6920 Millcreek Drive, Mississauga, Ontario, L5N 4J9, Canada
2451 Dieppe Ave SW #201, Calgary, Alberta, T3E 7K1, Canada
Indirect Support:
6920 Millcreek Drive, Mississauga, Ontario, L5N 4J9, Canada
2451 Dieppe Ave SW #201, Calgary, Alberta, T3E 7K1, Canada
2015
1979
165
40
Nursery/Toddler to 2
1 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Progressive
Varies
6 to 8
Learning, Developmental, Behavioral
$18,800
No
No
0%
0%
None
None
$0
$0
24
3
0%
0%
0%
0%
Rolling
Rolling
Not available
Not available
No
Yes: grades 1 - 12
No
No
information not available
information not available
Student-centred programs and an efficient interface with parents have endeared Western Heights to the families that turn to it. Now with seven locations throughout the GTA, it has all the benefits that come from a larger administration team, while also maintaining a close-knit, community feel at each of the schools. Teachers are skilled, qualified, and engaging. A strong core Montessori program is augmented with language instruction, including Mandarin, and music beginning at the toddler level. On-site catering, with lots of healthy options, is also a draw.
View full reportBanbury Crossroads Academy’s educational philosophy centers on personalized, student-driven learning, allowing each child to progress at their own pace and according to their interests. The school is led by a team of dedicated educators who prioritize both academic and social development, encouraging students to take ownership of their education and engage meaningfully with peers and teachers. The Academy specializes in supporting neurodivergence, learning challenges, and diverse needs with distinct curricular classrooms and tailored resources. The Academy's core values include mutual respect and the cultivation of mastery in subjects. The school employs a tutorial approach, one-on-one instruction, and daily feedback, helping students set and achieve goals, and develop critical thinking and problem-solving skills. Class sizes of 8:1 guarantee personalized attention. Banbury Crossroads Academy integrates students with Banbury Crossroads School peers for field trips, physical education, and events, promoting community and inclusion.
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"Serving the Oakville, Mississauga, Milton and Burlington communities with seven campuses since 2015, Western Heights Montessori Academy offers an enriched Montessori curriculum to children from six months to 12 years of age. Voted as the best child care centre in Oakville and Mississauga, we believe that every child is special and unique. It is our mission to bring out the full potential in every one of our students by offering a customized, engaged, and enriched program in a close-knit, caring environment."
"Banbury Crossroads Academy serves students with diverse learning needs through a unique, student-paced program. Class sizes of 8:1 guarantee personalized attention. Our inclusive approach integrates Academy students with Banbury Crossroads School peers for field trips, physical education, and events, promoting community and inclusion. Specialization is achieved via distinct curricular classrooms and tailored resources, enhancing every student's educational path. Become Your Best, with Banbury Crossroads Academy!"
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"At Banbury Academy we make sure not to leave any student behind. We accomplish this by having topics and concepts introduced by the teacher and then allowing students to work at their required pace to guarantee optimal understanding. Through support from the teacher and Educational Assistant, we ensure that students complete work and meet deadlines. We also have class sizes of 6:1 meaning we can support students in a way that emulates 1:1 tutoring.
We also pride ourselves on our mentoring system, which allows us to build strong relationships with students. Each student will have a mentor teacher that they meet with every morning to set daily goals with, and once a week for an in-depth chat to discuss how they are progressing in all their subjects, as well as any social and emotional issues, or areas they feel they need support in. Our teachers are adept at suggesting and supporting any strategies or resources they feel might be appropriate."
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"At Banbury Crossroads, we prioritize personalized education and small class sizes over expansive campus facilities. By not having our own gym, we utilize Calgary's excellent local pools and gyms, integrating our students into the community and providing real-world learning opportunities. This strategic choice supports a focused allocation of resources towards nurturing each student's unique talents and interests in a supportive environment."
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"Banbury Crossroads has been supporting the educational achievements of students looking for a more personal education system for over 40 years now. Recently we have found that many of our students who prefer our small class sizes also have diverse learning needs, making self-direction challenging. Recognizing the need to support these students with their diverse learning needs, we developed the Banbury Academy. 2024-2025 will be its inaugural year and we are very excited to support these students, making learning fully inclusive and accessible, and to see them meet their full potential."
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"We offer incredibly small class sizes (6:1) to ensure personalized support. Our teacher guided approach of introducing concepts and theories while then allowing students to work at their own pace ensures students can take the time they need to work to the best of their ability. We are able to work with students in a tutoring style to assist them as necessary. Our teacher guidance also helps with organization and executive functioning skills to make sure no one is left behind. This model is wonderful for students requiring extra support for executive functioning skills, anxiety, or needing direct instruction to aid their learning. Our aim is for all students to graduate with a High School Diploma or Certificate of Achievement at the completion of high school. When you join the Banbury Academy, you join an extended family. Through mentoring and our small class sizes, we get to know all our students and advocate for them and their individual needs to support them being as successful as th"
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"While we are an Academy for diverse learning needs, we do not have the resources to support students with severe physical disabilities due to our facility. We are also unable to manage severe behavioral challenges, violent outbursts, or students who might be a flight risk, due to the design of our learning spaces and frequent field trips.
Due to being an academically oriented program supporting students to graduate with a High School Diploma or Certificate of Achievement, we are unable at this time to provide for students and families looking for a program to develop life skills."
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"Families have told us they find our small class sizes and relationship building approach to supporting students fosters a welcoming and encouraging environment where students can open up and be themselves.
We also don’t target any specific diverse learning need, as everyone is different and unique in their own way. Instead we look at the student as a whole person, where their learning need is just one aspect of them and certainly not their defining characteristic."
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"Historically Banbury Crossroads was synonymous with self-directed learning. However, the Banbury Academy will not be self-directed. We will have direct and explicit instruction to support the needs of our learners, while also allowing students to work at their own pace to ensure understanding to the best of their ability. We have a wonderfully supportive mentoring system and personalized approach to teaching and learning. Banbury Academy will become known for its personalized learning and caring environment, supporting students to graduation."
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"Our mentoring system of meeting with students 1:1 on a weekly basis allows us to build strong relationships with our students and ensures all students have someone within the school who advocates for and with them to support and celebrate their successes, as well as being a direct point of contact for parents."
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"All our teachers genuinely care about our students and will not only get to know the students but will also use this information to adapt tasks where possible, making learning more engaging and relevant."
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"For 2024-2025 we have started Banbury Academy. This is to meet the needs of our growing population of students with diverse learning needs who appreciate our small class sizes and supportive environment, while wanting more direct and explicit teaching mixed with self-paced work. If you excel at something we won’t hold you back, if you need a bit more support in a subject, we are here to help!"
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"Continued Expansion: The school aims to further expand both its physical space and its student body, adapting to growing demand while maintaining its commitment to small class sizes and personalized education."
Dear parents and students,
Welcome to Western Heights Montessori Academy, where every child's journey of discovery and growth is celebrated. As the Head of School, I am thrilled to lead a dedicated team of educators committed to nurturing young minds through the Montessori pedagogy. Our holistic approach to education, tailored for children aged 6 months to grade 2, fosters independence, curiosity, and a lifelong love for learning.
At Western Heights, we believe in providing a nurturing environment where each child is empowered to explore, discover, and flourish at their own pace. Our Montessori-inspired classrooms offer hands-on learning experiences that inspire creativity, critical thinking, and collaboration.
As we embark on this journey together, I invite you to partner with us in creating an enriching educational experience for your child. Together, let's cultivate a community where every child feels valued, supported, and inspired to reach their full potential.
I look forward to witnessing the growth and achievements of each and every student at Western Heights Montessori Academy.
Warm Regards,
Helen Mansour
Head of School
Western Heights Montessori Academy
I am beyond excited to introduce Banbury Academy to support students with diverse learning needs. Here at Banbury, we believe all students deserve to be able to learn in a way that best suits their needs. Banbury School supports students who prefer to work in a self-directed environment while Banbury Academy supports students who prefer direct teaching to introduce concepts and some extra support with executive functioning, self-regulation, and emotional needs. With the use of IPPs to guide supports and accommodations, our dedicated and caring teachers will work with students to support them when and how they need. Our small class sizes of 6:1 foster excellent relationship building, leading to an environment where students feel safe to try, and even to fail.
We are self-paced, meaning if a student is adept at a certain topic or subject, we won’t hold them back to work at the same pace as everyone else, however, our teachers are here to explain concepts and ideas when needed. We do implement deadlines to assist students in their organisation and will support and work with students to ensure they meet these deadlines and don’t fall behind. This means students should be continually progressing, without leaving knowledge gaps.
We are excited to support all our students to reach their potential and be part of their journey of success and enjoyment in school.
I am honoured to be the principal of this Academy, helping students thrive, alongside our passionate and caring teachers. We look forward to welcoming your child to a new and positive learning experience.
Rosalind Gilchrist
Progressive
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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.
Not applicable
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Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Introduction of new concept(s) (Providing Context) - Exploration exercise/activity (Discovery) - Teach steps/skills required (Traditional) - Practice Skills and Extrapolate on those skills Prioritizing discovery math for students who are anxious, but slowly we even out the ratio as they gain confidence and ability
Grade 7 - 9 Math Makes sense Preferred; Math Focus available Grade 10 - Foundations of Pre-Calc + Math 10 (Pearson Grade 11-12 - Precalculus 11/12 (McGraw Hill/Nelson)
Calculators are always permitted. An understanding of the steps needed is required - not their ability to carry out simple arithmetic. With this pressure off, most students develop a capacity for simple mental mathematics. Grade 7-9: Scientific Calculator Grade 10 - 12: Graphing Calculator
Phonics-intensive
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.
Information not available
We use a Phonics Intensive program as established in the new Alberta curriculum. It is based on the science of reading, is systemically taught, and has built-in interventions. We use literature to stimulate ideas and teach specific concepts of, and when reading
Equal balance
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.
Information not available
We use an Equal Balance program for writing. The systematic approach as presented int the new Alberta Curriculum for teaching specific concepts but the allowance for individual expression and for engaging in meaning writing.
Equal Balance
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.
Information not available
During Elementary, inquiry is mainly used to encourage curiosity, engagement and skill development, as well as critical thinking. Where needed to support understanding of concepts, expository learning will occur with direct instruction. As students get older, more direct teaching occurs to introduce concepts, then inquiry will be used to develop understanding further. In High School, more explicit teaching is used to ensure diploma preparedness
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
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.
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Students interest are usually included when considering what literature to read
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.
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Combination of expanding and thematic as students are asked to apply and learn empathy while applying different cultural practices (foods, clothes, traditions). Mainly project based to allow students to bring in their own experiences.
Equal Balance
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Focus on knowledge and application and critical thinking of past events. As well as their application to todays economic, social and political landscapes. Again projects play a heavy role as students are encouraged to apply past experiences to build empathy and make connections to social studies topics. Additionally students are encouraged to and taught to bring in their opinions and defend them in a way they see fit, projects, essays, speeches, debates, etc.
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.
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We focus on the communicative method giving students the chance to use the language in real life situations. I also introduce games to make learning fun and engaging and allow natural language development
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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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.
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Students are introduced to multiple medias and encouraged to explore skills in creating in them.
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.
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Most students use computers for large portions of their work, although not mandatory, meaning research skills , understanding the need to fact check is incorporated into the curriculum. Learning different ways of presenting information is encouraged
Web design
Robotics
Computer science
Web design
Robotics
Computer science
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-Encourage participation - A variety of new and unique field trips to introduce activities they may not have thought of before as well as community offerings. - Focus on skill development with main goal of being safe and fun so students are comfortable to try new things - Team work and collaboration
Not applicable
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.
Not applicable
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Standard-enriched
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.
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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.
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"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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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
0%
0%
$0
$0
0%
0%
Rolling
Rolling
Not available
Not available
No
Yes: grades 1 - 12
No
No
No
No
No
No
No
No
No
No
Our children are Infants, Toddlers, Preschoolers and Kindergarteners. They are very young! We would love to have students who are interested and eager to explore the world around them and strive to be independent!
1) Schedule a tour at our each individual campuses to get to know more about the curriculum, learning environment and get all your questions answered
2) Meet-and-Greet with the child during the tour
3) Submit enrollment forms with a copy of your child's immunization records
4) Make deposit payment
