201-2451 Dieppe Avenue SW, Calgary, Alberta, T3E 7K1, Canada
11399 Keele Street, Maple, Ontario, L6A 4E1, Canada
Indirect Support:
201-2451 Dieppe Avenue SW, Calgary, Alberta, T3E 7K1, Canada
11399 Keele Street, Maple, Ontario, L6A 4E1, Canada
1979
2011
90
30
Preschool to 12
Nursery/Toddler to SK
Coed
Coed
Day
Day
English
English
Academic
Progressive
Montessori
10 to 12
Varies
Behavioral
Dedicated gifted school
$9,000 to $13,000
$10,200 to $11,600
Yes
No
10%
0%
K to 12
None
$3500
$0
6
8
0%
0%
100%
95%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
No
No
No
information not available
information not available
information not available
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.
Maria Montessori placed a lot of trust in the power of place and how it informs our sense of ourselves. Certainly, one of the primary strengths of the Shining Light program is exactly that: the school is an expression of the surrounding community, though is also a community unto itself. It is small, and the benefits of its size is a principal draw, allowing learners to participate in an environment that is close, familiar, and in which they can grow an authentic sense of belonging, and a responsibility to others. A fidelity to the methods and techniques of the Montessori method is also a primarly draw.
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We offer self-directed learning, fostering student autonomy and liberty in a culture of mutual respect. Academics are individualized. We use a student-paced approach with tutorial instruction in small, multi-aged groups of 10:1. Collaboration within meaningful, trusting relationships enhances learning. Students connect with the community through field trips, volunteerism and internships. We communicate, negotiate, solve problems and develop soft skills. Member of Canadian Coalition of Self-Directed Learning--CCSDL.
Shining Light Montessori School is thought of by our families as a small community school "with a heart". Our goal is to give all of our children a perfect environment to build their confidence through comfortable social interactions & appropriate developmental activities. Montessori education is very child-centred, so that all of our students will become their very best selves. From foundational academic skills, music, French, independence & leadership traits, our students let their lights shine!
Director’s Message:
Ah! This was a very satisfying year! We turned 35! It is a glorious feeling, to know that Banbury has been available for children and youth for all of this time. As in previous years, our peaceful, collaborative and stimulating environment has enabled our students to devote themselves to learning, without fear and with joy. We have done a lot of things in 35 years, and this year, we discovered even more! The students made pictures out of pebbles, created a time line of Alberta history that went down the hallway, painted a flower portal to the Art Room, published an alphabet book with Plasticene pictures about Banbury that was presented to me after the Gala, created some new forms of Elementary projects, did amazing art with Cristina and Ann in multiple media and original styles, and gained skill in a variety of languages—Russian, Spanish, French and Japanese. One of our secondary students, Haley Mather, participated in the SEEDS Connections Program, which involved online work, an on-site camp and then the creation of her project, a website, www.lets-listen.org, intended to help people to make connections around the world, in order to better understand each other. She also won Third Place in the Optimist Club of Calgary’s Essay Contest. Parts 2 and 3 of the secondary play, The Alliance, were presented at Christmas and at the Awards Ceremony. The White Wave Dance Troupe, composed of students across the age spectrum, and directed by Genevieve Bradford, performed at Christmas and at the Anniversary Gala. Dr. David Helfand, President of Quest University, spoke to us about the Universe. We have been busy.
This year, our students dove deeply into their projects, and pursued answers to their own intrinsic questions through their studies. They explored their environment kinesthetically outside of the school. For instance, the secondary students went to Camp Chief Hector in the Kananaskis, and enjoyed that experience immensely! Inside our school walls, our atmosphere was observed by many visitors and community members to be peaceful, inspiring and comfortable. Although we had the disruption of losing four teachers, for a variety of reasons, the rest of us carried on together to make our usual genuine and caring social connections. Some of these connections were with new, bright and fresh teachers, who cheered us up! We needed to be resilient, because caring social connections are really important for students’ academic growth. Our teachers are here to give long-term mentorship, and to help students feel capable and visible. This visibility is a distinct advantage for intellectual pursuits, because learning is a complicated and interrelated process for young people, and they benefit from guidance. They must become able to set goals, manage priorities, obtain resources, identify topics of special interest, explore their environment, focus, monitor their pace and evaluate results. This process is made much easier, simply because caring adults at Banbury are by their side throughout that long and convoluted process.
We had a great group of students this year! They were pleasant, and had supportive attitudes towards each other. They engaged in helpful, win-win problem solving and spontaneous peer instruction. They collaborated on project design and production. They were even better than the typical students we have had across the years. At our 35th Anniversary Gala, I had prepared a slide production of about 4,500 photos. These images flashing upon the screen made clear one of the most valuable aspects of Banbury—the element of joy. Children have been happy, here! People commented on that at the event. This is no small feat! In our intimate setting, children may be themselves, become self-aware and self-responsible, express themselves through creative means, and, in general, find their voices. When children have a voice, they do not need to yell. They speak with respect and confidence. They care about each other. Happiness within individuals makes it possible to have social cohesion, and to find pleasure in living. This method of schooling has wonderful side effects, and I am so proud to be part of its flowering in the world.
I am deeply grateful to all of the people, over all of these years, who have contributed to the growth of Banbury’s vision. It is a very congruent vision in every way. Everything fits together seamlessly—our approach to communication, our way of dealing with children, the connections created between the real world and their studies, and the collaboration between teachers and parents for the benefit of our children. The photographs show that, no matter who the teachers, or students, or parents were in any given year, the basic vision shines through. It is almost as though Banbury now has a life of its own! It is definitely bigger than any one of us. We are onto something marvelous!
I appreciate, with every fibre of my being, the teachers who have grown with me over these years, especially Karen Harrison, who has been with us for 24 years! This is devotion and strength and intelligent problem solving at its peak. Karen is so fundamentally my right-hand person, and I am eternally grateful for her companionship over our working lives. Anne Bransby-Williams, who was first my friend, then our Pre-School teacher, and now our Office Administrator, has a center-of-the-heart place at Banbury, not just for me, but for all of us. Cristina Atanasiu is another long-time teacher and Renaissance woman, who has helped us grow in three locations. The historical understanding that is gained over many years is very important, because Banbury is, truly, built upon itself year after year. Who we are now is a direct result of who we have ever been. Doan Tran, Ann McKean, and Tara Fry are other devoted teachers who are knowledgeable about how Banbury works and efficient in bringing it to life. We have all seen so much, and know the core of Banbury that persists over time. We have learned different things each year. We have helped each other unselfishly. We have given mutual support, time and kindness to each other. I have needed that support. I have needed to know that I could trust that the teachers here would create this educational world that I envisioned. I could never have gotten this far without all of these people sharing this vision and working hard together to make it happen. Then, I want to acknowledge our newer teachers, because I appreciate so much their energy and enthusiasm and willingness to join in this venture. We are a very special group, and I am so thankful.
The parents, too, have been crucial to the success of our programs, as they have been so supportive of their children, who are the crux of this whole endeavour. Parents have always been important to me, right from the beginning in 1979, when I was still experimenting, and did not incorporate other teachers into the fledgling endeavour. In those early days, I derived emotional and intellectual sustenance from parents, who provided feedback and planning ideas, resources and companionship. Afterwards, when the school grew and teachers joined me, parents continued in their central role. We needed them, and they needed us. This year, parents were obvious contributors in a variety of ways. Steve McIlvenna and his wife, Prudence Hoffman, provided administrative insight. Parents and grandparents contributed donations to our Banbury Crossroads School Society. Jacquie Barnes, who was the lead Event Planner for the 35th Anniversary, is a former parent herself, and she was assisted greatly by many parents who rallied to organize many aspects of the Gala itself, as well as the Silent and Live Auction. I am humbly grateful for their creativity and energy and care. Pamela Mclean, a former parent and current Director of the Society, spoke at the Gala, to let parents know that they need to value the School, and lobby the new NDP government to support Banbury as a Private School, since it performs a useful, visionary educational role model in our culture. Bravo to all of these parents and family members!
Lastly, I want to mention our alumni, which is a group that is growing each year. At the 35th Anniversary Gala, alumni spoke at the podium for the first time in a formal way about how Banbury affected their lives. These alumni were Anne Mclean, Iain Richardson, Delaney Boyd, Dave Crosby, Thomas Kaune, Sarah Jorba, and my son, Liam Cummings. I am so proud of each one of them! I have such fond memories of each one of them; they are part of my life and my heart, too. It is clear to see that the alumni are the true products of this school. It is clear that they are people with initiative and passion and humility. They care about issues that go far beyond their self-interest. They are constructive communicators, effective presenters of ideas, and reasonable critical thinkers. They have moral values and solid characters. They are strong. I knew it would happen, and I have been watching during all these years as it happened, and I am beyond delighted that these individuals, each in their own way, will influence the world they inhabit for its betterment.
I am so proud of this School and grateful for everyone who has given their heart to this endeavour. I have learned so much. I guess that is not surprising…I have been in school all of my life!! I was bored in school when I was a child, but I have never been bored at Banbury!
By Diane Swiatek
June 19th, 2015
What makes Shining Light Montessori School special is not our facilities; what makes us unique is our goals, philosophy and priorities.
Our school is not just another business. Rather than a focus on expanding the business and increasing the profits, our priority remains focused where it belongs -- on our young students. Educating young children is so much more important than selling any “product”. Our parents have felt this difference, and feel that they are part of our Shining Light family. Our teachers have noticed the difference as well.
We keep smaller groups in order that children are able to receive plenty of adult attention. Our students are not numbers in a large institution - they are valued members of our Shining Light community. My goal has always been to create a close-knit Montessori school that is inclusive, provides high-quality early education that is just right for each child, and most importantly, where each decision is based on what is right for the students. I’m proud to say that after more than seven years, that remains our way of doing things. Our families matter. Our students matter. And they can feel that they matter!
In a proper Montessori program, the learning is mostly student-led. Activities are available that help students to master academic and non-academic skills (from fine motor skills, concentration and independence, to learning numbers and letter sounds, to learning large number arithmetic, multiplication and division, reading, spelling and writing). The classroom is an open buffet where children will be invited to try a variety of activities as they are ready.
Because the activities are hands-on, the children truly understand rather than learning by rote. Each activity builds on a previous one, so that the child is always well prepared for the next small challenge; confidence and self esteem soar as children reach their own potential. It’s not all about sticker rewards — it’s about the children recognizing their own accomplishments and feeling good about them, which in turn encourages them to want to learn more.
Children reaching their own potential and creating within themselves an eagerness to learn is its own reward. Also, we have seen that it prepares the children extremely well for grade 1 and beyond.
It's all in our name -- Shining Light Montessori students are here to Let Their Lights Shine!
Montessori
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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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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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. Character development is promoted. The combination of a low-ratio, student-paced program existing within a multi-aged setting, is most conducive to not penalizing students socially for being academically behind or ahead of their peers. Students are 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. Secondary students participate in contributive internships at community businesses. Students assess career options, develop meaningful and trusting relationships with adults, and cultivate altruism, empathy and communication skills. 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.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Banbury has both "Traditional Math" and "Discovery Math" teaching methods.
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Math text books used are part of the Alberta Curriculum.
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Calculators are used in our math programs, as a useful skill and resource.
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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.
Montessori language is phonics based. Children learn letter sounds and have plenty of practice to feel comfortable with sounds prior to spelling or reading short phonetic words. As ready, they begin reading and spelling longer phonetic words, then are introduced to digraphs (such as "sh", "oo", "ai", etc). This way, the children are given the tools to begin reading and writing independently. The progress is unique to each student, and there is no stress of memorizing words. In kindergarten, the non-standard sight words (through, though, tough) are taught, along with sentence structure and parts of speech.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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.
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Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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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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Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Banbury teaches core knowledge of history and geography.
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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.
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Banbury has a more pragmatic approach to social sciences in Grade 7 and higher.
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Banbury uses the communicative method for teaching foreign languages.
Our kindergarten children learn oral French through vocabulary, songs and games. Many graduate to grade 1 in a French immersion school.
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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These programs have an equal emphasis on receptive and creative learning.
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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
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Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Banbury includes the role of computers and technology in our curriculum.
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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.
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Montessori
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.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
Students work at their own pace with hands on Montessori materials to gain skills & an excellent understanding, especially in the language & math areas. This prepares them to be more independent learners who will thrive in any elementary school environment.
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Teachers work with children individually or in small groups to ensure they are receiving the best understanding of the Montessori materials & curriculum.
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.
This option allows you to "opt out" of selecting one of "rigorous" or "supportive". Doing so means you will not be shown on pages relating to academic culture, (your exposure will be diminished).
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.
Montessori children enjoy a variety of hands on activities to improve fine motor skills and concentration, observation skills and independence. Math and language, geography and science are a natural part of our enriched environment throughout the program from toddlers to kindergarten.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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."
Emotional
The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."
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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.
Montessori activities address the development of the whole child. In addition, we offer music, French & yoga, as well as extra-curricular private piano lessons. Our approach is to help the children to become well rounded individuals who will function well in all areas of their lives.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Banbury Crossroads School |
Shining Light Montessori School |
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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
Banbury Crossroads School |
Shining Light Montessori School |
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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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
K - 12
10%
0%
$3,500
$0
100%
95%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
No
No
No
No
No
No
No
No
No
Yes
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.
We highly recommend a good Montessori program for every child to ensure a solid foundation, not only academically, but for independence, positive social interaction & building self esteem.
An interview and tour of the school is encouraged. School records and assessments are to be submitted. No admissions test is administered. We take students who are gifted through average to struggling. 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 10 students per teacher, so students receive much personal attention. This allows for students to work independently, as they receive instruction individually or in small groups or seminars. We do not normally take special needs students, as we only have one teacher who is trained to work with such children, and she works only with the younger ones. We also do not have ready access to special needs resources, nor do we have psychologists or other specialists on our staff. Therefore, we generally only take students whose abilities are average through to gifted.
There is a one-time registration fee of $85. If enrolling two or more children together, the registration fee for second & subsequent children is only $35. A last-month deposit (one month's tuition) is due at time of enrollment to save the child's place. It will be applied for the child's final month before graduation.
We accept mid-year enrollments if we have space in the class, as we realize that children are unique, & will be ready to begin the Montessori journey at their own right time.
