180 Amber Street, Markham, Ontario, L3R 3J8, Canada
3430 Fairview Street, Burlington, Ontario, L7N 2R5, Canada
1988
2019
200
260
Nursery/Toddler to 3
Preschool to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Progressive, International Baccalaureate
10 to 24
10 to 16
Learning, Developmental, Behavioral
Learning
In-class adaptations
Dedicated class; in-class adaptations
$11,500 to $19,800
$9,900 to $18,900
No
No
0%
0%
None
None
$0
$0
25
22
0%
0%
93%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 3
Yes: grades 1 - 8
No
No
information not available
information not available
Established in 1988, Sunrise has developed one of the most established and trusted programs in its catchment area. The teaching is strong, and the facilities top-notch. A principle draw for the families that attend is the continuity that Sunrise offers from birth through grade 8. As such, students spend their formative years within a consistent community of care, building meaningful, long-term relationships with instructors and peers. The opportunities for interacting with other age groups is a distinguishing factor of the Montessori approach, and is a key to the Sunrise experience. The school community is a good size, and there are many benefits, including a wide range of programs and activities, including French immersion, an indoor playground, and sports and physical activity. The afterschool programs are rich and varied, including piano, marital arts, and gymnastics, among others. All of that and hot lunches, too. There’s a lot to love, with the experience and expertise of the staff topping the list.
View full reportAshwood Glen is a recent and welcome addition to the private school market. It’s in the process of reaching IB accreditation, a process that takes two years, though is already teaching to that curriculum. The benefits of the IB include integration within a global community of learners, as well as as internationally recognized and admired approach to learning. The instructional spaces were purpose built with the Ashwood program in mind, allowing for movement and a high integration between learners around shared learning tasks. The incorporation of a Maker Space signals an intention to help children develop the 21st century skills they’ll need when they advance to the secondary grades and beyond.
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"I have always had an open relationship with all of my daughter’s teachers. They are always available..."
Layla Li - Parent (Jun 02, 2020)
I have been sending my child here since she was in the Toddler classroom. The teachers are very welc...
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"...my child learned to explore, manipulate, and problem-solve whatever items were given to him."
Michelle Toh - Parent (Jun 02, 2020)
My son is currently enrolled at Sunrise Montessori in their Casa program and has been at the school ...
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"Her teachers are very passionate about ensuring that all of the children are taught and stimulated on a daily basis."
Lily Ho - Parent (Aug 07, 2020)
My daughter is currently enrolled at Sunrise Montessori in their Casa program.
My daughter absolute...
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"The teachers at Ashwood Glen work as a community."
Stefania D'andrea - Parent (Feb 24, 2023)
Our son started at Ashwood Glen in the Toddler class. Within a little over a month, we saw major dev...
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"Ashwood Glen has a wonderful student body with lots of very supportive parents."
Odette B - Parent (Feb 24, 2023)
Re-locating from out west, we were searching for a school that had a smaller class size, diverse sta...
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"I have really enjoyed the Montessori approach of hands-on and real-life skills."
Tracey Lombardini - Parent (Feb 24, 2023)
My daughter loves Ashwood Glen, her teachers, and working in the classrooms. She has attended Ashwoo...
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"We enrich your child intellectually, socially, psychologically and physically by encouraging values such as enthusiasm, imagination, and understanding. Programs for children Infant, Toddler, Casa, Elementary. French Immersion curriculum available for the Pre-school and the JK/SK program. Summer Camp and After School Activities are also available."
"In the heart of Burlington, Ontario, Ashwood Glen uniquely unites Montessori and International Baccalaureate curriculum, fostering holistic growth from preschool to grade 8. Our vibrant, multicultural community, with small classes, promotes self-paced learning, exploration, and vital 21st-century skills. Here, curiosity and passion inspire children to unlock their potential. We don't just educate; we inspire students to excel and empower them for their future. Discover the Ashwood Glen difference—book a tour today!"
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"At Ashwood Glen we provide our students with opportunities to explore real-world concepts and issues, challenge assumptions, think critically, and acquire skills that they will need to apply throughout their educational and future professional journeys. Our holistic approach to education places emphasis on providing opportunities to support our students' social, emotional, and physical needs along with their academic needs."
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"Our state of the art school facilities are designed with the student learning and the IB and Montessori programs in mind, and allow for a multi faceted and enriched learning environment. We provide outdoor and indoor spaces, specifically designed to meet the young child’s gross motor development needs, and our program includes regularly scheduled enrichment activities that may include French, music, art, or dance, each taught by teachers specifically trained in these disciplines."
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"The time, thought and effort spent on event planning and communication. Our school events, and extracurricular activities require a lot of time & thought in their planning to make them meaningful, tied in with our student learning.
We highly value having close working relationships with families. Timely communication, which requires coordination and timely presence through our daily bulletins, morning announcements, weekly assemblies and class updates and multiple conferences throughout the y"
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"The involvement from parents in various activities. We welcome parents to have the opportunity to celebrate all academic milestones in their children's education. Having the parents on campus, experiencing the outcomes of their children's' hard work makes a difference and parents appreciate being able to take part in the various events at school."
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Sunrise Montessori School is a school that promotes and upholds the spirit of community. Within such a diverse community, our school's universal goal is to build essential lifelong skills for all students. We offer various programs that are designed to build essential skills and concepts such as cognitive, social, creative, emotional and physical development all of which are necessary to help the child become successful lifelong learners.
Our team of dedicated teachers, staff and administrators are professionals who are committed to our mission. We are personally committed to uphold all these values and would like to work with all parents to achieve greater heights for the students and the school community.
Thank you for your interest in our school.
It is with great excitement and enthusiasm that I introduce myself as the Head of School at Ashwood Glen.
I am thrilled to introduce myself, Ms. Heba Hefny, as the Head of School at Ashwood Glen. With 19 rich years in education experiece, I've spent four memorable ones at Ashwood Glen, leading the IB PYP / JMS curriculum.
Education has enabled me to work in various parts of the world. Through this, I've come to appreciate a universal truth: children, irrespective of their background, are eager learners, emanating joy and enthusiasm in their educational pursuits.
I hold a BA in Business Administration with a minor in Psychology, and an MA in Elementary Education from The College of New Jersey. My commitment to holistic development extends beyond traditional education. I am a certified Neuro-Linguistic Programming (NLP) practitioner and a staunch supporter of Positive Discipline, with certifications in both its Parent and Teacher education.
At Ashwood Glen, we uphold our mission statement with fervor: striving for excellence, learning collaboratively, and aiming to make a significant impact at both local and global levels. We continually aspire for academic growth for each student, partnering closely with parents to ensure tailored experiences. Our students are encouraged to think creatively, often presenting ideas that can benefit not only our school — but also local and global communities and causes
Open dialogue is vital. I operate with an open-door policy, inviting students to speak up and express any concerns or ideas they might have. Feedback is invaluable, and I take proactive steps based on the insights provided.
Ensuring a nurturing environment where every individual, be it parents, students, teachers, or administrators, feels safe and valued is paramount. It's this ethos that makes me immensely proud to be a part of the Ashwood Glen family.
Given my background and deep-rooted passion for education, I am committed to empowering, mentoring, and inspiring our students. My aim is to create a vibrant and conducive learning environment where every student at Ashwood Glen can truly excel.
Ms Heba Hefny
Progressive
International Baccalaureate
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Sunrise Montessori School programs strive to deliver stimulating learning experiences in a safe environment that enhances children’s social, intellectual, physical, and emotional development. This enhancement happens throughout a child’s daily routine which encompasses a balance of indoor and outdoor play, academic as well as active play, rest and quiet time.
Our Children's House (18months - 6 years) adopts the Montessori approach to teaching and learning. The Grades 1 to 8 program is based on the Ontario curriculum, delivered using some of the principles and practices of the International Baccalaureate (IB).
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Both Traditional math and Discovery Math is important. Both conceptual and mathematical methods or algorithm are important in developing a mathematical mindset.
Mathematics instruction is rich in thinking and talking, and students engage in working through problems that are open-ended, accessible, and rigorous. Teachers use pre-assessments to inform instruction, ongoing formative assessments to support student reflection, and summative assessments to evaluate the quality of the learning. In junior school, the combination of both skills and inquiry based learning is used to enrich math learning. Additionally, where appropriate, some of the Ontario math curriculum standards are delivered through transdisciplnary units of study. We strive to extend the expectations and outcomes of the Ontario math curriculum for our students.
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Balanced Literacy
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.
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.
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Our teachers engage students in cumulative comprehension strategy instruction throughout the school year. Additionally, a reading framework will be used to guide the development of a culture of deep thinkers, as well as, joyful readers in the community. Students will have choice and ownership in choosing books, time each day to think and talk about their reading, and comprehension instruction. Additionally, instruction includes teacher demonstrations, guided practice, independent practice, and opportunities for independent reading.
No
Equal balance
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.
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.
Our teachers engage students in writing instruction throughout the school year. Additionally, a writing framework will be used to guide the development of students' skills in writing. Through targeted and individualised instruction, students learn to generate, gather, and organise ideas and information to write for an intended purpose and audience, practice the different stages of the writing process, use a variety of sources for information, reflect on and refine their written expressions, identify their strengths and areas for growth as writers.
Equal Balance
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.
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.
Our science program is guided by the belief that science is best learned in a theoretical, hands-on approach infused with student questions, exploration, and guided inquiry. The ultimate goal of our program is to develop scientific thinking and understanding while nurturing a lifelong curiosity and awe for our world. Learning experiences are rich in thinking and talk as students explore phenomena and construct meaning, include opportunities to explore using a variety of materials and models for problem solving, embedded with Science Engineering practices, and both targeted and individualised based on formative assessments.
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
Physics
Equal Balance
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Our social studies program is guided by the belief that social sciences should balance the content of geography, history, and culture with the ultimate goal of sending students into the world with a mindset of curiosity and internationalism, cultural appreciation, and a desire to make the world a better place. The heart of our elementary program infuses inquiry, critical thinking skills, and opportunities for students to concepts in social studies, history, and geography. Learning experiences are rich in thinking and talking, as students explore and construct meaning, include time student explorations and wonderings, differentiated to meet the diverse needs in the classrooms, and responsive to ongoing formative assessments.
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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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
Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
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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.
Information not available
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Web design
Robotics
Computer science
In a world that often focuses on competition and personal gain, children benefit greatly from opportunities that encourage them to think and act considerately toward others. Montessori teachers try to integrate such opportunities in all areas of the classroom, including physical education activities. To do this successfully in physical education, Montessori teachers shift the focus of sports and physical activities toward an approach that is non-competitive and collaborative.
Promoting healthy development and wellness is an important aspect of our Ashwood Glen Learning Program, and contributes to the overall personal and academic success of our students. Our physical education program allows students to develop movement skills and competence, and to apply these skills to games, sports, dance, and other physical activities in a safe, inclusive, and supportive atmosphere. Students will be encouraged to achieve their personal best and adopt healthy, active lives.
Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Sunrise Montessori School recognizes each child is a unique individual who brings his or her own abilities to the program and deserves the encouragement and space to try new things, explore new ideas and develop their own unique creativity. We provide an environment that fosters curiosity, one that allows children to explore. We believe that every child deserves a safe and caring environment in which to grow and develop to their maximum potential. We understand the importance of taking children’s stages of development into consideration.
We foster excellence, inspire leadership, and empower students with skills to lead fulfilling lives. Our approach is student-centered, and students are provided opportunities for input and take ownership of their own learning experiences.
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Our class sizes are intentionally small to ensure that our teachers have deep knowledge and understanding of their students' learning needs. This allows for a more personalized approach to teaching and learning.
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.
Our learning program is holistic in that we place equal emphasis on academics, personal and social-emotional development, and activities. The Ashwood Glen Learning Program aims to develop internationally minded students with high learner efficacy.
"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."
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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Physical
The goal is to cultivate "strong, ?exible - bodied and active individuals, in tune with the joys of movement, sport and wellness."
With the school motto being “Education for Life”, Sunrise Montessori works to begin the learning process of children, and help them further pursue the skills, knowledge and attitudes that are necessary to lead them in successful lives. We are committed to assisting the child’s natural process of unfolding that occurs as he creates herself from her experiences in the world. We are committed to providing an atmosphere in which the child can develop respect for himself, others, the environment and the tools he uses in work and play.
Internationally minded individuals with the desire and capacity to lead positive change.
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
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Within our inclusive classrooms, we accommodate students with additional learning needs, including students who are highly abled. In addition, we provide individually targeted instruction for students who might need the additional challenge in their learning.
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Classroom instruction and assessment practices are differentiated to meet the learning needs of students. Our small class sizes and inclusive pedagogy allow teachers to effectively meet the learning needs of all of their students, including those with higher abilities or having mild learning difficulties.
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 |
||||
Ice Skating |
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Lacrosse |
||||
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 |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
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Tennis |
||||
Track & Field |
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Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
0%
0%
$0
$0
93%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 3
Yes: grades 1 - 8
No
No
No
No
No
No
No
No
No
No
The Registration Fee/Application Fee is $200 (one time only) which is non refundable.
The deposit structure is based on the program chosen i.e. Infant, Toddler, Pre-school, JK/Sk and Elementary. It will be a one month deposit which will apply towards the last month tuition fee.
To begin the application process, families may contact our school directly at 905.320.1272 or via email at [email protected]. We will be happy to provide an information package and answer any questions you may have. We also encourage prospective families to schedule a tour or attend one of our school information sessions to gain a better understanding of our Learning Program.