401 Reynolds Street, Whitby, Ontario, L1N 3W9, Canada
40 Forest Avenue, Mississauga, Ontario, L5G 1L1, Canada
1874
1982
245
1500
4 to 12
JK to 12
Girls
Coed
Day, Boarding
Day
English
English
Academic
Academic
Liberal Arts
Traditional
Varies
16 to 19
Learning, Developmental, Behavioral
In-class adaptations
$29,348 to $33,151
$15,965 to $23,200
$65,050 to $78,215
Yes
No
14%
0%
4 to 12
None
$0
$0
27
100
16%
0%
100%
100%
4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 4 - 12
Yes
No
No
information not available
information not available
It really is a castle, and the interiors are as striking as the exterior: turrets, arches, wood and stone. The school is also genuinely old, having been founded in 1874, though the building pre-dates the school. Yet, as ever, appearances can be deceiving, or at least can risk being made too much of. Trafalgar administration has, throughout its long history, consistently revised the curriculum and programs with an intention of providing, in a very literal sense, the best the world has to offer. That includes the adoption of the Singapore math and science curricula; Mandarin instruction; and writing instruction based on the program developed at the University of Chicago. A dedication to real-world learning has been built into the curriculum formally through the Beyond the Classroom initiative, which makes use of local resources and expertise, guided by the students' personal curiosities. Trafalgar offers an up-to-date, creative, and intentional program for girls preparing for university.
View full reportMentor College and TEAM School are closely associated, something that brings unique strengths to both. They are overseen by a single administrative body, and they share some facilities, services, and extracurricular programs. The benefits are in a shared infrastructure and organizational efficiency. The facilities are modern and robust, as are student services and transportation. There is a robust, rich program of extra-curricular activity, something that, again, is a benefit of not only the school's size, but also the intra-school associations and programs. That said, the division of the campuses gives each—high school, intermediate, and primary—its own sense of propriety and identity. It's a unique model, one that gains both the benefits of a large student population, as well as those of smaller communities of students. In numbers, this is one of the largest schools in Canada, though the lived experience of the families that attend doesn't bear that out. Frequent and casual communication between parents and teachers, as well, underscores a personal, student and family-centered approach.
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"Challenge her mind, strengthen her voice and nurture her heart. Trafalgar Castle School is an all-girls, independent day and boarding school for grades 4 through 12 located in Whitby, Ontario. Educating girls since 1874, Trafalgar is differentiated by its size, location and the strength of its community. We offer exceptional academics, strong student supports and are known, in particular, for nurturing and growing the abilities of students who may become lost in a larger setting."
"Mentor College provides a strong academic program for its students. A caring environment rich in personal attention has been established, and this positive atmosphere both allows and encourages students to think and reason for themselves. The school places emphasis on communication between the teacher, parent, and student. The homework book, monthly teacher phone call, and regular assessment ensure that this communication is clear and current. Located in Port Credit, Mississauga, the High School (Grades 9 to 12) and Intermediate (Grades 5 to 8) levels are housed at the Main Campus. An adjacent Primary Campus is home to the JK to Grade 4 students. The facilities include an indoor pool, artificial turf field, seasonal dome, multiple age and grade-appropriate gyms, science labs, and music rooms. Co-curricular trips to the school's Outdoor Education Centre in Muskoka enhance in-class learning in the upper grades. Extracurricular activities abound, and include learning opportunities in sports, music, drama and special-interest clubs."
"While we demonstrate dedication to academics, cultivating emotional intelligence, resilience, and positive interpersonal skills are at the forefront of our efforts. Social Emotional Learning is something that sets Trafalgar Castle apart, and creates a supportive and empowering school community as students mature into adulthood. Students are given a safe space to use their voice and build their confidence."
"Mentor College offers a consistently high quality of education from JK through to university entrance. Students benefit from this continuity as they progress through the grades and transition from the Primary to Intermediate to High School Divisions."
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"Trafalgar Castle’s circle of care is second to none. We have advisors, coaches, faculty and staff that are always present for the diverse group of learners in our building. We recognize that adolescence is hard, and are determined to be a soft place to land while engaging in future-ready curriculum that ensures students are prepared for post-secondary life."
"At Mentor, we pride ourselves on providing clear and consistent communication. The monthly phone call by the child's homeroom teacher (beginning with an introductory call in early September) provides parents with steady, clear, two-way communication. The homework book is another key component that begins in JK and continues to Grade 12. Evaluations take place throughout the entire school year and every student receives a detailed, formal progress report three times per year."
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"Experiential learning is at the forefront of our education model, and it is demonstrated through our Beyond the Castle week. BTC brings students to new places and allows them to interact with different cities, communities, and people, thus expanding their knowledge on various subjects. This dedication to a student’s relationship to their community and real-life experience is one of the most under-appreciated aspects of Trafalgar that sets us aside from other schools."
"We believe that the Mentor extracurricular program offers a club or team for just about every interest. There are clubs, teams, and special events at Mentor that have been running for decades. Many of these groups were initiated by a student or staff member's passion and knowledge in a specific area. Most clubs, teams, and events are grade/division-specific and schoolwide events like the Culture Show and the charity Fashion Show bring together students of all ages."
"Firstly, we are a real castle! Here at Trafalgar, we embrace the traditions that have existed within the castle walls since it was built. Next, we are small by design - but our academic, co-curricular, and leadership programming is incredibly robust at the same time. Finally, our team puts forth incredible effort to ensure our students felt taken care of at all times. This includes snack stations, a well-rounded lunch, and shuttle for students to take to and from the Whitby GO Station."
"Families are pleased when they discover how long Mentor College has been in existence. For over 40 years, Mentor has had a steady presence in Mississauga - preparing generations of students for success in university and in life. Parents are also reassured by the fact that all of the members of our leadership team - from director Mr. Macdonald to the principals - were at one time teachers in a Mentor classroom."
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We are excited to introduce you to our all-girls' day and boarding school; a school unlike any other in Canada. At just over 240 students from Grade 4 to Grade 12, we are small by design where every student is recognized and honoured for the individual they are and no student slips through the cracks.
We believe the best entry point to a large and complex world is a warm and personal learning environment with ample opportunities for personal discovery and growth. This is what you will discover in our classrooms, in our hallways and on our fields. We have been at the forefront of girls’ education for almost 150 years.
Melissa Knight-Johnson
Head of School
Hello and thank you for taking the time to visit the Mentor College page at the Our Kids website. I am sure you will like what you see when you read about our school. Mentor College has been offering excellence in education since the school's founding in 1982. With our high standard of academics, extensive extracurricular programme, and superb teaching staff, we are able to prepare students for success in post-secondary education and beyond! If you would like to know more about the school, I kindly invite you to our next open house. Please click on the "Events" link for the next open house date. If you cannot make it on that day, one of our principals will be more than happy to meet with you and your child on a more convenient date.
Traditional
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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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Trafalgar Castle School offers a rigorous university preparatory curriculum from Grades 4 through 12. Our focus is to prepare our young women for post-secondary education through courses that emphasize the development of effective communication and inquiry skills, the ability to access and evaluate information, and develop self-assessment skills. We use information technology to deliver appropriate components of the curriculum and in the process encourage mastery of the technology skills essential for current and future success. Our courses meet and exceed Ontario Ministry of Education requirements and are delivered by a highly competent and dedicated faculty. Current research supports learning in a small-school environment, which enables our teachers to engage their students and support them as they achieve their true potential. Trafalgar Castle School is inspected by the Ontario Ministry of Education, accredited by the Canadian Educational Standards Institute and a member of the Conference of Independent Schools (Ontario), the Canadian Accredited Independent Schools and a member of the National Coalition of Girls Schools and National Association of Independent Schools (Associate Member U.S.A.).
Academic
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Our Grade 5 through 8 program incorporates elements of Singapore Math and Science. We emphasis learning number facts to support math fluency alongside the use of critical thinking, problem solving and investigations. Our Upper School Mathematics program features the academic level as well as enriched-level courses, which prepare students for Advanced Placement courses in Statistics and Calculus.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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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Our students learn to develop effective thesis and supportive ideas based upon the adapted University of Chicago writing program. Through use of selected referencing, students build sound writing with the ultimate goal of refined expository writing.
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Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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At Trafalgar Castle School our inquiry-based science program, aligned with the Ontario curriculum, transforms learning into an engaging adventure. Beyond traditional textbooks, our classrooms prioritize hands-on exploration, nurturing critical thinking and problem-solving skills. Distinguished guest speakers, experts in their fields, inspire and connect students with real-world applications. Cutting-edge technologies, from virtual reality to advanced lab equipment, enrich the educational experience, mirroring the evolving landscape of science. Complemented by out-of-classroom experiences, such as field trips and industry collaborations, our program ensures students not only grasp scientific concepts but also witness their practical implications. Join us in cultivating a passion for science through innovation, inquiry, and a curriculum designed to prepare students for the challenges and wonders of the future.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Our approach to literature incorporates many diverse voices and perspectives from across Canada and around the world.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Trafalgar Castle School’s approach to teaching Foreign Languages can be described as holistic and inclusive. Our dedicated teachers welcome learners with all backgrounds and experience and guide them through their language development. Our various language classrooms place great emphasis on a communicative approach to teaching, and aim to develop all competencies with intention and genuine curiosity. Our students are challenged to listen, speak, read, and write in a way that not only emphasizes practical skills for real life and broadens their understanding of the foreign language, but broadens their understanding of themself. Our foreign language classrooms are a collaborative space where students are building on one another’s strengths and areas for growth. By learning a foreign language, the students develop a deeper appreciation for diversity and can connect with the global community. And, our hope at Trafalgar, is that their experience here would create a spark for lifelong language learning.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Not applicable
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
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A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
At Trafalgar Castle School, the approach to teaching Physical Education is grounded in a holistic and empowering philosophy. The school recognizes the vital role physical activity plays in fostering not only physical well-being but also mental and emotional health among its student body. The PE curriculum is designed to be inclusive, promoting a positive and supportive environment where students can explore a variety of physical activities. The school places a strong emphasis on teamwork, leadership, and the development of lifelong physical literacy skills. This approach not only enhances the students' physical abilities but also nurtures a deeper appreciation for a healthy and active lifestyle.
Academic
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.
All-day JK & SK.
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.
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 “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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At Trafalgar, we implement a continuum of programming for students from Grade 4 to 12 that addresses the social, emotional, physical, mental health, and spiritual needs of girls. Student health, wellness, and learning supports are enhanced so that every girl can participate fully and productively in learning and life.
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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
Every identified student receives a learning plan. Supports and extension opportunities vary from minimal to moderate. Classroom teachers implement the majority of the accommodations and extension opportunities. Independence and self-advocacy are the primary goals for every identified student.
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Trafalgar Castle School offers full integration for students with mild to moderate learning challenges. A careful and collaborative approach to admissions ensures that the needs of students can be met. We emphasize the development of each girl's areas of strength and work closely with families to prepare them for post-secondary success.
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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
4 - 12
14%
0%
$0
$0
100%
100%
4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 4 - 12
Yes
No
No
No
No
Yes: grades 4 - 9
Yes
No
No
No
No
We are looking for students that wants what Trafalgar Castle School is offering including: • A warm and encouraging environment where every girl is known and embraced; • A diverse and international student body and an inclusive community; • An acclaimed academic program where students reach high and achieve their best; • Social, emotional and academic support structures to promote health and wellness; • Learning experiences outside the classroom on excursions, adventures and exchanges; • An exciting array of clubs, sports teams, music ensembles and leadership opportunities; • A school where 100% of graduates are accepted into a university of her choice; and • A network of talented and successful alumnae from around the world.
Trafalgar Castle School operates on a rolling admissions process however spaces fill early. Prospective students are required to submit the following components as part of the application process:
Day students are also encouraged to spend a day with us to experience first-hand the possibilities of a Trafalgar Castle School education.