201-2451 Dieppe Avenue SW, Building B1, Calgary, Alberta, T3E 7K1, Canada
7215 & 7205 Millcreek Drive, Mississauga, Ontario, L5N 3R3, Canada
1979
1997
150
380
JK to 12
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, International Baccalaureate Candidate
Progressive, International Baccalaureate
8 to 12
16 to 18
Behavioral
Learning
Dedicated gifted school
In-class adaptations
$16,800 to $18,800
$16,950 to $21,550
No
Yes
0%
3%
None
JK to 8
$0
$800
10
25
0%
0%
75%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades 4 - 12
No
No
“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
Founded in 1997, the mission of Lynn-Rose is to provide individually oriented, student-led instruction, challenging all to reach their potential within the core academic fields and beyond. The blend of the Ontario and International Baccalaureate (IB) curricula is a draw for the families that enrol here, as are the quality of instruction and the very porous interface between families and faculty. The math and literacy programs have students working a grade ahead of their peers in the public system, with further acceleration offered to students able to function at that level. The attention to values, including those underscored within the IB programs, is also a draw. There is a lot going on, though a close attention to the specific skills, abilities, and needs of each student—as well as a broad range of resources to address them—is a distinguishing factor of the Lynn-Rose offering.
Read The Our Kids Review of Lynn-Rose School
Diane 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.
View full reportFounded in 1997, the mission of Lynn-Rose Heights is to provide individually oriented, student-lead instruction, challenging all to reach their potentials within the core academic fields and beyond. The blend of the Ontario and IB curricula is a draw for the families that enrol here, as is the quality of instruction and a very porous interface between families and faculty. The math and literacy programs have students working a grade ahead of their peers in the public system, with further acceleration offered to students able to function at that level. The attention to values, as those underscored within the IB programmes, is also a draw. There is a lot going on, though a close attention to specific skills, abilities, and needs of each student—as well as a broad range of resources to address them—is a distinguishing factor of the Lynn-Rose offering.
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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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"The academic program focuses on developing inquiring, knowledgeable and well-rounded individuals."
Sabine Kussmann - Parent (Feb 21, 2018)
My sons love the school and have had a wonderful experience. They like the warm and and positive sch...
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Atmosphere, experience, communication
Mrs. S. - Parent (Mar 06, 2018)
Our child loves Lynn-Rose Heights and has had a great experience attending this school. Our child lo...
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relationships that stay, year over year
Laura Trujillo - Parent (Mar 08, 2018)
I have two children enrolled at LRH, my youngest daughter is currently in grade 4 and my older daugh...
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"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."
"At Lynn-Rose School the philosophy is to create an environment that is challenging and rewarding, focusing on social, intellectual and emotional aspects of development. At LRS, your child will thrive within our rigorous academic curriculum combined with the International Baccalaureate Programmes (IB) JK-Grade 10, and Advanced Placement (AP) Grades 11-12, thus preparing and inspiring our students to become life long learners and global citizens."
"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!"
"Authorized International Baccalaureate World School for the Primary Years Programme (PYP) and Middle Years Programme (MYP) and provides Advanced Placement certified (AP) . LRS provides the most effective and sought after programme for the leading Post Secondary institutions in North America. Through LRS's curated programme from early years to secondary, your child is able to better develop the strong academic, social, and emotional characteristics they will need to find success in their life."
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"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."
"Lynn-Rose Schools has earned accreditation by Cognia™, a nonprofit organization that provides quality assurance for schools, school districts, and education service providers. School accreditation as conferred by the Cognia Global Accreditation Commission provides LRS a nationally recognized mark of quality; it demonstrates to our community our commitment to excellence, our openness to external review and feedback, and our desire to be the best we can be on behalf of the students we serve."
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"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."
"Amazing Learning is at the forefront of Lynn Rose Schools, which is why LRS has three significant accreditations. Ontario Ministry of Education, International Baccalaureate and Cognia, all require annual audits of the campuses. Cognia specifically focuses on the continuous improvement and development of not only students, but also our staff and facilities, which marks our commitment to better learner outcomes."
"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."
"Lynn Rose Schools has two distinct campuses to better support learners with their educational needs, starting from Early Years to High School . Our warm and inclusive school atmosphere is brought to life through decorated student work that flow outside of the classroom into the hallways; ensuring that our student body is always surrounded by their continuous progress. Upon initial conversation with our students you can feel their passion for curiosity and knowledge."
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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!
Welcome to Lynn-Rose! As Head of School, I join our educators in approaching every school year with enthusiasm. Our philosophy is to treat every student with respect while ensuring they have the opportunity to explore, create and thrive in a programme of academic excellence. Our school culture embraces character development and values that promote leadership, confidence, respect, strength, wisdom and integrity.
Our goal and the goal of the International Baccalaureate Organization is to help our students develop personal confidence with an emphasis on character and values. As educators we provide opportunities for our students to learn and make wise choices, respect others, protect their environment and overall become contributing and understanding members of our global community.
Lynn-Rose offers a nurturing and stimulating environment where your child is treated with respect preparing them for future success. We are a school of joy and enthusiasm that encompasses the arts and athletics with exceptional academics. At Lynn-Rose, your child will thrive within our outstanding academic curriculum and will have the opportunity to explore the arts through creativity, music, and drama. Beyond the classroom our students are encouraged to join our sports and outreach programmes and participate in field trips.
Lynn-Rose is committed to our parents/families and value their input. Here your child will thrive as an individual with the opportunity for personal growth. We take pride in understanding the students as individuals and supporting the student to reach their personal potential socially, emotionally and intellectually.
Thank you for considering Lynn-Rose as a choice school for your child. We encourage you to talk to our dedicated staff and community about our school and please feel free to ask questions. We are proud of our schools and are here to help make this important decision with you.
I encourage you to explore what our various programmes offer and come in for a visit to see firsthand what we do.
Sincerely,
Sara MacDonald
Head of School
Progressive
International Baccalaureate
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.
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.
IB Candidate School is an official term used to identify schools that have applied to IBO for permission to teach one or more of the IB Programmes.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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.
At Lynn-Rose we align our overall school curriculum within the framework of the (IB) International Baccalaureate Programme, providing the most unique and comprehensive learning experience available in the Greater Toronto Area. Flexibility in our Programme encourages students to achieve the expected outcomes in a manner conducive to their own learning style. At Lynn-Rose, your child will thrive within our outstanding academic curriculum and will have the opportunity to explore the arts through creativity, music and drama.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Banbury has both "Traditional Math" and "Discovery Math" teaching methods.
Aligning the Ontario Mathematics Curriculum with the framework of International Baccalaureate Continuum is a unique opportunity for Lynn-Rose learners to build, develop and enhance their numeracy skills. In the IB Primary Years Programme (PYP), mathematics is viewed primarily as a vehicle to support inquiry, providing a universal language through which we make sense of the world around us. Mathematics is an essential tool for transdisciplinary and interdisciplinary inquiry. As students progress from the MYP to the DP, the emphasis on understanding increases as students work towards developing a strong mathematical knowledge base that will allow them to study a wide range of topics. At Lynn-Rose Schools, mathematics is a tool for solving problems in an authentic real-life context.
Math text books used are part of the Alberta Curriculum.
Nelson Mathematics, Prism
Calculators are used in our math programs, as a useful skill and resource.
Information not available
Phonics-intensive
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.
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.
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.
Lynn-Rose Schools strives to help students become enthusiastic readers and writers. Our phonics program carries both systematic and incidental approaches starting in Junior Kindergarten. The first approach follows a consistent framework, and uses systematic synthetic phonics as the main route to reading unknown words. However, students also have the opportunity to inevitably encounter words through reading and responding to texts. Combining both approaches in our classes helps students develop automaticity as they move to higher grade levels.
Systematic approach
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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.
At Lynn-Rose Schools, writing is a fundamental skill, starting in early years as part of our literacy program. Students develop the skills to use the evidence-based strategy of combining words and sentences. Moreover, students combine multiple ideas into a single sentence. Students learn to edit, proofread and and publish their writing while being provided structured instructions and feedback. Lynn-Rose strives to plant the love of writing in all students and develop their talents and skills through unstructured and creative writing opportunities inside and outside the classroom.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
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.
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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
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.
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.
Information not available
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
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).
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.
Banbury teaches core knowledge of history and geography.
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Equal Balance
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.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Banbury has a more pragmatic approach to social sciences in Grade 7 and higher.
Information not available
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.
Banbury uses the communicative method for teaching foreign languages.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Banbury has an expressive approach in our visual studio program.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Banbury includes the role of computers and technology in our curriculum.
Information not available
Web design
Robotics
Computer science
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.
Information not available
Academic
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.
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.
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.
The Lynn-Rose IB Primary Years Program is the foundation your child needs in order to maximize their potential growth moving forward. With a skilled team of active and versatile faculty, your child will gain the academic base necessary to succeed. LR is founded on a philosophy that recognizes a child's natural curiosity, creativity and the ability to reflect.
Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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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.
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”.
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.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
The Lynn-Rose Schools leadership team and educators are committed to supporting students throughout the learning process to develop life skills and build their own agency by adapting the IBO philosophy for placing the learner in the center of education. Since experiences during the early years lay the foundation for all future learning, early learners emerge with life skills development with the support of their educators. Our school is proud of the holistic learning experience that integrates socio-emotional, physical and cognitive development.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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.
Information not available
Banbury can offer accommodations for children with mild learning disabilities.
Information not available
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
1 - 12
JK - 8
5%
3%
$4,000
$800
75%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades 4 - 12
No
No
No
No
No
Yes: grades 4 - 12
No
No
No
No
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.
At Lynn-Rose, your child will thrive as an individual with the opportunity for personal growth. We take pride in understanding the students as individuals and supporting the student to reach their potential socially, emotionally and intellectually.
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.
Complete an online inquiry form to receive program information.
Register for an Open House event to meet our principals, and connect with our admissions team.
Submit an application and upload all supporting documents (a copy of a birth certificate/passport, up-to-date immunization records, final report cards from the previous 2 years, additional grade-specific documentation).
Once the full application with all supporting documents has been submitted, our team will contact you to confirm whether we can proceed with an interview and/or assessment.
Families will be notified of the admissions decision within 1-2 weeks of the interview/assessment.
If you need help at any stage in the admissions process, please contact us at [email protected] or call 905-816-0301.
We look forward to meeting you soon!