarten – The Primary Entrance
Charlotte Latin boasts a 96% enrollment, which means our families are happy at Latin. As far as statistics go, this number sets up apart from most independent schools. With a commitment to small class sizes and rich offerings, our students are known and deeply engaged. Our parents value this deeply; our Board of Trustees governs that we keep enrollment tightly managed. To that end, we only grow the school in Kindergarten, Grade 6 and Grade 9. We consider Kindergarten the primary entrance point as we have the most ability to add the largest number of new students.
It is important to know that at Latin, we believe the optimal time to start a child's academic journey is at five years. Read "Why 5?" below for more.
As child development is a key driver for academic, social and emotional lessons at Latin, we believe children are best suited to begin their academic journey when they are five. We know five- and six-year-olds are able to “do school” and through our admissions assessment, we can arrive at a fairly accurate predictor of future academic success. Research illustrates that fine and gross motor skills, attention span and cognitive abilities are syncing with independent life skills at a more predictable pace than with four-year-olds; hence, children can access all kinds of learning from analytical math problems to decoding to mastering the monkey bars. We also believe that early childhood programs like The Nest and other regional preschools that are designed to educate the young child are fantastic feeder programs for admission to Charlotte Latin School.
Transitional Kindergarten, known as TK, is designed for children that are newly five and ready for Kindergarten. The TK day mirrors the Kindergarten day with academic instruction in the morning, specials and recess time throughout the afternoon and opportunities to enroll in our enrichment and extended day programs after 1:30 p.m. TK affords a slightly slower pace than the Kindergarten routines without sacrificing engaging academic, social and emotional preparation.
We assess every child on an individual basis. Some young fives have readiness skills solidly in place while others are emerging. We determine placement based on the child’s overall application and past predictors of success and feel the developmental age and milestones are a better indicator of readiness than the birth date.