After School Programs in New Bedford & Fairhaven


Safe and Educational After School Programs

Our goal for our after school programs is to foster independence, promote self-sufficiency and encourage mutual respect among peers. Because these students arrive after a long day at public school, they need some time to “chill out”. They are allowed many choices, including the opportunity to participate in projects and themes that correspond with the statewide MA Curriculum Frameworks and Standards for Learning.

One of LPC's after school program rooms

 All school age children have the opportunity to complete homework or school projects in a space especially designed to allow children to focus on their work. Homework areas are supplied with computers, references and reinforcement activities. Teachers provide one-on-one attention and help children with their assigned school work. This gives parents and children the ability to spend more time together at the end of the day.

Building Blocks

Building blocks teach children skills in our after school programs

Architectural skills are challenged as school age children use a variety of blocks and block accessories to create structures.  Structures can also be created with Legos, Bristle Blocks and K-nex.

Reading is Important

Daily reading is encouraged at all of our school age programs. Children can snuggle up with a book brought from home or school, or they may choose one from our library as they relax on a pillow in a quiet reading area.

Cooperative Play

There is a variety of popular school age board games to encourage team building and cooperation. Children may engage in board/thinking games such as chess or mancala or simply enjoy the Game of Life!

Little Chefs

The chefs in our after school programs prepare weekly delights sure to please anyone’s palate! Menu items are selected by the children and they take full part in all the prep work. A few minutes in the oven or in the fridge and Voila! A tasty treat for all!

Charting Reading

We chart children’s reading progress as they engage in “literacy” challenges at their own pace during specified times.