279 Burnhamthorpe Road, Etobicoke, Ontario, M9B 1Z6, Canada
37 Southbourne Avenue, North York, Ontario, M3H 1A4, Canada
1893
2011
50
30
JK to 5
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
10 to 12
4 to 8
Learning, Developmental
Learning, Developmental, Behavioral
In-class adaptations
Dedicated class; in-class adaptations
$7,880 to $13,240
$20,000 to $26,000
No
No
0%
0%
None
None
$0
$0
6
3
0%
0%
95%
90%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades K - 5
Yes: grades Preschool - 8
No
No
information not available
information not available
Olivet was established in 1893, though through moves and development, the school doesn’t reflect its age. Nevertheless, there is a continuity which, if less overt, remains within the life of the school. The academic program is strong, though families also turn to Olivet due to an appreciation of the context that the school provides, including an attention to spiritual and personal growth. The aim of the school is to provide a foundation for life, and for learning after the children go on to other schools after grade 5. The property accesses green space, allowing the lessons to extend to those about environment and environmental stewardship. Parental involvement in all aspects of the life of the school is very high, a function of the school’s size. All of that combines to create a community atmosphere that extends beyond the classroom, and beyond the walls of the school. The ideal student is one who will thrive in a challenging, close-knit academic environment.
View full reportThe mantra of private education is “fit”—finding the right environment for your child’s specific learning needs. Magnificent Minds is a great example of that concept, to be sure. While there are psychoeducational services and support in place for students who are diagnosed with autism spectrum disorder, the school’s approach can benefit a range of learning needs; most often children arrive here coming from environments that, for whatever reason, were unable to provide the supports they needed. The school is small, and for the families that enroll here, that is one of its great benefits. Instruction is student-centred, adapting to the needs of each individual. There is an emphasis on play, and an awareness of the benefits of growing a positive sense of self within a close community of peers. The context of possibility, of celebrating and building upon a child’s unique talents and ability, for many students has been transformational.
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Quality instruction, attentive faculty
Monica De Oliveira - Parent (Jan 24, 2018)
MY daughter loves going to school and she only dislikes the times I come earlier to pick her up or t...
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A positive learning environment, inside and out
Claire Hurd - Alumnus (Feb 28, 2018)
Olivet nurtured my academic talents and helped to grow my social confidence. I became part of a true...
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"I was excited to go to school"
Julianne Diab - Alumnus (Feb 28, 2018)
My overall experience at Olivet School was very positive. I remember being happy and comfortable wit...
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"At Olivet School, we focus on creating a warm, caring environment for your child by maintaining small class sizes and incorporating Christian values and character development into all that we do. We integrate Christian values in everything from seeing His beauty in nature and play to academics and music! Our students love our Good Deeds Tree which teaches them compassion and service to each other and enjoy our daily observances – together these exemplify our dedication to developing the “whole child”."
"Magnificent Minds Inc. offers low-ratio classes for students from kindergarten to grade 8; using the science of learning, and a hands-on approach, we motivate our students to reach their best, and become resilient life long learners. With a strong emphasis on developing the whole child, and adjunct programs targeting executive functioning, mindfulness, community involvement, and social and behavioural skills, we offer programming that acknowledges the need for a multi-disciplinary approach to education."
"Individually focused leaning. Our small student to teacher ratio allows more attention to each child. Not everyone learns at the same pace so the smaller classrooms allow for the individual learning. We are very good at teaching the WHOLE child. We care concerned with their spiritual wellness, their social emotional learning, their physical growth and their academic pursuits."
"Differentiated (and individualized) instruction occurs in all aspects of our programming as we work through academic and social-emotional curriculums specific to the needs of our students. In developing our yearly goals, we recognize that many of our students possess uneven learning profiles (advanced in one subject, behind in another) and work with our multi-disciplinary team to fill in gaps as we build on existing strengths."
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"Families choose Olivet School for our unique, grounded and caring approach to learning. Over 150 years ago, we lead the way in teaching with small class sizes and integrated learning. Our school is deeply rooted in strong morals and values that teach our students much more than academics - it teaches them how to be a "good" person in the world."
"Our expertise in specialized (individualized) education and our commitment to celebrating, and respecting, neurodiversity comes through in everything we do, from goal setting to planning community events for our students to enjoy."
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"Kindness, giving, and the fundamentals of learning the values of being a "good" person and a good Christian are just some of the significant reasons for enrolling at Olivet School. Here your children will begin a learning journey not just of academics, but of strong Christian values, while experiencing a feeling of being cared for and supported."
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"Families find it surprising to learn that we have a rich history spanning almost 130 years and that we grew out of a growing need for faith-based learning, character development and overall growth.
When families come to visit our school, they often remark on the age of the school and history of the school, architecture features: exposed brick, original wood, how the building was built over time."
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I believe in the true value of our school, and am thrilled to be Olivet School’s Principal. Olivet School provides students with unparalleled one-on-one instruction, with the ever-present goal of producing outstanding citizens who strive to engage wholeheartedly in life, and in their communities. Basing learning goals on the Ontario Curriculum, and infusing it with the teachings from the Bible, our teachers build the foundations for students’ learning in academic subjects, as well as in their development as compassionate individuals. We excel at character education, continuously striving to cultivate each student’s gifts and talents, encouraging them to work to the best of their potential, and inspiring them to be caring, honest, and considerate of those around them.
Olivet School is a joyful place to work, play and learn, but don’t take our word for it. Have a look at our brochure, and then contact us to see for yourself!
Thank you for considering Magnificent Minds as a potential community for your child(ren) and family. You may be seeking a first placement in which to begin your educational journey, responding to a current situation which is not meeting the mark, or acting proactively to pursue 'the right fit'. Wherever you're coming from, we welcome you.
When families arrive at Magnificent Minds we often hear statements like “finally!", "and “I wish I had found you sooner!” Your community is waiting for you! At Magnificent Minds, you will find like-minded parents and professionals who champion your child to success, irrelevant of past experiences; we recognize that every child can learn to love their school, and take pride in their accomplishments.
Our approach reflects a strong foundation in language-based programming, emotion regulation training, education for students with complex profiles and a psycho educational niche which addresses the development of multiple intelligences. We work within a multi-disciplinary context and are supported by a team of dynamic and engaging educators with a history of successfully motivating our students to reach personal greatness.
We look forward to discussing your particular needs, and wish you the best of luck as you pursue personal greatness for your child(ren).
Traditional
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
Caring Atmosphere Promoting Personal Growth The caring educational atmosphere is a vital part of learning at the primary levels. Achieved through attentive, loving teaching, small class sizes, and firm standards of behaviour, our hope is to give young children the experience of a gentle extension of the home. This atmosphere provides them with the predictability and stability to form a base of confidence, honesty and considerate behaviour as they grow into adulthood. Learning Current Curriculum Integrated with Religious Values Christian values and standards of behaviour and philosophy are woven into everything we do at Olivet. Our teachers choose to make their careers at Olivet because they love the opportunities to engage students with important religious questions while pursuing studies in today’s Ontario curriculum. Through this enriched approach to curriculum Olivet is a leader in character development; the kind which guides a student through his or her whole life.
We believe that in order to get our students to their final destination, it's essential to understand where they have come from. With a hands-on approach to student-directed inquiry and a data driven evaluation process, we provide a concrete account of student gains, areas of need and next steps for programming. Working from the Ministry of Education curriculum and additional curriculum documents chosen for each class based on the needs of its students (social curriculum, language-based curriculum, emotional awareness curriculum, life/leisure skills curriculum and so on) , our program targets student growth across over 20 domains of development. Our program pursues holistic development, which targets the whole body and whole mind. We work from a psycho-educational framework which enables our teachers to understand and motivate our students in a way they have often never experienced.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
In the instruction of mathematics we strive to balance traditional and inquiry based methods. By teaching real life application of standard mathematical units we provide context and opportunities to practice skill development in a functional way.
Varies by grade. Please inquire.
No policy exists. In the event that calculators are needed, we will provide these to our students.
Phonics-intensive
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
We use a phonics-intensive approach to target the development of reading skills. In addition, we use systematic measures to address reading comprehension using leveled reading curriculum.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use a leveled reading curriculum to assess progress, and provide curriculum guidance.
Systematic approach
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
The teaching of foundational writing skills occurs with the use of a systematic procedures which addresses the core components of writing successfully. By learning the 'rules of writing' in a way that is concrete and quantifiable, our students develop the ability to plan, write, revise and publish various forms of written material.
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
In science class, our students get busy 'doing'. We take curriculum strands and present information in a way that allows our students to generate hypotheses, make predictions and assess their findings.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Our literature program begins by teaching foundational literary analysis skills, and develops into a more sophisticated application of these findings. Students are asked to make links between what they read and what they know; we provide our students with a framework for literary analysis which maximizes student success.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Thematic social studies units allow our teachers to create engaging lessons at every grade level. By offering a balance between student-directed and teacher-directed learning, our students explore culture, communities, and more.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
French is introduced from preschool onward. Our program is built around the acclaimed AIM method which moves students rapidly into conversational French rather than just filling out worksheets and conjugating verbs. The students learn gestures to reinforce new vocabulary and build towards performing a French play at the end of the year. This program produces amazing results; one of the most important being that students enjoy, rather than dread their language classes.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
The Olivet music program starts in preschool and lays a solid foundation of delight as well as competency in music. Starting from basic songs, rhymes and percussion instruments at the younger levels and working towards reading, writing and performing music on a range of Orff instruments, Olivet students receive an inspiring, creative and thorough background in music. Our two yearly whole school concerts are a highlight for parents and extended families. Drama and dance are integrated into our French and music programs for the students in Grades 1 to 5, in our French Show in the spring and musical production near the end of the school year. Dance is further supplemented as part of the physical education program. In the Kindergarten class students memorize and perform poems and short skits throughout the school year for the rest of the school.
Our arts-based programming reflects an appreciation for the creative process. Using arts-based modalities, our program targets the development of creativity, imagination, self confidence and an appreciate for the process of art-making (without any pressure to pursue perfection; it's all about the process). Students are encouraged to investigate a variety of forms of art, develop an appreciation for iconic artists and explore art-making in a way that is student-centered.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
In the upper grades students are provided with a laptop to be used in school for preparing reports, research and other class work, as deemed appropriate by the teacher. In the lower classes, classrooms have laptops that are used by the students when appropriate, for educational software, typing practice, etc.
Technology is used in the classroom to help deliver content and solidify understanding. IPads, and desktop computers are available for learners for research and computer literacy.
Web design
Robotics
Computer science
Students are introduced to age appropriate physical activities as per the Ontario Curriculum. At Olivet School we introduce students to a wide range of games and sports, develop coordination; ball skills and fitness; instill qualities of teamwork and perseverance; and include lots of fun. Our emphasis is on participation, skill development and enjoyment rather than competition.
Our program upholds the ideal that an active body yields an active mind. We integrate daily physical activity into our classrooms through outdoor adventures, daily sports and recreation periods, bi-weekly yoga classes, and a focus on health and wellness training. In addition to physical activity, we put significant focus on nutrition and health and strive to teach stress management techniques throughout the day.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Kindergarten is treated as a transition year to the formal education process. The children work on number, colour, shape and language skills, these are balanced with lots of attention on social development among peers and teachers. We introduce foundational ethical ideas: helpfulness, teamwork, caring for the environment, respectfulness and safety. Kindergarteners are taught about heaven, the presence of a loving Creator, and the constant care He provides through angels and parents.
Our program blends play-based and academic instruction; we spark curiosity through play, teacher-directed instruction and opportunities for hands-on investigation. Our students develop learner readiness skills, which position them to thrive in a variety of future learning environment. With a multi-disciplinary approach, we pursue communication, social skills, cognitive development, scientific discovery, gross and fine motor skills. imagination building and artistic inquiry.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Olivet's amazing teacher-student ratio ensures each child gets the attention they need, with specialist teachers teaching music and French. When young children are placed in a two or three-grade learning environment that mirrors the family grouping, their learning is compounded by the experience of socializing with children of various ages.
We offer split level classes as a way to maximize the effectiveness of ability-groupings.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Olivet teachers are able to set and achieve high standards for their students that exceed the Ontario Curriculum. Along with academics, the focus of learning at Olivet is the development of positive life attitudes such as self-acceptance and kindness towards others. At Olivet we know that memorizing math facts, and rules of spelling and writing create a firm foundation for a successful academic future. As well, learning how to be a good person sets the foundation for life.
Academic excellence is a major driving force of our program, however, developing a love of learning, a deeply rooted sense of curiosity and the confidence and willingness to investigate play an equal part.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Character traits such as kindness and honesty are supported on a daily basis. Using Biblical messages such as the 10 Commandments and the Golden Rule as a basis, students develop a sense of self and learn that what they think, say and do forms the basis of who they will become. At Olivet we educate for the present and for the future well-being of each child.
Our holistic frameworks caters all areas of develop and appreciate the importance of each domain.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We use a multi-disciplinary approach incorporating principles of emotion regulation, and anxiety/stress management. We provide ample behavioural supports within the classroom and offer a standard 1:4 student to teacher ratio, or the option of a 1:2 student to teacher ratio or a 1:1 student to teacher ratio as student need dictates. We offer 1:1 services to augment our school program.
Exceptional children who are able to play and learn alongside typical children are accommodated in a variety of ways at Olivet. More serious learning or behavioural difficulties are best addressed in an educational facility specifically suited to the child's needs.
We are positioned to support a variety of learner profiles, including those with complex profiles or learning histories. We are positioned to support children with additional needs in a variety of ways, as stipulated by our comprehensive individualized education plans.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 5
14%
0%
$0
$0
95%
90%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades K - 5
Yes: grades Preschool - 8
No
No
No
No
No
No
No
No
No
No
Olivet School looks for families who appreciate what Olivet School has to offer them and their child. Parents, students and Olivet School teachers love the Olivet School community for its caring, home-like quality, very small class sizes and its rich academic program taught with a foundation in Christian values. If you've been looking for elementary education which combines the strength of top quality teaching with the individual attention and opportunities of a personalized learning community, then you too will love Olivet School!
Students who benefit from hands-on, systematic teaching in a low ratio environment where a balanced educational curriculum is presented.
1. Tour: Complete a school tour and classroom visit.
2. Interview: Parents/Guardians meet with the principal.
3. Records: Provide the school with copies of student’s two most recent report cards and assessment materials (if applicable).
4. Teacher assessment: Student meets with classroom teacher individually or joins the classroom for the morning. (Not required for kindergarten).
5. Register: Upon receipt of an acceptance letter, complete registration form and pay $500 non-refundable deposit.
It's important that our school is the right fit for each student placed with us. We require an informal interview, or meet and greet, with each prospective student prior to offering a placement. We work collaboratively with parents and other stake holders (previous schools, support team, caregivers, etc.) to assess learner history, next steps for goal development and long term outcome.