For Schools & PTA REGISTER Bring Lando to your school

After-school enrichment, on your campus

More fun thanDisneyland

Impossible? Almost. That's why we built Lando — classes that run right on your school's campus, that kids won't want to miss.

Currently teaching 10,000 classes a month across 100+ districts in Bay Area, SoCal, Seattle, and Denver

Calvin LOVES this class. He literally chose not to go to Disneyland last week because he didn’t want to miss it. Thanks for encouraging him and giving him the tools to learn and grow — that’s literally all he wants in life.

Jennifer H.Parent · De Portola Elementary

So why do kids love Lando more than Disneyland?

The magic is not just that kids have fun. It is that they feel capable. Every class is designed so students try something hard, make progress, and leave with something they are excited to show you.

See what kids create in class:

Coding— captured in class · 2026

Clay— captured in class · 2026

Robotics— captured in class · 2026

Piano— captured in class · 2026

Coding— captured in class · 2026

Clay— captured in class · 2026

Robotics— captured in class · 2026

Piano— captured in class · 2026

Lando meets every kid where they are.

For a lot of our students, Lando is the first time they've sat at a piano. Or written a line of code. Or wired up a robot.

In just a few classes, kids go from "I have no idea what this is" to "look what I made."

of new students stay after their first Lando class.

Powered by research. Improved with every class.

Every Lando class is designed with educators from the country's top schools — then sharpened by what actually happens in thousands of classrooms each week.

Curriculum designed with experts from

Harvard

Stanford

Northwestern

How Lando gets better

ResearchArtino, 2012Self-efficacy research points to mastery experiences as a major source of confidence: students need real, successful attempts at meaningful tasks, not just praise.
ResearchHattie & Timperley, 2007Feedback is most useful when it points students toward the task, the process, or the next step, rather than vague praise.
ResearchMIT Teaching + Learning LabWorked examples can reduce cognitive load for novices, especially before they attempt multi-step problem-solving.
Class DataGarden Road ElementaryLEGO Crane: beginners built the arm quickly but 7 of 12 cranes tipped forward when the load was added.
UpdateLEGO RoboticsLEGO Crane v2: added “balance before lift” checkpoint and a photo card showing three counterweight positions.
Class DataCharles Wagner ElementaryLEGO Crane: advanced students lifted the starter load in under 8 minutes and asked for “something heavier.”
ResearchWang et al., 2021Studies of novice programming show learners benefit from examples and scaffolds, but open-ended projects can create search, decision, and integration barriers.
Class DataAnthony G. Bacich ElementaryBee Harvester: most students understood collecting flowers, but several needed help turning “repeat until done” into a loop.
UpdateCoding & Game DesignBee Harvester v3: added a beginner loop recipe and an advanced “collect only yellow flowers” rule.
Class DataRoosevelt ElementaryBee Harvester: fast finishers completed the base game early and wanted scoring, levels, and a speed increase.
ResearchKapur, 2006Productive failure research suggests students can learn more deeply when they first try a challenging problem, then compare and consolidate strategies.
Class DataBriarcrest ElementaryLEGO Motorcycle: students loved the speed test, but 5 bikes lost balance during the turn challenge.
UpdateLEGO RoboticsLEGO Motorcycle v2: added front-fork close-up card and a balance-first checkpoint.
Class DataJing MeiLEGO Motorcycle: returning students completed the basic frame quickly and began experimenting with gear ratios on their own.
ResearchYan et al., 2025Debugging is a core computational-thinking skill; recent elementary research highlights that students need explicit strategies, not just time to “figure it out.”
Class DataGlen Yermo ElementaryClear the Spiders: students could make the player move, but got stuck when spiders did not disappear after collision.
UpdateCoding & Game DesignClear the Spiders v2: added debugging checklist: “move, touch, disappear, score.”
Class DataLadera ElementaryClear the Spiders: students cleared the first board quickly; 9 of 14 asked for moving spiders.
ResearchJ. Educational Computing Research, 2025Mind-mapping scaffolds for block-based programming have been studied as a way to help elementary students visualize computational thinking.
Class DataEvergreen Academy BothellTreasure Diver: students loved the theme but did not understand why oxygen ran out.
UpdateCoding & Game DesignTreasure Diver v2: added oxygen-timer diagram and beginner code blocks in two stages.
Class DataSt Barnabas SchoolTreasure Diver: several students invented bonus treasure types after finishing early.
ResearchMallik et al., 2022Research on robotics learning environments points to hands-on robotics as a useful context for building problem-solving, teamwork, and self-efficacy.
Class DataRedwood Shores ElementaryLEGO Scissorlift: students understood the up/down motion, but axle misalignment caused repeated stalls.
UpdateLEGO RoboticsLEGO Scissorlift v2: split build into base stability, axle alignment, lift motion, and load test.
Class DataAudubon ElementaryLEGO Scissorlift: beginners needed a smaller first mechanism before attempting the full lift.
ResearchKyndt et al., 2013Cooperative learning meta-analyses find positive effects on achievement and attitudes when collaboration is structured.
Class DataEton SchoolLEGO Scissorlift: advanced pairs completed the lift and requested a “carry an object” challenge.
Class DataAudubon ElementaryBug in a Jug: collision rules were confusing when the bug touched the jar but did not trigger escape.
UpdateCoding & Game DesignBug in a Jug v2: added teacher demo: “What is the computer actually checking?”
ResearchSantos et al., 2025Design Thinking + Maker Education in primary project-based learning has been linked to self-efficacy and motivation gains.
Class DataBeacon Hill International ElementaryLEGO Ferris Wheel: students loved the spin test but several teams had passenger carts that flipped.
UpdateLEGO RoboticsLEGO Ferris Wheel v2: added “cart stays level” investigation and three balance examples.
Class DataClifford ElementaryLEGO Ferris Wheel: the full build ran long for newer teams; students rushed the final reflection.
ResearchPeleg et al., 2025A 2025 kindergarten makerspace study found positive effects on young children’s creativity and self-efficacy.
Class DataFairwood Explorer ElementaryLEGO Swing: students completed the first swing quickly but needed a harder stability test.
Class DataMontessori SchoolLEGO Swing: students discovered chain-length effects through play but did not always name the pattern.
UpdateLEGO RoboticsLEGO Swing v2: added investigation table: chain length, speed, height, and stability.
ResearchTawfik et al., 2022Block-based programming can reduce initial complexity, but students still need scaffolds to connect blocks to concepts.
Class DataGarden Road ElementaryFoxes & Boxes: students enjoyed the hidden-box idea but got stuck on “only open when fox is nearby.”
UpdateCoding & Game DesignFoxes & Boxes v2: added “draw the rule” step before coding and partner-test script.
Class DataCrown Point ElementaryFoxes & Boxes: partner testing helped students catch bugs faster than teacher help alone.
ResearchVainas et al., 2019Adaptive sequencing research around ZPD suggests students learn efficiently when tasks are challenging but not overwhelming.
Class DataCrown Point ElementaryLEGO Gondola: students got stuck threading the cable through supports without creating too much friction.
UpdateLEGO RoboticsLEGO Gondola v2: added three cable routes: easy, medium, and mountain rescue.
Class DataGarden Road ElementaryLEGO Gondola: advanced students completed cargo delivery quickly and wanted a timed version.
ResearchDeiner & Fraser, 2023Research on debugging tools for Scratch suggests students can debug effectively, but systematic debugging requires explicit training and support.
Class DataAnthony G. Bacich ElementaryTraffic Light Racer: students made the car move but struggled sequencing red, yellow, and green rules.
UpdateCoding & Game DesignTraffic Light Racer v2: added three-state rule chart and beginner traffic-light template.
Class DataRoosevelt ElementaryTraffic Light Racer: advanced students wanted a penalty for running red lights and a bonus for perfect timing.
ResearchTan et al., 2022Informal STEM learning research emphasizes social interaction with peers and adults around real problems.
UpdateAll classesAll Robotics and Coding lessons now include “show, explain, improve” as the last 5 minutes.
ResearchArtino, 2012Self-efficacy research points to mastery experiences as a major source of confidence: students need real, successful attempts at meaningful tasks, not just praise.
ResearchHattie & Timperley, 2007Feedback is most useful when it points students toward the task, the process, or the next step, rather than vague praise.
ResearchMIT Teaching + Learning LabWorked examples can reduce cognitive load for novices, especially before they attempt multi-step problem-solving.
Class DataGarden Road ElementaryLEGO Crane: beginners built the arm quickly but 7 of 12 cranes tipped forward when the load was added.
UpdateLEGO RoboticsLEGO Crane v2: added “balance before lift” checkpoint and a photo card showing three counterweight positions.
Class DataCharles Wagner ElementaryLEGO Crane: advanced students lifted the starter load in under 8 minutes and asked for “something heavier.”
ResearchWang et al., 2021Studies of novice programming show learners benefit from examples and scaffolds, but open-ended projects can create search, decision, and integration barriers.
Class DataAnthony G. Bacich ElementaryBee Harvester: most students understood collecting flowers, but several needed help turning “repeat until done” into a loop.
UpdateCoding & Game DesignBee Harvester v3: added a beginner loop recipe and an advanced “collect only yellow flowers” rule.
Class DataRoosevelt ElementaryBee Harvester: fast finishers completed the base game early and wanted scoring, levels, and a speed increase.
ResearchKapur, 2006Productive failure research suggests students can learn more deeply when they first try a challenging problem, then compare and consolidate strategies.
Class DataBriarcrest ElementaryLEGO Motorcycle: students loved the speed test, but 5 bikes lost balance during the turn challenge.
UpdateLEGO RoboticsLEGO Motorcycle v2: added front-fork close-up card and a balance-first checkpoint.
Class DataJing MeiLEGO Motorcycle: returning students completed the basic frame quickly and began experimenting with gear ratios on their own.
ResearchYan et al., 2025Debugging is a core computational-thinking skill; recent elementary research highlights that students need explicit strategies, not just time to “figure it out.”
Class DataGlen Yermo ElementaryClear the Spiders: students could make the player move, but got stuck when spiders did not disappear after collision.
UpdateCoding & Game DesignClear the Spiders v2: added debugging checklist: “move, touch, disappear, score.”
Class DataLadera ElementaryClear the Spiders: students cleared the first board quickly; 9 of 14 asked for moving spiders.
ResearchJ. Educational Computing Research, 2025Mind-mapping scaffolds for block-based programming have been studied as a way to help elementary students visualize computational thinking.
Class DataEvergreen Academy BothellTreasure Diver: students loved the theme but did not understand why oxygen ran out.
UpdateCoding & Game DesignTreasure Diver v2: added oxygen-timer diagram and beginner code blocks in two stages.
Class DataSt Barnabas SchoolTreasure Diver: several students invented bonus treasure types after finishing early.
ResearchMallik et al., 2022Research on robotics learning environments points to hands-on robotics as a useful context for building problem-solving, teamwork, and self-efficacy.
Class DataRedwood Shores ElementaryLEGO Scissorlift: students understood the up/down motion, but axle misalignment caused repeated stalls.
UpdateLEGO RoboticsLEGO Scissorlift v2: split build into base stability, axle alignment, lift motion, and load test.
Class DataAudubon ElementaryLEGO Scissorlift: beginners needed a smaller first mechanism before attempting the full lift.
ResearchKyndt et al., 2013Cooperative learning meta-analyses find positive effects on achievement and attitudes when collaboration is structured.
Class DataEton SchoolLEGO Scissorlift: advanced pairs completed the lift and requested a “carry an object” challenge.
Class DataAudubon ElementaryBug in a Jug: collision rules were confusing when the bug touched the jar but did not trigger escape.
UpdateCoding & Game DesignBug in a Jug v2: added teacher demo: “What is the computer actually checking?”
ResearchSantos et al., 2025Design Thinking + Maker Education in primary project-based learning has been linked to self-efficacy and motivation gains.
Class DataBeacon Hill International ElementaryLEGO Ferris Wheel: students loved the spin test but several teams had passenger carts that flipped.
UpdateLEGO RoboticsLEGO Ferris Wheel v2: added “cart stays level” investigation and three balance examples.
Class DataClifford ElementaryLEGO Ferris Wheel: the full build ran long for newer teams; students rushed the final reflection.
ResearchPeleg et al., 2025A 2025 kindergarten makerspace study found positive effects on young children’s creativity and self-efficacy.
Class DataFairwood Explorer ElementaryLEGO Swing: students completed the first swing quickly but needed a harder stability test.
Class DataMontessori SchoolLEGO Swing: students discovered chain-length effects through play but did not always name the pattern.
UpdateLEGO RoboticsLEGO Swing v2: added investigation table: chain length, speed, height, and stability.
ResearchTawfik et al., 2022Block-based programming can reduce initial complexity, but students still need scaffolds to connect blocks to concepts.
Class DataGarden Road ElementaryFoxes & Boxes: students enjoyed the hidden-box idea but got stuck on “only open when fox is nearby.”
UpdateCoding & Game DesignFoxes & Boxes v2: added “draw the rule” step before coding and partner-test script.
Class DataCrown Point ElementaryFoxes & Boxes: partner testing helped students catch bugs faster than teacher help alone.
ResearchVainas et al., 2019Adaptive sequencing research around ZPD suggests students learn efficiently when tasks are challenging but not overwhelming.
Class DataCrown Point ElementaryLEGO Gondola: students got stuck threading the cable through supports without creating too much friction.
UpdateLEGO RoboticsLEGO Gondola v2: added three cable routes: easy, medium, and mountain rescue.
Class DataGarden Road ElementaryLEGO Gondola: advanced students completed cargo delivery quickly and wanted a timed version.
ResearchDeiner & Fraser, 2023Research on debugging tools for Scratch suggests students can debug effectively, but systematic debugging requires explicit training and support.
Class DataAnthony G. Bacich ElementaryTraffic Light Racer: students made the car move but struggled sequencing red, yellow, and green rules.
UpdateCoding & Game DesignTraffic Light Racer v2: added three-state rule chart and beginner traffic-light template.
Class DataRoosevelt ElementaryTraffic Light Racer: advanced students wanted a penalty for running red lights and a bonus for perfect timing.
ResearchTan et al., 2022Informal STEM learning research emphasizes social interaction with peers and adults around real problems.
UpdateAll classesAll Robotics and Coding lessons now include “show, explain, improve” as the last 5 minutes.

See our curriculum

School-ready from day one.

We know who actually keeps the lights on past 3pm. Here's how we make the school admin's job easier from day one.

In the loop without lifting a finger.

Before/after photos, parent reviews, the schedule, the curriculum, the roster, attendance — all in one place, refreshed live.

Tap any tab to explore

Room 12 · Robotics · today● LIVE

Before · 2:55 PM

After · 5:05 PM

Same. Every time. A photo of every room at the start and end of class.

A real human you can call.

Every Lando school gets a dedicated coordinator. They respond to parents, talk to the teachers, keep classes staffed, and answer every email so you don't have to.

Your coordinator at Duveneck Elementary

Hi, I'm Kathy.

I reply to parent emails, check in with teachers, and make sure classes have supplies. If a parent's confused about pickup, they call me, not your office.

Parents trust Lando.

Know your child is safe.

A text the moment your kid arrives, and the moment they leave — you always know exactly where they are.

Check-in and check-out alerts
Same gate, same campus
A photo or clip after every class

See how we keep your kids safe →

5:02

Tuesday, October 6

5:02

LANDO2:55 PM

Maya is at Lando · Robotics — Room 12.

LANDO4:48 PM

Maya checked out by dad. See you tomorrow!

LANDO4:50 PM

Class report ready, 3 photos, 1 short video.

↑ Live, every class day

Know your child is learning.

A report after every class, so you're never guessing whether your kid had a good time or actually learned something.

See an after-class report for:

Shared 30 min after class

LEGO Robotics

“Myla was super excited to do the builds, loved showing the teacher her work, and worked great with others.”

— Lara, LEGO Robotics

See Myla's full challenge report →

Now accepting Fall 2026

Curious about Lando at your school? Start here.

No commitment — just let us know you're interested, and we'll help start the conversation.

Frequently Asked Questions

What makes Lando different from other kids’ programs?

Lando is built to be both magical for kids and transparent for parents. Our classes are taught by carefully selected and trained teachers, and every class is designed to give kids the confidence to take on hard real world challenges.

Parents also get visibility they usually do not get from after-school programs. You will know when your child checks in and out, and after every class you will receive an update showing what they worked on, what they learned, and how they were engaged.

Why is Lando only offered on school campuses?

Because getting to enrichment is often the hardest part. Afternoon logistics can be exhausting: pickup, drive, drop-off, wait, and drive again. Lando brings high-quality enrichment directly to school campuses, so kids can have great experiences without parents giving up the whole afternoon.

It also means your child gets to learn in a familiar place, right after school, with a program designed to work smoothly with the school day.

How do I bring Lando to my school?

Start with a quick call. Lando has worked with hundreds of schools, PTAs, PTOs, and parent leaders to bring our programs to campus.

Once there is interest, we help with the rest: school approvals, scheduling, operations, parent communication, registration, teachers, materials, and class setup. In many cases, families can get access to Lando as soon as the next semester.

What kinds of classes does Lando offer?

Lando offers hands-on classes across robotics, coding, math, music, and art. Kids might build motorized LEGO machines, code games, sculpt miniature worlds, run a math business, or learn songs on piano. Every class is designed so students make visible progress and leave with something they are proud to share.

Who teaches Lando classes?

Every Lando class is led by a teacher we would be excited to put in front of our own kids.

We choose teachers who are warm, clear, reliable, and good with groups of children — not just people who know the subject. Before they lead a class, they complete state and federal background checks, child-safety training, CPR and First Aid certification, and shadow real Lando classes with an experienced teacher.

After that, we keep supporting them. Lando teachers receive ongoing observations and feedback so every class feels safe, organized, and fun.