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in such a loving, safe atmosphere was heartwarming.“
—Educational Consultant, Kansas
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“I can never thank this wonderful school enough. The program is excellent, the teachers and staff are professional and loving, and the outside resources are excellent.” Students are evaluated by teacher-produced tests, commercial tests provided with textbook units, teacher observation, and standardized testing. The Advisory Team meets and discusses each student in depth, formally once a quarter, and as needed. Progress reports are written by the teachers quarterly, and include academic progress, course grades, and behavioral progress while participating in the academic program. Little Keswick School adheres to a high standard of academics while maintaining a balance with therapy and social development for each student. Our goal is to use a multi-disciplinary approach to treat the whole child, emphasizing cognitive, social, emotional, artistic, and athletic attributes to develop each child’s unique sense of self.
Health topics are integrated within the LKS program, rather than being taught in a separate Health class. Health topics include the following areas:
Afternoon activities offered include Arts and Crafts, Wood Shop, Equestrian Program, and Enrichment Classes. Wood Shop: In wood shop, students first learn how to use both hand tools and power tools safely. Each student then makes a series of simple projects, to demonstrate that he has learned the techniques of each machine. After that, the student may choose to make a more complex project such as a table, clock, lamp, game, or bowl. Kinesthetic athletic learning is provided through equestrian activities. Riding on horseback enhances balance, rhythm, spatial awareness, and flexibility. Relationship-building occurs simultaneously through human/animal bonding, instinct, and pure response. The program promotes confidence and self esteem with positive development of strengths. Challenge and unpredictability are inherent in horse activities, so students succeed at their own pace in their own unique way. A secure and safe stable environment, a variety of riding modalities, and educational interactions positively impact each student's progress. Skills and knowledge accumulate as the student embraces the program. The horses incorporate a sense of accomplishment and enrich each student’s experience at Little Keswick School.
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Little Keswick School offers a full academic program based on each student’s needs. Students have an Individual Service Plan (ISP) or Individual Education Plan (IEP) developed for them when entering the school. These plans include long-term and short-term goals for academics as well as residential and therapeutic areas. Standardized testing (primarily the Woodcock Johnson III), student records, and the present level of performance aid in determining class placement, course selection, and individual objectives in the student’s ISP/IEP. The unique wrap-around service that Little Keswick School utilizes balances the goals, so that continuity for the student between all areas is achieved. 
Each teacher at Little Keswick School is a certified Virginia teacher with endorsements in the areas of emotional disturbance and/or learning disabilities. The teacher, with the help of a classroom assistant, provides instruction in all the basic academic areas to a class of six or seven students. The teacher is the head of the Advisory Team, the group of people who help make decisions for the student’s program. The Advisory Team is an essential part of the Little Keswick School program and includes: the teacher, residential counselor, therapist, and any other persons involved with the student’s education or services. Course offerings include English (language arts/reading), mathematics, science, social studies, and physical education. Self-contained classrooms with few transitions allow students with attention and behavioral learning problems to experience greater success. 
The curriculum follows the Virginia State Standards of Learning. As each student’s ISP/IEP is developed, accommodations to help the student be successful in the classroom are included. Individual attention, teaching to learning styles, use of technology such as computers or visual aids, books and materials on a student’s level of comprehension, repetition, and oral test administration are just a few examples of these accommodations. When possible, hands-on learning is applied, especially in the subjects of science and history. Students may be assigned research projects or models, which explain a concept in greater depth. Each classroom has several computers, and students may use the Internet, with teacher supervision, for research and investigation. Additional individualization of instruction is accomplished through tutoring sessions, specific remedial classes in math, spelling, reading, and the adaptation for instruction for any area of academics. The teacher frequently assesses each student in order to monitor his comprehension, as well as to find better ways to teach to his individual learning style. Concepts are presented both in a small group style and individually to students in each class. Differentiation, a method of presenting material to a student on his specific level or need, is used extensively. 
Residential life and academics are tied together, as students participate in study hall five days a week. Counselors assist students with their studies and responsibilities of completing homework. 
The Physical Education curriculum uses a developmentally sequenced skill-based approach, emphasizing student success through sequential motor skill development. Physical Education classes are held five days per week. Units covered in Physical Education include soccer, flag football, volleyball, recreational games, basketball, lacrosse, and swimming. Skills practiced in class are generalized to the residential recreation program during the athletic activity period. 
Special emphasis is placed on sportsmanship and participation in all activities. Soccer and basketball games are scheduled with a group of other small private schools in the local area to allow students to experience competitive team sports found in the regular school environment. 
By including Health topics in context to the students’ day and program, the information is given to them during a relevant time, rather than in isolation in a Health classroom. Emotions are identified and described within the daily program and group work during dorm meetings. Physical topics in Health are covered in Physical Education, exercise in PE, and athletic activities. Some topics, such as first aid and personal safety, are covered during the residential program. Social topics are dealt with during group times and within the daily program. Relaxation, interests, and hobbies are accentuated during the Friday Club times and Occupational Therapy. Topics involving transitions, school, future goals and ambitions are covered in school and during the transition groups held each spring. Additionally, several school-wide events are held relevant to Health topics. A Career Fair, where adults talk to students about their jobs, and a Health Fair, where health topics are researched and presented in essays, posters, or events, have both successfully allowed students to present and be presented to by experts in these areas. 
Arts and Crafts
Equestrian Program
Enrichment: Enrichment classes are run by the teachers, to present a particular subject in a fun, active way. Enrichment classes have included sportsmanship, photography, journalism, games, and informal Spanish.