Tarnee Hudson, PrincipalThe school follows the Virginia Standards of Learning, but the delivery is intentionally flexible. Instead of separating the day into rigid subject blocks, literacy is woven throughout instruction while subjects like math, science and social studies are often taught together. The school’s academic model deliberately connects subjects to keep students engaged rather than teaching each area separately. Teachers collaborate around grade-level goals and then choose the materials and teaching methods that best engage their students while maintaining consistent academic expectations.
“We look at every child where they are and then move them forward based on their needs,” says Tarnee Hudson, Principal.
Consistency Driven by Experience and Shared Accountability
What makes the model work consistently is alignment across classrooms. The school brings together more than 700 years of combined instructional experience, with many staff members having worked together previously. That consistency carries across instruction, expectations and school culture.
Shared accountability is reinforced through a strong handbook, school uniforms and clearly defined behavioral expectations. Teachers spend less time managing disruption and more time focused on instruction, while students learn independence early and understand what is expected of them. Learning also extends beyond the classroom through the outdoor classroom, Victory Garden, nearby parks and Reedy Creek.
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We look at every child where they are and then move them forward based on their needs.
Teachers conduct classes outdoors, use nearby outdoor spaces for journaling and observation activities, and take students to different learning locations throughout the day. Families also help students plant seedlings in the Victory Garden each year.
Amaze Day is one example of how the school extends learning beyond the classroom. Created internally at the school and later featured in the Journal of Physical and Sport Education, Amaze Day turns the park into a full-day learning environment. Students participate in tree climbing, rock climbing, bucket music, silent disco activities and painting emotional-support stones while combining physical activity, arts and environmental learning.
A Community Model That Drives Student Outcomes
Parent involvement is part of how the school operates. Families commit to 24 hours of involvement each year, with online options available for working parents. Parents help build learning spaces, support school programs, assist in classrooms and monitor the cafeteria alongside staff members. The PTA also established a food pantry, as more than 40 percent of students are at or below the poverty line.
Hudson recalls one student who entered the school struggling behaviorally and reacting aggressively when corrected. Through consistent expectations, staff support and family involvement, the student later earned acceptance into Franklin Military Academy and now mentors younger students in the community. The school also retains students when needed rather than moving them forward before they are ready academically.
The school also uses Arts Ignite to help students build confidence. The New York-based program brings Broadway teaching artists into the school during intersession programs. Students spend four days writing scripts, developing choreography, creating artwork and producing a final showcase performance. Teachers often recommend quieter students to encourage participation and confidence.
What separates Patrick Henry School of Science and Arts is how consistently its systems work together. Structured classrooms reduce disruption, while shared accountability keeps staff aligned. Parents operate as active contributors to the school community, and experiential learning remains connected to instruction rather than functioning as occasional enrichment. Across classrooms, outdoor learning environments and arts programs, the focus remains the same: building capable, confident students through structure, accountability and consistent support.
