4075 Metchosin Road, Victoria, British Columbia, V9C 4A4, Canada
15000 - 54A Ave, Unit 201, Surrey, British Columbia, V3S 5X7, Canada
1954
2020
290
23
Preschool to 12
K to 7
Coed
Coed
Day
Day
English, French, Spanish
English
Academic
Academic
Montessori
Progressive
Varies
12 to 15
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$9,565 to $32,000
$17,000 to $18,250
Yes
Yes
0%
0%
Preschool to 12
K to 7
$5,000
$0
18
3
0%
0%
80%
80%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades K - 12
No
No
information not available
information not available
Offering a Montessori education from Preschool to Grade 12, Westmont Montessori School is located alongside 143 acres of parkland. Not surprisingly, kids at Westmount spend a lot of time outside, whether it’s hiking, bouldering, or mountain biking in the park, exploring rock pools on the adjoining beach, or gaining practical skills in the on-campus gardens. The school offers an array of inspiring and fun extracurriculars that include a Mandarin club, band, chess, STEM, mime, and table tennis. The school has bright, modern classrooms and outdoor learning shelters. While kids at Westmont tend to excel academically, teachers also focus on fostering independence and a passion for learning and developing new interests. This exciting and dynamic environment when combined with dedicated and caring teachers provides the ideal place for kids to thrive.
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All schools, to some extent, defy the various stereotypes that the general population might have about private education, though Glarea Elevated Learning is a particularly stark example of that. There are no ivy-covered walls, the hallways are wider, the entrance more fluid and casually inviting. Activity is foregrounded by the design and orientation of the instructional spaces: students step out of a classroom and onto the ice rink; on the way to math class, they’ll pass martial arts and dance studios. The classrooms are perhaps the first truly VR learning spaces in the country, with giant screens allowing students to conference in, interacting in real time with the students in the school. All of those attributes—from design to tech integration—support the initial concept that the school has been formed around, namely to offer students a uniquely immersive academic experience, one that will contribute to their understanding of themselves as learners and build the postures and behaviors for their success. From the classrooms to the curriculum, the school has been created to allow students to work collaboratively with peers and mentors; to engage effectively within both virtual and in-person settings; to communicate ideas effectively to others through a range of media; and to live active, healthy lives. In all, Glarea is positioned to become an important model in how to deliver those things in creative, active, uniquely engaging ways.
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"I LOVE that the kids go to school in a forest."
Michelle McClure - Parent (Feb 14, 2022)
My children love this school. They adore their teachers and have a sense of pride and ownership of t...
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"The Westmont teachers and staff are highly dedicated and committed."
Peter Scott - Parent (Feb 14, 2022)
At Westmont, my daughters have felt safe, nurtured, and valued as individuals. They appreciate the f...
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"Our experience in academics has been phenomenal."
Joslin Nelson - Parent (Feb 14, 2022)
My daughter is always thrilled to attend Westmont - she literally runs to school every single day! S...
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"The teachers are passionate and knowledgeable about their subjects."
Angela Wu - Parent (Jan 24, 2024)
My son was very shy and introverted. Since starting at Glarea he's become a whole new little person!...
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"Westmont inspires students by nurturing their interests, meeting their developmental needs, and accommodating their learning paces, all while adhering to Maria Montessori's principles. As our community's needs have shifted, the school has grown and adapted, always mindful of the changing world. We embrace classroom technology, complementing this digital engagement with the natural beauty of the 143 acres of forest, streams, and ocean frontage adjacent to our 8-acre campus."
"Centrally located in the City of Surrey with K to 7, Glarea Elevated Learning has re-imagined the modern school system by utilizing Challenge Based Learning within an all-inclusive arts and sport environment focused on connection and development. We understand the importance of developing a full, well rounded individual."
"At Westmont, experiential learning begins in pre-k and elementary with a focus on experiences in nature and self-directed use of hands-on tools. This expands in middle school with projects that integrate multiple subjects and require high-performance teamwork.
In our new High School program, projects are tackled through the design thinking model. We bring students to the world by creating learning experiences in progressive environments that offer knowledge from the real world, not a textbook."
"Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Challenge Based Learning is a learning framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions."
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"- Tailored education
- Academic excellence
- Whole child development
- Stunning nature campus
- Best of BC’s new curriculum. “Best implementation of BC’s new curriculum I’ve seen” – Ministry of Education Inspector
- Caring and supportive community. It makes all the difference in a young person’s development.
- Passion for learning. Our method ignites a fire for deep, lifelong learning. How? Choice within boundaries.
- Mentorship for life. From K-12 our students learn how to lead and be led."
"Our class sizes, a maximum of 15, along with our team, unconventional facility and Challenge Based Learning programming are what families continually outline as being the key aspects of our school that galvanized their decision to become, and remain Glareans.
At Glarea, Mandarin, French and Coding are a fundamental part of our programming starting in Kindergarten. Proficiency in other languages enhances creativity and mental flexibility. While coding allow our students to utilize logic."
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"What parents often overlook from Westmont's program is the development of "soft skills" that are not addressed in traditional education models. These skills are hard to quantify but easy to identify. They can be seen in the courtesy and respect a student displays in public settings, in the self-direction and self-discipline when a student completes homework without prompting, or when a high-schooler recognizes and willingly helps a pre-schooler on the playground."
"EXPANDED EDUCATIONAL HOURS
Our expanded school hours from 7:45am to 4pm with optional after-school club between 4 to 5pm supports both parent and student work life balance.
INTEGRATED SPORTS PROGRAMS WITH ACCESS TO COMMUNITY SPORTS FACILITIES
All facilities are conveniently located in walking distance, allowing our students to have access to professional coached sports program like ice hockey, swimming, tennis, golf and fitness."
"We choose to be an independent organization so we can remain nimble and able to adopt and adapt new programs as our community needs them. Our autonomy gives us the freedom to partner with innovators and experts as we identify new areas of interest for our students and new opportunities to learn from some of the most interesting people and organizations in the world."
"Located centrally on top of an ice rink, Glarea is a multi-dimensional space encompassing a community feel. Glarea does not confine students to typical classrooms; furthermore, Glarea is a school with an open space with flexible learning"
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The moment I arrived at Westmont as a parent in the Fall of 2008, I was taken aback by the amazing campus, the incredibly warm welcome, and the instant feel of community. Little did I know that I would be celebrating my 10th year as head of school in 2021-22. It is an absolute privilege to be a part of a school that is solely focused on the well-being and growth of our youth.
There have been many changes as we expanded our programs up into Middle School and High School. Yet all the changes have been done with the single-minded focus that a more fulfilling experience for students exists, one that honors their unique spirits and passions.
The 2021-22 school year is a truly landmark year for Westmont with our very first High School graduate from Grade 12. We couldn’t be prouder of this student’s accomplishments. With the further expansion of High School for 2022-23, we are dedicated to making this unique High School experience available to students who want to make their learning more meaningful and relevant.
Whether you are a parent looking to start their child on their educational path, or are a student looking for a better learning experience, I want to thank you for taking the time to visit our website. I hope that this will be the first step in a long journey together. I look forward to getting to know you.
Jasveen graduated from the American Montessori Internationale Primary Teaching program and also holds her certification in Early Childhood Education. She has also completed her Bachelor's Degree with a concentration in Sociology of Education. An educator for eight years she has worked extensively within the primary school setting. Jasveen has a strong passion for education, children, and building community. Her educational philosophy is rooted in giving children a choice and a voice. Jasveen believes that allowing children to make their own choices through modeling examples, teachable moments, and tangible lessons helps to build the true self.
Jasveen is a strong advocate for equality in education, a strong school community, and creating comfort, not fear, in classrooms. Jasveen truly believes that excellence in academics, positive personal and social development, and helping to build character in each child is a collective effort. Jasveen strongly believes the foundation for each child is built upon the teacher and parent communication. Jasveen believes that the continuum and continuity of learning lie in uplifting and illuminating each child’s gifts. Allowing children to position themselves in a state of wonder; rather than placing them into a fixed expectation.
Through open communication and an adaptable approach, Jasveen believes that each student at Glarea is destined for success!
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.
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Though Westmont consistently graduates students who excel at getting into and thriving at the post-secondary level, the ultimate aim of Westmont's Montessori education is much, much grander: to unleash the power of each person’s uniquely creative absorbent mind to become the moral change agent that our world desperately needs. Westmont's educational environment designed around: age-specific developmental needs, honouring of each person’s unique absorbent mind, and understanding that students must be active constructors in their own learning.
Glarea integrates a Challenge Based Learning program with Sports and Art expert streams in a technologically innovative educational environment. Through an emphasis on Science, Technology, Engineering & Mathematics (STEM) education. Our program focuses on self-awareness through cognitive, social-emotional and physical literacy rooted in perseverance.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
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
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
Writing is multifaceted in a Montessori program, and it begins with journaling, story writing, and research-based reports at a young age. Writing is integrated into all subject areas. As students grow older, their writing assignments become more structured and more complex. Students are provided with many opportunities and choices for writing. This element of choice helps foster their passion for and interest in writing. Students carry out all steps of the writing process from planning to first draft, editing, and final draft. Grammar is also integral to the Montessori program and is utilized to help students understand the structure of language and to use this knowledge to enhance their writing.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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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
Not applicable
Equal Balance
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The 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.
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.
In the elementary grades, the Montessori Curriculum integrates social studies with science, language (and even math). Students are taught about history at a young age, beginning with the history of the universe, evolution, and also the history of specific countries and cultures. They also learn a great deal about geography (both physical and political), studying maps of continents at a very young age, and advancing to specific countries, states, and provinces. The Montessori materials help provide them with concrete representations of the concepts and places studied.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
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.
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
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Our view is that computers and technology have educational value insofar as they are integrated with Montessori philosophy. Computers are therefore used a practical life material in the Montessori classroom. In grades 1 to 3, they are used minimally, but are available in the classroom as a shared tool for research and/or word-processing. In grades four and up, computers and technology are increasingly used to help students develop the technologically relevant skills they will need to operate in the world such as making online presentations, researching, utilizing email, and word processing. Students are also exposed to age-appropriate coding programs throughout their time at the school.
Glarea utilizes technology in all aspects of the school to inherently provoke innovation of thought and expression.
Web design
Robotics
Computer science
Outdoor programming from early years to Grade 12 required daily.
The Expert Sports Stream focuses on physical literacy, and the basics of movement, and provides the opportunity for children to experience multiple athletic programs and discover what they enjoy. It is a safe place that allows them to make mistakes, reflect, try again, and ultimately, improve.
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.
The Montessori philosophy at Westmont gives students the freedom to make their own choices within an environment which is thoughtfully and intentionally structured. Any barrier to learning is removed. The 3-year age groupings allow students to initially look up to others and be inspired and then provide the opportunity to share knowledge and be leaders. Pre-school and kindergarten programs are designed to prepare students for later lessons. The programs focus on developing the whole child who has a love of learning and can then develop academically.
The more varied a child’s experiences, the more they discover about themselves. Their interests, passions, likes, dislikes and countless other learnings shape their self-awareness. Through these discoveries we begin to explore self-care, discipline and build a foundation of coping strategies. Students gain an understanding that failure isn’t a destination but a part of the journey. Glarea builds a sense of accomplishment into the simple act of just getting back up and trying again.
Student-paced
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 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.
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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.
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.
Westmont has reimagined school based on the world its students will live in and has created an experiential, dispersed and partnered learning model of education. Using the BC Curriculum and Montessori philosophy as our foundation we use projects and problem-solving to allow us to continually evolve our curriculum by monitoring and adapting to new trends, world events, environments, and listening to the interests of our students. We use a partnership model that allows us to continually expand our environments and our access to expertise. We focus on the self-paced mastery of concepts prior to moving on to new areas of study.
We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Glarea's Challenge Based Learning is a framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions. Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. Resiliency, determination and fortitude of character are woven into the fabric of Glarea.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Glarea integrates a Challenge Based Learning program with Sports and Art expert streams. Learning focuses on self-awareness through cognitive, social-emotional, and physical literacy rooted in perseverance. We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Challenge Based Learning is a learning framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions. Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. Our graduates are confident, adaptable young adults prepared to overcome life’s challenges.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Glarea does not offer a special needs program
Information not available
Currently, Glarea Elevated Learning does not have a Learning Support or Diverse-ability teaching team. However, Glarea does and will continue to support students who do develop or present with diverse-abilities as they grow with our school.
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 |
||||
Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
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Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
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Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
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Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Preschool - 12
K - 7
1%
0%
$5,000
$0
80%
80%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades K - 12
No
No
No
No
No
No
No
No
No
No
Our students are interested in learning and inspired to improve. They are asking questions and self-motivated. They are looking for a sense of community and school they are excited to come. Our families embrace new experiences, value collaboration, and looking for a higher teacher to students ratio. Our students are eager to learn about themselves, how to advocate for themselves, build their confidence and learn skills that are needed for their future success.
Glarea seeks students and families who share our core values and who demonstrate a willingness to be a part of an educational environment that is student-driven, rigorous, and founded on an appreciation of grit, resilience and independence. Admission is granted on the basis of application forms, personal phone interview, and meetings. Individual consideration is the essence of both our admission and our educational processes.
We are accepting applications for all Early Years to Grade 12 programs on a rolling basis. Space is limited and some programs are waitlisted.
Step 1 – Tour
Interested families are encouraged to visit our campus. Westmont has tours available every Thursday morning, during the school year, to see our programs in action. No tours are available July and August.
Step 2 – Apply
Please complete an Application form.
This can be dropped of at the school with the Application Fee. Please submit any supporting documents as required, i.e. report cards, diagnostic testing, occupational therapy reports, etc.
Step 3 – Student Visit
Westmont does require that all students have a mandatory visit so that teachers can get to know your child. This visit is a half day for Early Primary and two days for Elementary/Middle School.
Step 4 – Enrolment
Enrolment may happen after the student visit. Successful enrolment depends upon available spaces, suitability for the program, and the ability to meet any special learning needs a student may have.
For more details please follow the link: https://westmontschool.ca/admissions/.
Glarea seeks students and families who share our core values and who demonstrate a willingness to be a part of an educational environment that is student-driven, rigorous, and founded on an appreciation of grit, resilience and independence.
+ STEP ONE: Please fill the online application form and ensure all the required fields are filled out. Only completed applications will be processed for subsequent parent phone interviews.
Please Note that the following documents will be required later in the application process.
+ STEP TWO: Once an application is processed, families will be contacted to set up individual parent phone interviews. In person family and child interviews will be scheduled with step two completion.
+ STEP THREE: Individual parent interviews and an in-person meeting with the applicant student is completed.
Admission is granted on the basis of application forms, personal phone interview, and meetings. Individual consideration is the essence of both our admission and our educational processes.