80 chemin Moulton Hill, Sherbrooke, Quebec, J1M 1Z8, Canada
* new address in Burlington / Oakville pending, Halton, Ontario, 1A1 A1A, CanadaIndirect Support:
80 chemin Moulton Hill, Sherbrooke, Quebec, J1M 1Z8, Canada
* new address in Burlington / Oakville pending, Halton, Ontario, 1A1 A1A, Canada
5,344.5 km
5,712.2 km
1836
2025
250
10
7 to 12
JK to 8
Coed
Coed
Boarding, Day
Day
English, French
English
Academic
Academic
Traditional, International Baccalaureate
Traditional
12 to 15
Varies
Learning, Developmental
Learning, Developmental
In-class adaptations
$30,000 to $51,000
$27,000
$63,750 to $75,710
Yes
No
40%
0%
7 to 12
None
$23,800
$0
42
1
80%
0%
0%
90%
information not available
K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades JK - 8
No
No
No
No
information not available
information not available
Bishop’s College School (BCS) was founded in 1836, becoming an all-gender school in 1972 through an amalgamation with King's Hall, Compton. That long history is apparent in the traditions that remain at the school, including chapel (now non-denominational) three times a week, the social organization of the school into houses, and a thriving and varied co-curricular offering. BCS has a strong culture of leadership, and students are encouraged to get out of their comfort zone and take on leadership roles in their house, within activities and committees, and through cadets. Athletics are an integral part of daily life at BCS: every student participates in an individual or team sport five days a week (and they also participate in three different sports a year). BCS has been a member of Round Square since 1986, something which provides a foundation for the diversity of the student population, one that includes students from over 40 countries despite an annual enrolment of around 270 students.
View full reportOakHaven Academy for Diverse Learners is a small, nonprofit elementary microschool in Burlington. It's designed specifically for neurodiverse students and children who require more support than traditional classrooms can offer. With class sizes capped at five, the school offers multi-sensory instruction in literacy and numeracy, individualized success plans, and daily social-emotional learning, all supported by Ontario-certified teachers and skilled staff. Evidence-based programs, structured foundational skills, and real-world community excursions form the core of its approach. OakHaven serves students with or without diagnoses such as autism, ADHD, or dyslexia, helping them build confidence, independence, and meaningful academic progress in a calm, nurturing, relationship-based environment.
View full reportinformation not available
"The teachers at OakHaven Academy are truly exceptional!"
Deidre Santos - Parent (Oct 27, 2025)
In just one month, I’ve seen a complete shift in my child’s attitude toward school. He actually ... View full review
"This school has been truly transformative for our daughter."
Lisa MacInnis - Parent (Nov 11, 2025)
This school has been truly transformative for our daughter. From the very first day, she felt welcom... View full review
"The school exceeded my expectations. I had peace of mind..."
Stacey Bourbonnais - Parent (Nov 11, 2025)
My son liked the frequent "body breaks" and the ability to get up and move around when needed. The ... View full review
"Established in 1836 in Lennoxville Quebec, Bishop’s College School (BCS) offers the International Baccalaureate Diploma Programme and course certificates along with Canadian curricula. Bordered by farmland and rolling hills on one side and the city of Sherbrooke on the other, BCS is a small, welcoming community with students from over 30 different countries. A well-rounded education of academics, athletics, arts, leadership development, and global citizenship prepares BCS students to become tomorrow’s leaders."
"OakHaven Academy for Diverse Learners is a nurturing independent school that supports students with diverse learning profiles and social emotional needs. Small group learning and individualized programming help students develop confidence, academic skills, independence, and positive peer relationships within a supportive environment. Student wellbeing, family collaboration, and personalized learning are central to our approach. As a non-profit organization, our Board of Directors is made up of parent volunteers."
"No two students are alike and as such your BCS experience is unlike anyone else’s. Much like a ‘choose your own adventure’ book, your time at BCS is tailored to you, shaped by the classes you take, the sports and clubs you participate in, and the countless leadership and service opportunities you take advantage of. Our students graduate from BCS as caring, open-minded, confident, and engaged global citizens equipped to take on the world and excel in their pursuits."
"At OakHaven Academy, we believe all students can thrive when supported in the right way. Our school is specifically designed for students with diverse learning needs, offering a supportive environment. Each student is assessed when enrolled to identify their strengths and areas for growth. We provide intensive remediation and direct instruction in literacy and numeracy to build strong foundational skills. With a low student-to-teacher ratio of 5:1, students receive personalized attention they need to succeed. Our individualized “Success Plans” replace traditional IEPs, targeting specific academic and developmental goals. We teach social-emotional skills using evidence-based programs and our students learn as a group. Learning extends beyond the classroom through regular community excursions using public transit to visit parks, libraries, museums, farms, and other local experiences that support real-world learning and engagement. We do not support full time one-to-one support."
"To maintain our focus on a well-rounded education, we have deliberately chosen to limit our student body size, ensuring personalized attention and support for each student. This choice reflects our commitment to fostering a close-knit community where every student can participate actively in diverse programs and receive individualized guidance, even if it means not expanding our enrollment numbers significantly."
"At OakHaven Academy for Diverse Learners, we focus on evidence-based, individualized support in foundational literacy, numeracy, and social-emotional development. This commitment requires intentional tradeoffs. By prioritizing depth over breadth, we do not offer extensive extracurriculars, competitive pacing, or traditional grade-level progression. Instead, we give students the time and support they need to build strong academic and emotional foundations.
Our small-group model and low student-to-teacher ratios create a nurturing, flexible environment, but we do not provide intensive one-to-one behavioral support for students with oppositional behaviour. Maintaining this structure ensures a predictable and emotionally safe setting for all learners.
We share these tradeoffs so families understand what we value most: foundational skills, individualized growth, and a calm, supportive learning environment. Families interested in exploring fit are welcome to participate in a three-day trial."
"Our history is rich with pivotal moments that have shaped Bishop’s College School into the institution it is today. Established in 1836, our origins as the Lennoxville Classical School laid the foundation for academic excellence. A significant turning point came in 1972, when we merged with King’s Hall, Compton, becoming a co-educational institution. This merger broadened our perspective and enhanced our inclusivity. Our adoption of the International Baccalaureate Diploma Programme further propelled us into the modern educational era, aligning with our mission to develop global citizens. These milestones have cultivated a legacy of excellence, diversity, and innovation that continues to guide us."
"OakHaven Academy for Diverse Learners was founded in response to the growing need for a learning environment that truly supports students with diverse learning profiles. As a new micro school in the GTHA, OakHaven was created by educators who saw firsthand how many bright, capable students were struggling in traditional settings that did not meet their individual needs. Our program was designed to focus on the core skills: literacy, numeracy, and social-emotional development—while also nurturing the whole child through afternoon programming in the arts, science, social studies, and healthy living. We believe that learning should extend beyond the classroom. Regular community excursions are a key part of our approach, helping students apply their learning in real-world contexts, develop independence, and build meaningful connections with their surroundings. OakHaven Academy continues to be guided by our belief that every student deserves to be seen, supported, and empowered to succeed."
"The ideal student for Bishop’s College School is one who is eager to engage both academically and personally. We seek students who are curious, open-minded, and ready to embrace a global perspective. A good fit is someone who values learning beyond the traditional classroom setting and is keen to participate in hands-on activities that promote leadership and personal growth. Students who thrive in our community often have a passion for exploring diverse interests, whether in academics, the arts, or athletics. They are resilient, adaptable, and willing to challenge themselves. Additionally, students who appreciate being part of a tight-knit, supportive community, where they can form meaningful relationships with peers from around the world, will find BCS a welcoming environment. We welcome those who are committed to contributing positively to our school culture and who aspire to make a difference in the world."
"OakHaven Academy for Diverse Learners supports students who thrive in a personalized, nurturing environment. It serves those with learning differences like dyslexia, dyscalculia, dysgraphia, ADHD, or autism, as well as students needing more time, structure, or flexibility than traditional classrooms allow. Learners benefit from direct instruction in reading, writing, and math, and support for attention, processing, executive functioning, anxiety, or self-esteem challenges. With a 5:1 student-teacher ratio, individualized Success Plans, structured and multi-sensory literacy, math, and social-emotional instruction, students gain skills, confidence, and a love of learning. Experienced educators work alongside Child and Youth Care students to provide collaborative, hands-on support for each child’s success."
"While Bishop’s College School offers a nurturing and enriching environment, it may not be the best fit for every family. We would advise against choosing our school if a family is seeking a highly specialized or narrowly focused academic program, as our curriculum is designed to be broad and globally oriented, emphasizing the development of well-rounded individuals. Families prioritizing a large, urban school experience might not find our close-knit, rural campus setting suitable. Additionally, if a student is not open to engaging in a diverse range of activities or is uncomfortable with the idea of being part of an international community, they might not fully benefit from what BCS offers. We believe in fostering a community where students are encouraged to explore and grow, and those who are not aligned with this vision may want to consider other educational options."
"OakHaven Academy for Diverse Learners may not suit families seeking a fast-paced, academically competitive setting, extensive extracurriculars, or a traditional, grade-focused curriculum. We don’t offer accelerated programs, heavy homework loads, or large-group instruction. Instead, we emphasize foundational skill-building, and social-emotional development. Our approach is ideal for families who value structure, flexibility, and relationship-based teaching. Those looking for academic rankings, rigid discipline, or conventional school models may find our individualized, slower-paced methods less aligned. With small class sizes, Ontario Certified Teachers and other experienced educators and therapeutic teaching strategies, OakHaven Academy is designed for students who need an alternative path to success rather than traditional academic pressure."
"BCS is situated in the ideal location—it's the perfect balance of safe, small-town convenience and big city accessibility. With an average class size of 15 students, our students develop close relationships with their teachers who also serve as their coaches, advisors, and are part of the boarding houses. Students are further supported by a full-time school counsellor, nurse, physiotherapist, and strength & conditioning coach, as well as academic support in our R.D.W. Howson Enrichment Centre."
"Families choose OakHaven Academy for Diverse Learners because they want a school that truly understands and supports children who learn differently. Many come after their child struggled in traditional classrooms where their needs weren’t fully met. They value our small 5:1 class sizes, personalized Success Plans, and skilled, compassionate educators. Families appreciate our evidence-based literacy and math programs, direct social-emotional learning, and frequent, transparent communication that keeps them involved in their child’s progress. They also value our holistic approach, including community excursions that build real-world skills and independence. Unlike schools with rigid structures, OakHaven Academy adapts to each child’s needs, creating a calm, inclusive environment. This flexibility and individualized support is why families choose us over others that often prioritize standardized pacing or large class sizes."
"Bishop’s College School is widely regarded as a prestigious institution known for its academic excellence, global perspective, and commitment to developing well-rounded individuals. Our rich history and traditions, coupled with a modern approach to education, have earned us a reputation as a leading co-educational boarding and day school. The public views us as a nurturing community that values diversity, inclusivity, and the holistic development of each student."
"OakHaven Academy for Diverse Learners is seen in the community as a compassionate, inclusive school offering expert support for students with diverse learning needs. Known for its personalized, evidence-based approach, OakHaven Academy stands out for small class sizes, individualized instruction, and a nurturing environment. Ontario Certified Teachers and trained educators specialize in supporting neurodiverse learners, including those with dyslexia, dyscalculia, executive functioning deficits, ADHD, and autism. OakHaven Academy’s strong focus on social-emotional growth, real-world learning, and transparent parent communication fosters trust and collaboration. A parent-led Board of Directors helps guide the school’s mission, ensuring family voices remain central. Community members recognize OakHaven Academy as a supportive, relationship-based alternative to traditional education—where students build confidence, develop skills at their own pace, and feel truly understood."
"Location matters and our 250-acre campus in bilingual Quebec is perfectly situated at a short walk from the cozy borough of Lennoxville and a quick drive from bustling downtown Sherbrooke. Our region is called the Eastern Townships and we are lucky to be surrounded by beautiful hills, lakes, trails, and farmland. Our students enjoy skiing and snowshoeing in the winter and hiking and watersports in the spring. The Moulton Hill landscape is one of the things our alumni tell us they miss most!"
"At OakHaven Academy for Diverse Learners, families may notice our frequent community outings—like library visits, daily walks to the local park, swim sessions, and city trips accessing public transportation—but could overlook their deeper purpose. These experiences are intentionally embedded in our curriculum to help students connect learning to the real world and foster a sense of community responsibility. What makes this possible is our small class sizes, allowing our experienced educator team to know each student well and communicate with families daily. With a parent-led Board of Directors, families play an active role in shaping our school. This strong, collaborative community is what makes real-world, meaningful learning thrive."
"Our elite hockey program comprised of a Varsity Team and a Prep Team is considered a ‘hidden gem’ in the hockey world. Three alumni of our hockey program have been drafted to the NHL in the past four years. Noah Dobson, BCS’18, Dawson Mercer, BCS’19, and Evan Nause, BCS’21, were all selected in recent NHL drafts. This year our Varsity team took home the MPHL championship and our Prep Team claimed the NISIC championship.
Discover our elite program that is taking players to the next level!"
"Families may be surprised by how deeply student voice and well-being are woven into daily life at OakHaven Academy for Diverse Learners. You might see a student jumping on our small trampoline or sitting quietly with headphones on—and that’s by design. We encourage students to communicate their needs, and we listen. If they need movement, calm, or space, we provide it. We believe open, reciprocal communication is key to student success. That includes daily conversations with teachers and actively welcoming feedback from both parents and students. Our parent Board of Directors plays a vital role in shaping the school community, ensuring families have a meaningful voice. This strong partnership isn’t just valued—it’s essential to each child’s growth, progress, and achievement."
"Recently, Bishop’s College School has implemented several improvements to enhance our educational offerings and student experience. We have expanded our International Baccalaureate Diploma Programme to provide more diverse course options, ensuring students can tailor their education to their interests and future aspirations. Our commitment to sustainability has led to the introduction of eco-friendly initiatives across campus, promoting environmental awareness and responsibility. We have also invested in upgrading our facilities, including state-of-the-art classrooms and athletic amenities, to support both academic and extracurricular excellence. Our focus on student well-being has strengthened with the enhancement of our counselling and medical services, providing comprehensive support for all students. Additionally, we continue to foster parent engagement through more frequent communication and involvement opportunities, ensuring families remain integral partners in their child’s edu"
"OakHaven Academy for Diverse Learners has recently moved into a new learning space that reflects our commitment to student well-being, personalized learning, and inclusion. Our environment features flexible workspaces, and quiet zones where students can self-regulate and focus. Our flexible learning groups are intentionally small and designed to support multi-sensory learning, with tools and materials that meet a wide range of needs. This move allows us to expand our programming, offer more one-on-one support when required, and deepen our commitment to creating a safe, welcoming space for all learners. The location also strengthens our ability to host community excursions and real-world learning experiences using Halton Transit. Students thrive when their individual needs are recognized, respected, and supported. This new space is more than a building—it’s a reflection of the inclusive, student-centered learning we believe all children should receive from our experienced educator team."
"Looking ahead, Bishop’s College School is committed to enhancing our educational offerings and campus facilities to better serve our students. We plan to expand our International Baccalaureate (IB) Diploma Programme, introducing additional course options to provide students with more opportunities to tailor their education to their interests and future aspirations. Our commitment to sustainability will continue to grow, with the introduction of more eco-friendly initiatives across campus to promote environmental awareness and responsibility. We are also investing in upgrading our facilities, including state-of-the-art classrooms and athletic amenities, to support both academic and extracurricular excellence. Furthermore, we aim to strengthen our focus on student well-being by enhancing our counselling and medical services, ensuring comprehensive support for all students. These initiatives reflect our dedication to providing a nurturing and enriching environment that prepares students f"
"In the next five years, OakHaven Academy for Diverse Learners plans to expand, offering continued support for neurodiverse learners from childhood through adolescence. This will allow us to guide students through critical transitions with the same personalized, relationship-based approach. We also envision moving into a permanent learning space designed to reflect our core values—with calming indoor environments, flexible classrooms, and dedicated outdoor learning areas that support movement, nature-based education, and social-emotional growth. Our expansion will deepen our commitment to individualized learning, well-being, and real-world skill-building, ensuring students are not only academically prepared but confident, capable, and connected. As we grow, we will continue to centre student voice, strong family partnerships, and inclusive, strength-based teaching—creating a lasting community where every learner can thrive."
Welcome to Bishop's College School (BCS), an esteemed international independent English, all-gender boarding and day school nestled within Quebec’s picturesque Eastern Townships. Founded in 1836, BCS has a distinguished history of preparing students from grades 7 to 12 for university and beyond.
At BCS, we are more than just a school—we are a vibrant community and a close-knit family. Our campus spans 250 acres of natural beauty, where over 250 students from more than 35 countries live, learn, play, and grow together. Here, students don’t just study—they challenge themselves, expand their horizons, and excel in ways they never imagined.
Our core values—Lead, Grow, Engage, Experience, Explore—guide every facet of our students' journeys. Within our diverse and inclusive community, each individual is encouraged to contribute their unique talents and perspectives. Our dedicated teachers inspire and empower students through hands-on learning experiences, fostering the development of tomorrow’s leaders.
Beyond academics, BCS boasts a vibrant student life enriched by caring Houseparents, coaches, and adults who mentor and support our students in every aspect of their growth. From competitive sports teams to artistic pursuits and community service initiatives, our students thrive in a supportive environment that encourages exploration and personal development.
At BCS, we treasure our deep-rooted history and enduring traditions—many of which I had the privilege to participate in as a student here and that remain vibrant today. These beloved customs, like our annual Mountain Day climb and our Winter Carnival, not only mark significant milestones but also cultivate lasting memories and lifelong friendships among our alumni.
As you explore our website, we invite you to discover how BCS creates a caring community where cultures connect and every individual matters. Whether you are considering BCS for your child’s education or simply curious about our vibrant community, we look forward to welcoming you into the BCS family. Please do not hesitate to reach out!
Best regards,
Kurt Johnson, BCS'84
33rd Head of School
Welcome to OakHaven Academy for Diverse Learners
It is my pleasure to welcome you to OakHaven Academy—a new, independent school in Burlington, Ontario, created with a clear mission: to provide a nurturing, structured, and inclusive environment where diverse learners can truly flourish.
Our dedicated team brings decades of experience in inclusive and specialized education. At OakHaven Academy, we believe every child deserves to be understood, supported, and challenged to reach their fullest potential. Our personalized approach, grounded in evidence-based teaching practices, helps students strengthen foundational skills, build confidence, and develop a genuine love of learning.
Our students are engaged communicators who can express their thoughts, ideas, and needs, and who enjoy learning alongside others in a positive, collaborative setting. They benefit from small group learning, individualized coaching, clear expectations, and a caring school community that encourages both independence and connection.
With over 30 years in education—including experience as a special education resource teacher within a local public school board and as principal of an accredited independent school—I have devoted my career to helping students who learn differently find success and joy in their educational journey. That mission lies at the heart of everything we do at OakHaven Academy.
We look forward to partnering with you and your family as we work together to help your child grow academically, socially, and emotionally in a supportive and connected community.
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
Not applicable
The very essence of BCS is the strength of our rigorous academic program that empowers students to think independently, critically, and creatively. Our approach to teaching and learning is strongly influenced by our school mission and values. These drive the implementation of our programs as well as the continuous review of our curriculum so that it prepares students for an ever-changing world. Our students live academic and extra-curricular experiences on and off campus that help them grow into caring, principled leaders. At BCS, students study in a vibrant multicultural, collaborative environment. With a small average class size, students receive ample individualized attention and support through a coherent curriculum that balances the development of competencies, concepts, and approaches to learning. Students develop a love of learning and academic confidence to succeed in the different roles they will play in our global society. We tailor our holistic approach to meet each student’s needs, interests or passions so that they reach their full potential while maintaining the highest academic standards of our Middle and Senior schools’ rigorous programs.
OakHaven Academy for Diverse Learners provides a personalized, evidence-based curriculum designed to meet the needs of neurodiverse students and those requiring additional support. Our core focus is on building strong foundations in literacy, numeracy, and social-emotional development. We use structured, research-backed programs such as UFLI, Wilson, REWARDS, and Structured Word Inquiry, along with multi-sensory math instruction to ensure deep understanding and skill development. Each student follows a customized Success Plan, developed in collaboration with families, to target individual learning goals. Our low 5:1 student-to-teacher ratio allows for meaningful relationships, individualized attention, and responsive instruction. Social-emotional learning is taught explicitly through evidence-based programs like Social Thinking and Zones of Regulation, helping students build self-awareness, communication, and self-regulation skills. Afternoon programming expands learning into science, social studies, the arts, and healthy living. Weekly community excursions provide real-world learning opportunities, fostering independence and connection beyond the classroom. OakHaven offers a calm, inclusive, and flexible environment where students who haven’t thrived in traditional schools can build confidence, close learning gaps, and rediscover the joy of learning.
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.
We offer a regular math program and an advanced course for students who excel in the subject. We follow the Quebec Ministry of Education from grades 7 to 11. This has a standard integrative math program. In grade 12, we adopt the IB DP curriculum with students having the choice to take Math SL, Math HL, or Math Studies.
OakHaven Academy for Diverse Learners programming follows the Ontario curriculum's overall expectations in mathematics focusing first on numeracy and number sense, with a primary focus of lessening any learning gaps the student demonstrates. Key topics are explored clearly and explicitly, with lessons and activities differentiated for each student's individual level. All learning in math builds upon earlier, foundational concepts. If students do not have a strong base in addition, they will struggle with subtraction. If they do not understand equal groups, they will not be able to understand multiplication and division. We help students to consolidate the foundational skills that they will need to unlock higher levels of math in secondary school and beyond.
Multi-sensory Math Jump Math Ontario curriculum spiralized to lessen learning gaps and build foundational skills
Students are encouraged to use learning tools and manipulatives.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Information not available
OakHaven's program is best described as phonics-intensive, using systematic, explicit instruction to teach students how to decode words by identifying letter-sound relationships and blending sounds. This structured, evidence-based approach is particularly effective for neurodiverse learners, who benefit from repetition, routine, and clear instruction. We recognize that many students struggle with spelling and printing, so we directly teach spelling conventions and patterns to support both accurate spelling and fluent reading. We believe that reading and spelling are deeply connected—automatic spelling strengthens word recognition and reading fluency. In addition to phonics, students receive instruction in: Cursive and print handwriting Common spelling rules and decoding strategies Paragraph writing and composition Grammar and proofreading This integrated literacy approach helps students become confident, capable readers and writers by reinforcing foundational skills across all areas of language learning.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We monitor progress using a variety of tools including Diebels and Woodcock Johnson standardized assessments.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
OakHaven Academy for Diverse Learners uses structured, evidence-based approaches to teach writing such as UFLI, Wilson and Rewards Reading and Writing which is particularly effective for neurodiverse learners, who benefit from repetition, routine, and clear instruction. We recognize that many students struggle with spelling and printing, so we directly teach spelling conventions and patterns to support both accurate spelling and fluent reading. We believe that reading and spelling are deeply connected—automatic spelling strengthens word recognition and reading fluency. In addition to phonics, students receive instruction in: Cursive and print handwriting Common spelling rules and decoding strategies Phrases, sentences and paragraph writing differentiated to individual students Grammar, and proofreading Learning to use assistive technology as a tool This integrated literacy approach helps students become confident, capable readers and writers by reinforcing foundational skills across all areas of language learning.
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.
We offer a regular science program and advanced courses for students who excel in the subject. We follow the Quebec Ministry of Education from grades 7 to 11. This has a standard integrative science program. In grade 12, we adopt the IB DP curriculum and the New Brunswick with students having the choice to take Biology, Chemistry, Physics, Environmental Systems and Societies, or Computer Science.
Science is taught in the afternoon. Topics are generated from the Ontario curriculum and overall expectations are covered. We learn through inquiry and experimental learning, using hands-on experiments and student guided investigation. With multiple grades, we split students into smaller groups so they are learning their own curriculum expectations differentiated to their ability level. We also group together similar concepts so that students can work together across grades collaboratively.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
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.
Information not available
OakHaven Academy for Diverse Learners incorporate both of these approaches. It is vital for students to be able to decode and understand the purpose of a text for their reading comprehension and written composition. Many of our students struggles with written expression and our goal is to help them identify written elements and apply them to their own work. However, we want our students to feel competent and confident with literature.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The 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.
Information not available
Social Studies are taught in the afternoon. Topics are generated from the Ontario curriculum and overall expectations are covered. Imagine your child is motivated to learn, not just for marks, but for the love of learning. Authentic learning ignites student interest and joy in learning by connecting what is taught in the classroom to real-world issues, problems and applications. "Learn by doing" is the core of OakHaven Academy's philosophy, as students practice foundational skills, whether they are engaging in authentic activities similar to a scientist, an artist, an engineer, or a writer. Future-ready skills such as problem solving, critical thinking, teamwork, observation, asking questions, and note-taking are consistently reinforced during authentic learning.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
One of the best ways to help students learn to make meaningful connections to real-world experiences. This can help them to contextualize what they have learned and then apply their learning their own way.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
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
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Information not available
Our students spend time exploring their abilities in the fine art of music and visual art each Friday afternoon. We frequently explore local museums including the Art Gallery of Burlington for a program.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
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.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
Computers and iPads are used as learning tools for assistive technology, inquiry and learning typing skills. We use computer games such as IXL to compliment our learning.
Web design
Robotics
Computer science
Information not available
Physical education is taught outside in the local park setting. We have access to fields and equipment. Students walk to the park each day and enjoy our structured games. Students swim at Goldfish Swim School once a week during the last term of the school year.
Play-based
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.
OakHaven Academy’s Kindergarten program blends play-based learning with gentle structure to support neurodiverse learners and those needing extra support. Through meaningful, hands-on play, we build foundational skills in literacy, numeracy, and social-emotional development. With a low 5:1 student-to-teacher ratio, each child receives personalized guidance and support. Learning is intentionally designed to target goals such as language development, fine motor skills, and emotional regulation, and are adapted to meet individual needs. Social skills are taught explicitly using programs like Zones of Regulation and reinforced through modeled play. Our calm, inclusive environment promotes confidence, communication, and a positive early learning experience that nurtures curiosity and builds readiness for future academic success.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
OakHaven Academy’s flexible pacing allows students to move forward when ready and revisit concepts as needed. Instruction is adjusted in real time based on student progress, not grade level or age. This ensures deeper understanding, reduces frustration, and supports lasting skill development across academic and social-emotional domains.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
At OakHaven Academy, we nurture self-aware, confident, and capable learners by equally supporting the learner's development. A key priority is helping students understand and embrace their own neurodiversity—recognizing how they learn best, advocating for their needs, and celebrating their strengths. Through personalized instruction, social-emotional learning, and hands-on supports, students build resilience, empathy, and self-esteem. Our classrooms foster a safe, affirming environment where differences are not only accepted, but deeply valued. We maintain high expectations while meeting students where they are, helping them grow into individuals who are curious, compassionate, and empowered. Ultimately, OakHaven strives to shape learners with a strong sense of identity, purpose, and the confidence to thrive—both in school and beyond—as proud neurodiverse individuals.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
BCS is dedicated to helping students become well-round global citizens. Through rigorous academics, daily athletics, social activities, leadership and team-building, students experience a truly international and balanced approach to learning and life. Our core values (Lead, Grow, Engage, Experience, Explore) shape the students' personal and academic journeys. We learn together in a diverse and inclusive community, where each individual contributes to the BCS family.
At OakHaven Academy, we nurture self-aware, confident, and capable learners by equally supporting intellectual, emotional, and social development. A key priority is helping students understand and embrace their own neurodiversity—recognizing how they learn best, advocating for their needs, and celebrating their strengths. Through personalized instruction, social-emotional learning, and hands-on supports, students build resilience, empathy, and self-esteem. Our classrooms foster a safe, affirming environment where differences are not only accepted, but deeply valued. We maintain high expectations while meeting students where they are, helping them grow into individuals who are curious, compassionate, and empowered. Ultimately, OakHaven strives to shape learners with a strong sense of identity, purpose, and the confidence to thrive—both in school and beyond—as proud neurodiverse individuals.
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 | |
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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.
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| Learning disabilities | ||||
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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| Developmental | ||||
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
At OakHaven Academy, our programming supports students through individualized accommodations, modifications, and therapeutic strategies. With expert educators, small class sizes, visual schedules, sensory-friendly spaces, and consistent routines, we create a supportive, structured environment. Accommodations may include assistive technology, extended time, movement breaks (like trampoline time), and adapted materials to meet students where they are presently at. For those needing modifications, we adjust curriculum expectations while keeping learning meaningful and engaging. We also provide remedial support in literacy, numeracy, and executive functioning through targeted small-group instruction. When appropriate, therapeutic support is integrated into the school day, including social-emotional coaching, and collaboration with speech-language and other specialists.
To best accommodate all students at BCS, we have multiple supports available to provide the tools necessary for success. The R.D.W. Howson Enrichment Centre has promoted this mission for over a decade and is central to the culture of excellence at BCS. A students' level of need and support is assessed on an individual level. Please contact the school directly to see if we have the tools to accommodate your child's needs.
At OakHaven Academy, we understand that learning needs can emerge or evolve over time. Our team is skilled in identifying and supporting students who develop learning difficulties while in our care. We provide individualized strategies, collaborate closely with families, and, when needed, connect with external professionals to ensure each child receives appropriate support. Students with clinically diagnosed learning disabilities thrive in our structured, supportive environment using evidence based programs. However, we are always honest about whether we can meet a child’s specific needs. If we believe a student requires resources beyond our scope, we will guide families toward a setting that is better equipped—always with the child’s best interest in mind.
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
7 - 12
40%
0%
$23,800
$0
0%
90%
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades JK - 8
No
No
No
No
No
No
No: grades 7 - 12
No
No
No
No
No
We are looking for well-balanced students.
At OakHaven Academy for Diverse Learners, we recognize and value the individuality of each student. Our mission is to provide a structured, supportive, and engaging environment where students can develop confidence, build essential skills, and achieve meaningful academic and personal growth. Students who experience success at OakHaven typically: - Learn best in small, supportive group settings that encourage collaboration and connection - Are developing independence and self-awareness, with guidance from a caring, experienced team - Respond positively to clear expectations, consistent routines, and a well organized environment - Demonstrate curiosity, motivation, and an eagerness to engage in learning - Have families who value open communication and active partnership in their child’s educational journey At OakHaven, we take a strengths based and individualized approach to education -helping each student progress at their own pace while cultivating a lifelong love of learning and a strong sense of self.
BCS works on 'rolling admissions,' meaning we will accept applications year-round. We do, however, recommend that students apply by February 1 for enrolment the following September.
Tour our Campus
As part of the admissions process, we are excited to help schedule a student-led tour of our campus for you and your family. This is the best way for you to see the school in action and get a sense of what BCS is all about. Individual tours may be done virtually or in-person at BCS and tours are organized on weekdays at 9:00 AM, 10:00 AM, 1:00 PM, or 2:00 PM EST.
Necessary Documents
Schedule an Interview
All prospective students must complete an interview with a member of the Admissions Team. Interviews usually takes 30 minutes and can be done in-person or by Zoom on weekdays between 8:30 AM and 4:00 PM EST.
Complete Math & English Worksheets
All applicants complete a BCS Math worksheet.
All applicants whose first language is English complete the BCS English worksheet.
All applicants whose first language is not English complete the BCS English as a Second Language worksheet.
The Math and English Worksheets can take up to two hours to complete. They can be completed on campus or under the supervision of a teacher or office worker affiliated with your current school. If you choose to have the worksheets done remotely, please provide the Admissions Team with the contact information of the person who has agreed to supervise these subject reviews.
Results from the SSAT or TOEFL Junior completed within the current year may be submitted in lieu of these worksheets. Additional testing may be required in some cases.
At OakHaven Academy for Diverse Learners, we take great care in ensuring our program is the right fit for each child. Our admission process is designed to be thoughtful and collaborative, helping families and staff make informed decisions together.
1. Initial Phone Call
We begin with a conversation to learn about your child and introduce our program and philosophy.
2. Parent Meeting
Parents are invited to meet in person with our team to discuss their child’s needs in more detail.
3. Parent and Child Visit
Next, we invite both the parents and the child to visit OakHaven Academy together. This meeting allows the child to become familiar with the environment and gives our staff a chance to interact directly with them. It also helps us assess how the child engages in a new setting and gives the family a feel for our community culture. This meeting usually begins the three day trial period.
4. Three-Day Trial
Finally, to ensure the best possible match, the final step in our process is a three-day trial period. During this time, the child participates in our program under the observation of our educators and support staff. This allows us to assess how well the child responds to our structure, routines, and expectations, and to determine whether we can adequately support their learning and development.
At the conclusion of the trial, we meet with the family to review observations, share feedback, and make a collaborative decision about moving forward with enrollment.
Our goal throughout the admission process is to build a strong foundation for success by ensuring that OakHaven Academy is the right environment for each child’s growth - socially, emotionally, and academically.
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