2632 Liruma Rd, Mississauga, Ontario, L5K 1Z1, Canada
275 Duncan Mill Road, Toronto, Ontario, M3B 3H9, Canada
2012
1962
70
1124
SK to 12
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional
1 to 12
20 to 22
Learning, Developmental, Behavioral
Accelerated curriculum
$15,000
$20,950 to $31,050
No
Yes
0%
0%
None
6 to 12
$0
$5,000
5
70
0%
0%
0%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 4 - 12
Yes: grades Preschool - 12
No
No
information not available
information not available
“Vianney Academy was a life saver for our family,” says one parent, and that sentiment is common among the parent community. The program is small, student-centered, and eminently supportive, addressing the unique needs of students who have struggled in other, less focused learning environments. The main thrust of the program is on core literacies, gaining a sense of mastery with literacy and numeracy while also building the students’ confidence as learners. The administration is prone to engage with the parent community, and many feel that they are being listened to, and truly understood, for the first time. A rich co-curricular program, including frequent field trips, helps keep things fun, and connection high. Simply, it’s one of those excellent programs that was founded in order to change lives, and help families, and it’s proven its ability to do precisely that.
View full reportIt's a big world out there, with lots of big ideas in it, and Bayview Glen prides itself on offering students an introduction to all its breadth and complexity. The school is part of the Round Square network of schools, which reflects that ambition; the program includes cross-curricular links to concepts of community, self-reliance, and entrepreneurialism. For some students, it can be a lot, perhaps especially for those within the younger grades—the school admits students from preschool through to grade 12. A broad range of curricular and co-curricular activities back up the school's promise to deliver the world: Mandarin classes, a model United Nations program, as well as a range of arts and athletics. While learner support is provided, the ideal student is one who is able to thrive in an intellectually diverse, academically challenging environment.
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"...follows the fundamentals of learning and focuses on appropriately pushing a child to learn and understand the material"
Samantha Lawrence - Parent (Jun 08, 2021)
My son has attended Vianney Academy since SK. I tried one year at another school but came right back...
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"From the principal to the teachers and support staff, everyone shows deep concern for the welfare and progress of the students."
Marilyn Alfano - Parent (Jun 08, 2021)
Both my children experienced attention to their worries and concerns. They were listened to beyond ...
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"They have tirelessly worked with him to help him achieve success in many subject areas."
Susanna Beghin - Parent (Jun 30, 2021)
Vianney Academy was a life saver for our family. My son had trouble attending in a regular classroom...
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"Our focus is on students who are struggling with the core subjects of reading, writing, spelling, grammar, and math. Our unique classroom style allows students to work independently while getting support from their teachers. Each student is given a personalized curriculum that is monitored and adjusted as the student progresses. We incorporate outdoor play and exercise to enhance the child's mental well being which contributes to their success in the classroom. Therapies for cognitive development are included."
"Bayview Glen is an academically invigorating, co-education independent school for students from age 2 to Grade 12. Situated on two closely connected campuses in North York, our vibrantly diverse community is inspired by expert teachers and fuelled by a forward thinking curriculum. Bayview Glen welcomes all students into a nurturing community that allows inquisitive minds to flourish. Our broad offering of curricular and co-curricular activities ranges from Drama to Design Thinking, Robotics to Round Square, Music to Model United Nations, Athletics to Advanced Placement. We value collaboration, problem solving and academic risk-taking to foster the entrepreneurial mindset and respect for diverse viewpoints that are essential for success in the 21st century. Bayview Glen students graduate as compassionate cosmopolitans, fully prepared for top ranked universities at home and abroad. Equally important, they step forth with the skills and attitudes needed to embrace and influence a world of accelerating change."
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"Our close-knit and vibrantly diverse community, inspired by expert teachers and fuelled by a forward-looking curriculum, shapes independent thinkers and energetic citizens. We are members of Round Square, an international association for compassionate leaders, Advanced Placement and the Youth and Philanthropy Initiative for empowering social change."
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"Families choose Bayview Glen for our balanced academic programme, which has a strong music and arts programme, languages, physical education, Outdoor Adventure, Duke of Edinburgh Programme. Our co-curricular activities include an art festival, drama productions, choirs, bands, and extensive team sports. Students can also join clubs and activities including DECA and Robotics."
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"We are proud to highlight our educational continuum from Preschool (age 2) through Grade 12 which fosters values, abilities and friendships to last a lifetime. This philosophy embraces the real world beyond our walls in that we are co-educational, multicultural and multi-denominational; and it focusses on the whole child, nurturing each child’s full potential and confidence to succeed. Our families come together to support our school in building a strong and nurturing community for all."
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"Founded in 1962 by Lois Doreen Hopkins, Bayview Glen began originally as a nursery school and day camp. Beginning with the mission of creating “a nurturing environment in which each and every child is precious”, our teachers are accessible and committed to providing excellence in teaching and learning demands of all students and families. Our goal continues to be to nurture relationships, craft the experiences, and provide the supports that empower our students."
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Hello!
Thank you for considering Vianney Academy for your child's education! Is your child struggling in school? Do they have a learning disability? Are you both frustrated, not knowing where to turn for help? We can help! Vianney Academy is a warm and welcoming small school with programs designed to help your child learn the core subjects of reading, writing, spelling, grammar, and mathematics. We offer cognitive therapies and activities that will help speed up your child's processing speed. If you answered yes to my questions I hope you will reach out to me. Vianney can give you hope and guide your child to success. Let's chat and see if our program is right for you and your child I look forward to hearing from you.
Sincerely,
Karen Uschold, Principal
As a dedicated community of learners and leaders, Bayview Glen is a world class, co-educational institution that provides a wealth of opportunities for aspiring young minds to explore, experience and discover their passions through a rigorous, academic and supportive learning environment guided by our talented faculty and staff. Our mission is Whole Child: Whole Life: Whole World.
As a vibrant school community, it is paramount at its core that each individual feels welcomed, understood and valued. Our teachers place a high priority on engagement, mentorship and character development through our core values of Respect, Responsibility, Compassion, Integrity, Equity and Balance. The fundamental building block of feeling a sense of belonging allows for greater opportunities and pathways for students to learn, explore, discover and experience the enrichment through our academic and extensive co-curricular programmes.
In today’s world and tomorrow’s pathway for students, one of the important goals of educational institutions is to teach our generation, not only to strive to be the best of who they are and get to a good place, but do it in a good way, with purpose and passion.
I invite you to contact our Admissions Department and visit our campus to experience firsthand our unique place of learning where students are provided a wealth of opportunities to discover their passions and purpose.
Traditional
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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.
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.
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All students spend the morning working on what we call their “Daily”. An IEP (individual education plan) is created for them based on their assessed learning level and personal needs, and then continually monitored to ensure it continues to encourage and challenge them as they advance. Some of the skills our students learn in our unique classroom style are: organizational skills self-regulation assessing their own personal success knowing when to ask for help working independently
Educating the whole child requires we provide a wide range of opportunities for students to explore. Developing an entrepreneurial mindset and establishing excellent communication skills are also top priorities.
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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.
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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.
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No
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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.
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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.
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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
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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
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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.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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
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Not applicable
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Reggio Emilia
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Bayview Glen offers a balanced programme starting at age two years.
Accelerated
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.
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).
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Rigorous
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 “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
At Vianney we respect that not all children develop and mature at the same rate. We gently encourage and support their growth in all areas of their lives.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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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."
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We aim to develop critical and creative thinkers who are proficient problem solvers. We expect that our students will utilize their knowledge and talents to always elevate those around them.
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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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We have a speech pathologist that supports our students on a weekly basis, although there is an extra cost for this service. If the child has occupational therapy or other therapies to assist their learning we are happy to incorporate them into their school day.
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Children with clinically diagnosed learning disabilities are all welcome to participate in our program.
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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
6 - 12
0%
0%
$0
$5,000
0%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 4 - 12
Yes: grades Preschool - 12
No
No
No
No
No
Yes: grades 1 - 8
No
Yes: grades 9 - 12
No
No
Students wishing to study at Bayview Glen are asked to submit a completed application form, along with a copy of their birth certificate, immunization records, a recent school report, a photo and an application fee of $100. Admission to the school is based upon a review of past school reports, an interview or class visit, entrance testing and space availability. The Admissions Office is available to answer your questions, provide you with more information, and arrange for you to visit the school. For more information, please contact Judy Maxwell, Director of Admissions, at 416.443.1030 or [email protected].
Application Process and Enrolment:
1. Request an interview. At the interview Vianney's principal will have the opportunity to meet you and your child. Please bring any assessments, observations and recent report cards. Vianney Academy will consider any student for enrolment.
2. Once enrolment has been offered you will be emailed an enrolment package with further instructions and forms to fill out and return to secure your child's place at Vianney. The application and registration fees must be received along with your completed forms.
3. Your deposit of $2,000 must be received by August 9th. The remaining monthly payments (September - June) must be received by the 1st of each month (or the next normal business day if the 1st falls on a weekend). Payments can be made by credit card, cheque or e-transfer. All items received NSF are subject to a $50 NSF fee.
Our admission process helps applicants and their parents become more familiar with Bayview Glen, its programmes and our educational philosophy. You begin by submitting a detailed application form. Then, students will visit the school to experience life in class, and will complete an entrance assessment. Once the admissions process is complete, students are notified in writing each March regarding their application status. Please visit the Admissions section of the Bayview Glen school website (www.bayviewglen.ca/admissions) for further details.