6920 Millcreek Drive, Mississauga, Ontario, L5N 4J9, Canada
521 North Service Road, Burlington, Ontario, L7P 5C3, Canada
Indirect Support:
6920 Millcreek Drive, Mississauga, Ontario, L5N 4J9, Canada
521 North Service Road, Burlington, Ontario, L7P 5C3, Canada
2015
1975
165
160
Nursery/Toddler to 2
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Traditional
Varies
8 to 22
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$13,850
No
Yes
0%
25%
None
JK to 8
$0
$3,920
24
15
0%
0%
0%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades JK - 8
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 reportFounded in 1975, parents, understandably, have turned to BCA first because it is one of the few private school options in the Burlington area where the elementary curriculum is taught through a Christian lens. And, to be sure, that’s one of the schools prime offerings. That said, the program has other strengths as well, including very broad arts and athletic programs that are unique to schools of this size. The variety and attention is a plus, though so is access—in a school of 140 students, and with this level of programming, all students are able to experience and participate in organized sports, leadership training, music, and theatre. The school has also dedicated itself to higher order athletics, with a level of coaching and training that, again, is atypical within schools of this size. So, while the values piece is certainly a draw, the school has a lot to offer in addition, including a proven academics, a rich extra-curricular programming, housed within a close, community atmosphere.
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A unique style of learning
Tosha Freitag - Parent (Jan 24, 2018)
All 3 of my children thrive in the small class room size where they feel like a student and not anot...
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Smaller class sizes, specialized hands-on learning
Chris Heise - Parent (Jan 31, 2018)
We have four children who have all experienced a wonderful transition from the public school system ...
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" ... loves the hands-on learning"
Tammy Beattie - Parent (Feb 13, 2018)
My son's self esteem has soared since joining BCA. He is finding success, and loves the hands-on le...
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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."
"Since 1975, Burlington Christian Academy has offered a transformative JK-8 education in a vibrant, faith-based community. We balance academic excellence with student well-being, offering a diverse range of activities to inspire passion. Our values-driven curriculum challenges students to achieve their potential. Our accredited faculty builds connections with families. From Gr.4, students engage with specialty teachers. Signature Programs, starting in Gr.3, include STEM, music, theatre arts, and advanced athletics."
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"Burlington Christian Academy is the only Christian school in Burlington open to all who embrace our educational philosophy. Our students benefit from specialized instruction with rotating teachers in their subject areas and choose personalized learning tracks through our Senior Program, which focuses on athletics, performing arts, and STEM (science, technology, engineering, mathematics). We adhere to Ontario’s grade-level standards while nurturing students' passions in a supportive environment. As a Christian school, we believe each student is uniquely created by God, and we partner with families to help each child excel in their individual calling. At BCA, parents can trust that their child will be loved, cared for, and encouraged to reach their full potential."
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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
Since 1975, Burlington Christian Academy has been dedicated to providing academic excellence rooted in a strong Christian foundation. Our mission is simple but powerful: to equip every student to know Christ personally, live out their faith boldly, and thrive as lifelong learners. We are committed to fostering an environment where both hearts and minds are turned toward the Gospel and God’s Word, illuminating our community as a beacon of hope.
At BCA, we believe learning should be dynamic, engaging, and personalized. Our approach to education is centered on knowing each student as an individual and tailoring our instruction to help them succeed. Through differentiated instruction, we make sure every child is seen, supported, and challenged to grow in ways that inspire a passion for learning.
What truly sets us apart is the range of unique programs that enrich the learning journey. From our Advanced Level Programming of Athletics (ALPA) to the EdVenture Experiential Learning Program, our Curtain Call Theatre Arts Program, and specialized services like Educational Therapy, we offer a diverse set of opportunities designed to spark curiosity, build confidence, and create lasting memories.
We invite you to explore what makes Burlington Christian Academy a place where faith and education meet, nurturing the whole child to become a purposeful and impactful leader in the world. Come see for yourself how we are shaping students for success—academically, spiritually, and beyond.
-Joel Gibson, Principal
Traditional
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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.
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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At Burlington Christian Academy, we believe that differentiated instruction is at the very foundation to a student’s academic success. Our teachers spend time learning about each of their students. By understanding the unique learning abilities of each student, our teachers can teach and connect with each student individually. We know each child learns differently. It is important for us to have students that are excited to come to school. A child who wants to be at school, is ready to learn! We also have a very strong focus on and commitment to experiential learning. In addition to our amazing classroom work, we introduce the students to hands on, project based learning experiences. We believe that through “Learning by Doing”, it exposes students to experiences that will captivate their minds and help them find something to be passionate about, with a lasting impact.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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In the Nelson Textbook, there are many lessons that are "Exploring" Lessons, that help the students understand why a formula is developed etc. Whenever formulas are taught, so is the purpose.
Students use textbooks. Teachers use internet as well as other books for supplementation.
Calculators are allowed when used as a tool (ex. Calculating Pythagorean Theorem). When students have to know a formula, know the dimensions and use the calculator to find the Area or Volume, that is fine.
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.
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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.
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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.
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Students are taught scientific facts and theories. Through inquiry based learning students discover the complex and amazing earth God has given us.
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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Our approach incorporates the traditional program with social justice through a Biblical world view.
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
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Perennialism
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Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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The Arts are alive at BCA! Whether it's singing and moving in music class; learning a brass or wind instrument starting in Grade 6; getting creative in Visual Arts; or enrolling in our signature Theatre Program (Grade 6-8) students are encouraged to get creative! The Arts are an integral part of every child's development and we are dedicated to providing your child with a well rounded positive experience.
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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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Athletics are an important part of the BCA experience and the staff strive to provide an opportunity for students of all skill levels to participate in the athletic program of the school. Advanced athletic training is also available for students in Grades 6-8.
Academic
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.
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.
Our academic based approach emphasizes math and reading readiness skills. The program incorporates principles of inquiry based learning with a balance on play based opportunities to apply learned skills.
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.
Our school is passionate about ensuring that the needs of students are met and that students are given the opportunity and tools to thrive in an educational setting. As such, we strive to improve confidence and instill in students a culture of lifelong learning. Students are assessed using a variety of diagnostic, formative, and cumulative approaches with equal importance placed on all three strands. This ensures fair grading practices and an emphasis of the importance on the process of learning for long-term outcomes.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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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
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When needed, children with IEPs will follow an accommodated program within the classroom. If they require a modified program (curriculum goals below their grade level) then they may be withdrawn for certain periods. The number of periods for withdrawal is variable and will be determined through consultation between resource staff and the classroom teacher. Our goal in this arm of the Discovery Program is to address these kinds of needs, come up with a viable game plan, and work towards facilitating successful growth in each student, academically, socially and spiritually.
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Burlington Christian Academy is proud to offer the Discovery Resource Program to families who have children with learning challenges. Your child is an amazing creation and completely unique in his or her learning style, personality, and needs. If it is established that your child requires extra assistance with classroom work, or has been formally identified with an exceptionality, then they may require an IEP (Individual Education Plan). Our Resource Teachers will work in conjunction with parents and staff to create a program which addresses and meets your child’s individual needs.
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RecreationalRec. |
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RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 8
0%
25%
$0
$3,920
0%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades JK - 8
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
