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art101The mission of Washington Heights Academy is to prepare its students to respond to life’s challenges and opportunities with confidence and intelligence. Our aim is to provide children with learning experiences that will foster high self-esteem, academic success and responsible community involvement. Through high expectations and a rich academic curriculum, we strive to raise critical thinkers and self-directed learners, and to support in students a love of learning—now and throughout their lives.


Who We Are


P.S. 366: Washington Heights Academy is a parent-initiated, community-based public school that serves neighborhood children from diverse cultural and socio-economic backgrounds. The Academy currently includes Kindergarten to Grade 5 and will expand in September 2010 to include Grade 6. The school will continue to add one grade per year until it includes Pre-Kindergarten to Grade 8, with two classes per grade. Temporarily housed in an annex on the property of P.S. 152, the Academy has been assigned by the New York City Department of Education to a permanent site at 202 Sherman Avenue that will allow the school to grow to its intended capacity.


Our Educational Philosophy



We believe that relationships, with oneself and with others, form the basis of learning and teaching. These relationships extend beyond the classroom to include children’s families and the multiple communities of which they are a part. By building meaningful relationships among school, home and the wider community, we seek to instill in each child an integral sense of continuity and connection that will support his or her growth in its many dimensions.

Learning is a natural human process inherent to all children, transcending cultural, socio-economic and learning differences. A stimulating and engaging environment can awaken a sense of wonder and intellectual curiosity that must be carefully guided and fed. Children’s innate interests and capabilities are essential to the learning process. Students learn best when teachers draw upon their existing understandings and help them build new understandings based on increasingly complex knowledge. To this end, teachers must integrate child-centered pedagogies with rigorous, content-rich instruction based on ongoing assessment of individual student needs.
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