250 Madison Avenue, Toronto, Ontario, M4V 2W6, Canada
201-2451 Dieppe Avenue SW, Building B1, Calgary, Alberta, T3E 7K1, Canada
1987
1979
130
100
Nursery/Toddler to 8
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Waldorf
Progressive
10 to 18
8 to 12
Learning, Developmental, Behavioral
Behavioral
In-class adaptations
Dedicated gifted school
$4,160 to $19,150
$16,800 to $18,800
Yes
No
20%
0%
JK to 8
None
$9,000
$0
10
7
0%
0%
80%
75%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 12
No
No
information not available
“Despite its growth to over 100 students and the expansion of its teaching and leadership team, Banbury Crossroads has managed to maintain its comfortable atmosphere, which has always been a core feature of the school.”
“In line with a student-paced and tutorial style of instruction is the effort to remove any kind of academic competition between students: that’s why there are multi-age classrooms, no grades on report cards until Grade 9, and no external rewards for finishing an assignment, activity, or subject grade level.”
Read The Our Kids Review of Banbury Crossroads School
We often consider the ideal student for a certain educational setting, though with Waldorf schools, it's important to also consider the ideal parent. Instruction student directed; benchmarks are less important than engagement. Multiple intelligences, multiple-sensory learning, cross-curricular instruction, visual learning—it's perhaps the epitome of what we think of as alternative education: constructivist rather than didactic. Waldorf Academy is one of the first of its kind in Canada, and was created when a group of parents decided to come together to create the kind of school that they wanted for their children. It's grown since then, and the organization and infrastructure has been formalized as well, including the creation of a purpose-built learning environment. Nevertheless, the core concept remains. The successful student is one who thrives in an interactive, transactional, arts-enriched setting. The ideal parent is one who sees the value in a constructivist approach, narrative-based assessment (letter grades are given in Grade 6 and up) and who prizes a considered and careful approach to the use of technology.
View full reportDiane Swiatek founded Banbury Crossroads in 1980, and she remains the head of the school today. She has said that “parenting and mentoring children is a matter of choosing philosophy and principles, and acting so as to live out those principles.” Indeed, since its inception, Banbury has been an expression of that ideal. The academics are demonstrably strong, though the attention to values, including responsibility and character development, is a particular draw for the families that enroll here. So too is an academic approach founded in the curiosity and the interests that students bring with them to the classroom. We learn best when we learn for ourselves, rather than for external reward, and the Banbury environment has been created with that in mind.
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" ... a home away from home"
Caroline Blouin - Parent (Feb 13, 2018)
Our daughter has found a home away from home, a place where she is loved, nurtured and appreciated f...
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"a small town school in the big city"
Tyler Hague - Parent (Apr 08, 2018)
Waldorf Academy has the best elements of a small town school in the big city. Small class sizes, car...
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"I feel like my son is developing in a way that's true to him and who he is, and yet he is also learning all the things you'd expect..."
Michael Bernstein - Parent (May 22, 2020)
My son feels seen and cared for the way a family member would care for him. His individual needs, c...
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"Our daughter has made leaps and bounds academically, and socially."
Hafeeza Atif - Parent (Dec 10, 2020)
Best school in Calgary. All teachers are very nice, kind and helpful. Guidance at all points. They t...
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"They teach the curriculum for her grade, but at her own pace and geared to her individual strengths and weaknesses."
Thalia Zelnik - Parent (Dec 10, 2020)
My daughter likes Banbury Crossroads School because of the very personal, family-oriented atmosphere...
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"Waldorf is a global name in academic and arts-enriched education. Our approach integrates experiential learning with academic depth. We value social and emotional well-being and transforming challenges into possibilities. Graduates emerge with a strong sense of purpose, the ability to solve problems and the courage to engage in the world. Nestled beneath majestic Casa Loma in the heart of Toronto, Waldorf Academy provides a world-class education founded on unique and proven methodology."
"Banbury Crossroads School has a truly unique learning environment. We teach students to mastery in class sizes averaging 10:1, in tutorial-style, multi-aged classrooms. Our collaborative, self-directed learning approach meets students' needs where they are, both academically as well as developmentally. Through extensive one-on-one guidance and attention, our students develop their own autonomy, resilience, communication, and time-management skills. Our graduates have confidence forged from self-competence."
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"Many private schools offer what might be called "traditional plus" models of lecture-based, teacher-paced education, with class sizes averaging 15:1 or more. Banbury Crossroads School has a truly unique approach, where our classrooms are tutorial-based, multi-aged, student-paced, and feature class sizes averaging 10:1. Students go on regular field trips, and we offer support for work experience placement, internships, and community volunteering. Our graduates excel in post-secondary and life!"
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"At Banbury Crossroads School, we prioritize personalized education and small class sizes over expansive campus facilities. By not having our own gym, we utilize Calgary's excellent local pools and gyms, integrating our students into the community and providing real-world learning opportunities. This strategic choice supports a focused allocation of resources towards nurturing each student's unique talents and interests in a supportive environment."
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"Students who…
- Are self-motivated and independent learners.
- Possess a natural curiosity and enjoy exploring new ideas and topics beyond the standard curriculum.
- Are gifted and require a challenging and stimulating environment to reach their full potential.
- Excel with student-directed, tutorial-style teaching.
- Value personal connections with teachers and working at their own pace.
- Flourish with multi-age groups and interaction with peers.
- Enjoy hands-on, interactive learning and exploring the world beyond the classroom.
- Are seeking opportunities for community service and civic engagement"
Information not available
"Banbury Crossroads School might not be the best fit for families who:
- Prefer Traditional Education: Desire structured, conventional schooling with a standard curriculum.
- Seek Comprehensive Facilities: Want large, on-site facilities like big sports complexes.
- Prefer large class sizes: Prefer their students to be in large, single grade classrooms
- Need structure: Students who thrive under directive teaching rather than self-directed learning.
These points should help families assess whether our educational approach aligns with their expectations."
Information not available
"As a school with one of the lowest student to teacher ratios available, averaging 10:1, our students get unparalleled access to teachers for guidance, support, and mentoring. Students regularly schedule their own meetings with the School's Director to talk through challenges they're facing. With our self-directed curriculum delivery, students learn to thrive by making their own choices, leading to graduates with superlative self-management skills, and with confidence forged from competence."
Information not available
"Banbury Crossroads School in Calgary is recognized for its unique self-directed learning approach. Known as "Calgary's best-kept secret," the school stands out for its low student-to-teacher ratio and flexible curriculum tailored to individual interests and needs. It fosters a warm, inclusive atmosphere where students of various ages interact, enhancing learning and social development. The school also emphasizes real-world experiences and community engagement, preparing students for life beyond the classroom"
Information not available
"We often stress that our class sizes are small, averaging 10:1. This is true and is a big factor for a lot of families when choosing our school. One fact that may be overlooked is our multi-age groupings. This allows for peer instruction, leadership, and collaboration. This is also more reflective of real-world situations and helps prepare students for university or college, and, later, their adult lives."
Information not available
"We do not give out letter or number grades until grade 9. Instead, we encourage and help students set goals, self-assess and learn until mastery - only moving on to the next grade until both the student and their teacher feel as though the student fully understands the subject or topic they are learning."
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"Recent improvements at Banbury Crossroads School include:
- Acquisition of More Rooms: The school has acquired additional rooms in the existing building they rent, allowing for the expansion of classroom space to accommodate more students.
- Maintaining Small Class Sizes: Despite the increase in enrollment, the school remains dedicated to small class sizes, ensuring personalized attention for each student.
- New Programs Starting Fall 2024: Banbury Crossroads is set to introduce new educational programs in the fall of 2024, aimed at enriching the student learning experience with more diverse offerings."
Information not available
"- Continued Expansion: The school aims to further expand both its physical space and its student body, adapting to growing demand while maintaining its commitment to small class sizes and personalized education.
- Introduction of New Programs:
- DSEP Program: A new initiative focused on developing specialized skills.
- Elite Performance Program: Aimed at students excelling in areas like arts, sports, and other fields, providing them with tailored support and opportunities.
- International Baccalaureate (IB): The school hopes to add the IB program, known for its rigorous, internationally recognized curriculum that encourages students to think critically and globally."
“I have been asked, “Why did I decide to move to Waldorf Academy?”. The answer is a simple one; Waldorf education is the ‘art of awakening’ that aims to inspire life-long learning in all students and to enable them to fully develop their unique capacities. At the core of my educational philosophy is the belief that we must embrace creativity, collaboration, critical thinking, authentic assessments and deep inquiry to awaken a passion for lifelong learning. And through this belief, is the reality that it is no longer about asking students what they want to be when they grow up, but instead, we challenge and ask them what problems they would like to solve.”
Congratulations to us all! Banbury Crossroads School passed its 40th Anniversary mark on November 1st, 2019. The historical inertia represented in its continued existence warms my heart, because it means that the Banbury Crossroads way of learning is still available for children in the Calgary region. It has been my passionate dream for the entirety of my adulthood for children to have the opportunity to be respected as individual people, and to be happy, visible, and nurtured while they learn in a holistic fashion. Over the years, the thinking and writing that was done from the very beginning is still valid and relevant. Our philosophy and practices of self-directed learning from those early years have become richer and validated through practice, flourishing into our present ways of being. The inspired devotion and multitudinous efforts of teachers, students, and parents have all contributed to create the actual way we are now. We are a very unique school, with our own particular identity. By this time, it is common for me to tell children and young adults, “At Banbury, we…” while explaining our ways of relating to others, engaging in learning activities and interest-based projects, developing emotional intelligence and self-regulation, connecting with the real world outside our walls, and creating the school culture inside them.
Over the years, Banbury Crossroads has honed its mission to foster learning through self-empowerment, intrinsic motivation, management of time and resources, and active goal setting. Mutual respect is the foundational principle. So, all of us expect to have both rights and responsibilities. Some of the hallmarks of our school are the development of moral and logical reasoning, and competence in the soft skills that are crucial for smooth social functioning, We have developed expertise in developing communication and negotiation skills, and providing guided conflict resolution among willing participants.
Academics matter, because students have an innate impetus for intellectual growth. They need to learn about, and master, their environment. To be respectful to our students, we allow them to work on material that suits their true level of accomplishment, rather than pushing them ahead or holding them back within same-age cohorts. This requires personalized and individualized instruction. So, students set their own schedules and deadlines, and pace their academics, individually working to levels of mastery in accordance with their abilities and motivation. The Alberta Programs of Study are the baseline; students often go beyond that.
As a result, Banbury Crossroads offers very unique schooling. The first difference is shown in how we treat children. Since we respect them as persons, we value their development in autonomy and self-sufficiency, while at the same time emphasizing their interdependence with other people. They are important individually, and so is everyone else. So, we put energy into helping them develop self-leadership, confidence, empathy, compassion, and social responsiveness. We emphasize the need to contribute to their communities.
In order to enable such individualized mentoring, the student-teacher ratio averages 8 to 1. This allows students to receive the visibility, attention, and nurturance necessary for optimal learning. Our choice of this small ratio allows the school atmosphere to be peaceful, comfortable, trusting, and optimistic. Joy happens here. Within these small classes, in order to allow students to work at their true levels of competence, we have chosen multi-aged groupings. This is not unique in the world at large—indeed, this describes the world at large—however, it is certainly unique in schools. This multi-aged approach fosters peer learning, and trust and comfort between people of various ages. As well, it does not socially penalize those students who are working either ahead or behind their peers.
Therefore, teachers need to use tutorial instruction, rather than lecture-based, teacher-paced instruction. This facilitates academic mentoring, with students being able to ask questions and receive assistance in answering them. In academic pursuits, students are encouraged to compete with themselves, to surpass their historical achievements, and work towards their current, personal goals. They may participate in designing their assignments and projects in line with their interests, and they use manipulative materials to carry them out. They participate in the community for real-world learning. In non-COVID years, we do this through field trips, volunteerism, internships, and international travel. Since it is a COVID year, because we have small class sizes, we are able to socially distance our students, and when we need to engage in remote learning, we contact our students daily. Banbury Crossroads is the school when students may experience learning activities that are impossible in large institutions. Banbury Crossroads is a fine example of unique, innovative schooling!
Progressive
Information not available
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
The essence of Waldorf can be thought of as follows: The use of art and creative play across the spectrum of subject areas brings out a child’s imagination and the joy of learning. Our interdisciplinary approach to mastering subject areas across the academic spectrum encourages children to make connections and deepen learning. Waldorf Academy’s E.Q. approach is designed to enhance a child’s sense of connection to the world and to grow spiritually. We stress hands-on, experiential, inquiry-based learning that carries with it the ability to take risks, reach beyond our comfort zones and test our mettle. We work with a child’s natural tendencies to encourage their curiosity and figure out answers their own way. Sometimes they fail the first time, but then they learn how to get back up and see it through.
Banbury's unique Self-Directed philosophy offers an individualized learning environment for children ages 3 through 18. Banbury is founded on mutual respect; thus, it enables students to achieve the academic mastery appropriate to their own interests, abilities and motivation. The combination of a low-ratio class size averaging 8 students per teacher, our student-paced program exists within a multi-aged setting. Our program diffuses competition between peers, because students are all at their own pace and progression through their curricular material. Students are closely mentored to take responsibility for their own education through inquiry-based and kinesthetic projects, and community-focused learning. They devise their own schedules, develop intrinsic motivation, and learn skills in time management, goal setting and self assessment. Banbury Crossroads' well-balanced approach creates an enriching and inspiring school experience that promotes the development of autonomy and confidence. These two elements are necessary for students' engagement in the academic, emotional and social aspects of post-secondary education and adult life.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Making Math More Meaningful - A Waldorf curriculum guide. Middle school math specialist
Banbury has both "Traditional Math" and "Discovery Math" teaching methods.
Math text books used are part of the Alberta Curriculum.
Calculators are used in our math programs, as a useful skill and resource.
Balanced Literacy
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.
Combination of approaches. Grade 2 reading assessment. Nelson Literacy Reading program combined with Waldorf curriculum.
Banbury has a balanced literacy program. We teach children to read when they are ready, which could be any time from age 3 through age 7. We offer individual reading lessons, and teach story writing through dictated stories, as well as their own journalling and writing to accompany relevant activities. Phonics is taught as a strategy to de-code words.
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.
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.
Lower school literacy is supported by the Nelson Literacy program and Waldorf curriculum.
Banbury has a balanced approach to writing. Writing occurs in relevant and meaningful situations. Students are assisted individually, and encouraged to write independently as well. There is a huge focus on writing, all through the grades, as there is always a teacher available to assist students in their writing. Writing is only as good as a person's thinking. We assist students in clarifying their thoughts, organizing their points logically and reasonably, making linking statements and suitable introductions and conclusions. All students need to be shown how to "cut and paste" in the literal sense. This means that all students need instruction at some point of their lives in creating quality written work. We have had students write essays for diploma exams in which they receive 100%. Of course, individual talent is a huge contributor to this. However, we tend to increase students' skill in 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.
Science is based on a phenomenological approach.
Banbury has a balanced approach to the Sciences. We include field trips, experiments and hands-on project work as fundamental means of making science come alive for our students.
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The first Waldorf school that opened in 1919 was based on social justice. Social Justice is embedded in the curriculum and the school structure. It is important to note that we build meaningful relationships with cultures when the children are younger through implicit strategies and then look at it critically in the middle school.
Banbury has a balanced approach to literature. We follow the Alberta Programs of Study, and give students much leeway in choice of novels, plays, poetry, and so on, for their chosen assignments. We utilize projects with an interdisciplinary focus.
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
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.
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).
Social studies program is based on child development and is matched with historical themes.
Banbury teaches core knowledge of history and geography.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
Banbury has a more pragmatic approach to social sciences in Grade 7 and higher.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
French is offered from grade 1 to 8
Banbury uses the communicative method for teaching foreign languages.
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
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Banbury has an expressive approach in our visual studio program.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
We offer cyber civics in middle school. We teach the base number system in grade 8 and students build a basic computer using the binary code.
Banbury includes the role of computers and technology in our curriculum.
Web design
Robotics
Computer science
Grades 1-2 Developmental movement and games Grades 1-3 Games and Circus Arts Grades 4-8 physical ed program Grades 6-8 Health curriculum
Physcial Education at Banbury, has an extensive outdoor component, including horseback riding, skiing, archery, golf, hiking, and canoeing. Many of our indoor activities such as volleyball, basketball, badminton and wall-climbing are conducted off-site in recreation centres. Other indoor activities include swimming, bowling, and yoga. Many games are played on the fields and grounds near our school.
Play-based
Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Early childhood programs are based on child development and imitation. Science, numeracy and literacy are fostered through real experiences in cooking, nature walks, building and art as well as storytelling, poetry, singing and recitation. Movement and self directed play as well as emotional intelligence are high priorities. There are group activities as well as small group and individual activities. Healthy physical development of the child is a critical prerequisite for proper mathematical and scientific education. Self directed play promotes questioning, problem solving, higher level thinking skills, discovery, self-directed activity and speech.
Banbury Crossroads has a Self-Directed Kindergarten and Pre-school program. The structure is based on the Modern British Infant System, from which came our modern ideas around "centers" and "integrated project work", as well as "constructivism" in the learning process. Our school follows this structure and philosophy from junior kindergarten through Grade Twelve. It involves multi-aged grouping, individualized instruction, mastery learning, kinesthetic projects, teacher mentorship, free play and contact with the community.
Student-paced
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.
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 elementary class teacher travels with one cohort through the grades for many years. This allows the teacher to understand how each child is learning and to ensure their needs are met.
Information not available
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.
Self-Directed Learning is the norm at Banbury Crossroads School. We have a very supportive environment for academics at the school. The students have an attitude towards accomplishment more like that at university. There is no teasing for being "a brain" here.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
We know that learning happens in all realms at once: physical, emotional, intellectual, creative, social. Banbury\'s well balanced approach creates an enriching and inspiring school experience that promotes the development of autonomy and confidence. These two elements are necessary for students\' engagement in the academic, emotional and social aspects of post secondary education and adult life.
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
All applicants are considered based upon the capacity of the class as a whole and the capacity of the teacher.
We are not a special needs school. We can accommodate students with mild needs, as long as they can function within our self-directed learning classes.
We assess each child on an individual basis. We do not have EA's the class so we determine a balance in the class and the capacity of the teacher. We can offer two sessions of resource support a week for a limited number of students.
Banbury can offer accommodations for children with mild learning disabilities.
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
JK - 8
1 - 12
20%
5%
$9,000
$4,000
80%
75%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 12
No
No
No
No
No
No
No
No
No
No
We want children to feel free to become themselves and we will guide them along the way. We are building intrinsic motivation, creativity, collaboration, critical thinking, and a love of community.
We are looking for students who are able to work independently, as well as willing to work individually with a teacher. Students need to be willing to try new learning experiences, open to instruction, willing to attend, socially adept and responsive, mutually respectful, and pleasant and able to be responsible for their own behaviour. We are able to celebrate differences in abilities, interests and passions, motivation, and personalities. We simply want students who are motivated to learn, empathetic and caring, and able to not distract others. If they are self-directed to begin with, that is great. If not, they may learn how to be, here.
Grade school students must complete a 3 day visit after a family interview.
Kindergarten requires a family meeting and visit in the morning if senior kindergarten.
An interview and tour of the school is encouraged. School records and assessments are to be submitted. There is an admissions process that involves an extensive discussion with the parents, and a two-day tryout in the School. Students who are gifted tend to excel at our School. It is critical that the student, their family, and the School's philosophical beliefs are aligned. A match of philosophy is a must. This is because we are a philosophically-driven, self-directed learning school. Students work to mastery, so they keep progressing until they have completed units or projects or grades. Classes operate with students in multi-aged groups, with 8 students per teacher, so students receive a great deal of individualized attention. This allows for students to work independently, as they receive instruction individually or in small groups or seminars. We are not a Special Needs school, but we can accommodate certain students with mild-to-manageable learning challenges, though we generally only take students whose abilities are average through to gifted.