1847 Bayview Ave, Toronto, Ontario, M4G 3E4, Canada
2365 Bayview Avenue, Toronto, Ontario, M2L 1A2, Canada
Indirect Support:
1847 Bayview Ave, Toronto, Ontario, M4G 3E4, Canada
2365 Bayview Avenue, Toronto, Ontario, M2L 1A2, Canada
1986
1913
50
800
Preschool to 2
3 to 12
Coed
Boys
Day
Day
English, French
English
Academic
Academic
Traditional, Reggio Emilia
Progressive
8 to 10
16 to 20
Learning
In-class adaptations
$8,500 to $24,000
$39,590
No
Yes
0%
5%
None
5 to 12
$0
$27,000
8
80
0%
0%
100%
25%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 01, 2020
Not available
Not available
Yes: grades Preschool - 2
Yes: grades 3 - 9
No
No
information not available
According to the students, the academic culture among peers is encouraging and cooperative. The schools’ emphasis on collaborative learning would naturally encourage this, but the students also described an environment of mutual academic support.
Read The Our Kids Review of Crescent School
Since Children’s Garden was established in 1986, there has been a nice consistency of approach and leadership through the directorship of Pauline Foulkes. When she began, there were just two students. Though enrolment has grown, Foulkes maintains a very hands-on, involved role within all aspects of care and instruction at the boutique-sized school. Location and size are important, though the quality of the programming, of course, is too, and there are few instances of nursery schools with as long a record of providing such unwavering service. The school is housed, now as from the start, in the Church of St. Augustine of Canterbury, though the program isn’t affiliated with the church and is non-denominational.
View full reportOne of the chief benefits of a gender specific school is the provision of opportunities for students to resist the stereotypes that they would encounter in co-ed schools. Crescent, of course, addresses the specific needs of boys around learning and development, though that experiential piece is equally important: to maintain an environment in which boy’s attention and curiosity can be actively engaged, and where they can participate in all curricular areas outside of any need to impress others or gain status across gender lines. Crescent begins, as they say, from the understanding that "when you remove girls from the classroom, some remarkable things can happen." And they’re right to. They also have a long tradition of doing just that. The ideal student is one who is academically curious, has broad potential, and could benefit from increased opportunity to express both their curiosity and their potential.
View full report
"The principal and all the teachers are passionate about creating the optimal environment for young children to adapt to school life, learn and grow."
Omar Hamam - Parent (Oct 16, 2018)
I have 3 children, one attended from preschool to SK and the others are currently in JK and started ...
View full review
"Children's Garden Nursery School provides a theme-based curriculum that is relatively structured which was one of the main selling points for us. There is a calendar sent out each month that shows exactly..."
Benjamin Pham - Parent (Nov 19, 2018)
Our daughter's experience at Children's Garden Nursery School has been fantastic. She is in her 2nd ...
View full review
"The small class sizes are the perfect transition into a formal classroom environment, ensuring that each child feels safe as they take their first steps towards independence."
Dixie Ho - Parent (Dec 03, 2018)
Our older child started in the preschool class at Children's Garden Nursery School and completed the...
View full review
"Life at Crescent is very healthy, fulfilling and meaningful."
Claire Chen - Parent (Jun 21, 2018)
The character education is very unique and useful. There are four pillars— Respect, Responsibility...
View full review
"Since 1986, we have created a loving and nurturing school environment where young students thrive and have a true sense of belonging. The early years are our specialty; our curriculum is designed to provide a comprehensive learning experience focusing on the whole child, including social, emotional, physical and cognitive development. Daily specialties such as French, Sportball, drama and music are also included in our curriculum. Join us for the upcoming school year and give your child the gift of a lifetime!"
"Crescent School has been a leader in boys’ education since 1913. Our mission, Men of Character from Boys of Promise, drives our academic and co-curricular programs and guides students as they learn about who they are, how they can lead and the legacy they can leave behind. Our dedicated faculty are committed to active, experiential and relational learning which brings out the best in boys. We cultivate excellence in academics, arts, athletics, business, outreach and robotics on a beautiful state-of-the-art campus."
"We fully commit to keeping our class sizes small. When a child is only one of 8 or 10 students, we can guarantee that each child is given an individual academic program that challenges them appropriately, a curriculum that is accelerated or is at a slower pace to ensure that all of the foundational building blocks of learning are in place. Our students are fully prepared to move on to any larger school environment, be it private or public school."
"Character development is the defining feature of a Crescent education. Crescent has identified thirteen character traits that are explicitly incorporated in the school's curriculum and re-inforced in our Character-in-Action co-curricular programs, including signature programs in the Arts, Athletics, Business, Outreach and Robotics. Crescent graduates can answer the questions: Who am I? How do I lead? What is my legacy?"
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"We often hear from new parents that the main reason they chose our school is due to feeling 'it' during their first tour. 'It' is a feeling that is generated by witnessing happy children actively participating in various activities, witnessing teachers being kind, supportive and showing a true love for what they do best...teach. Many families choose our school solely based on recommendations from past and present families whose children flourished in all areas of development at CGNS."
"Families choose Crescent School because they believe we can help develop their sons to be well-rounded individuals who will impact the world. Our families' values align with our School's values and they believe that Crescent is an environment that will foster their son's growth both academically and emotionally."
Information not available
Information not available
"The value of a small school community can never be overlooked.! We are very proud to help facilitate the bond between all CGNS families during their children's time with us and love to hear that even years later, families still keep in touch with one another. We know of CGNS families that even take vacations together...their 'children' are now in university! Our Parent Association events are where families can come together and begin new friendships."
"Our staff practice a culture of care. Everyone from faculty members to our Facilities team shares a responsibility for the boys' well-being. Daily positive interactions, whether large or small, help our boys feel welcome, seen, and cared for."
"As one parent stated - CGNS is punching way above its weight! Being a small school located in a modest facility, first impressions may be deceiving and there may be the assumption that we are not able to provide a curriculum that matches other private schools. Our parents are often surprised to hear that we have an excellent success rate of children being accepted into their first school of choice when moving onto larger private schools. We are a small but mighty school!"
"Crescent is a warm and welcoming school with a very active and engaged parent community. There is a very strong partnership between Crescent School and parents. Crescent School strives to be a place where every boy belongs and where every boy is known, valued and understood."
Information not available
Information not available
Information not available
Information not available
Welcome to Children's Garden Nursery School!
I have been very fortunate to call Children's Garden my 'home away from home since our doors opened in our only location back in 1986. Over these years, my goal as owner/principal of the school has always been to maintain integrity in all aspects of the school environment and for children to receive the highest quality of education.
My commitment to the children is to provide them with both a solid academic and social foundation during these early informative years.
My commitment to parents is always to be accountable and fulfill their expectations of an excellent school experience for their children.
I could not meet any of my commitments without my wonderful staff. Although we have a professional workplace, our ability to have fun with the children while working together is what gives Children's Garden Nursery School a welcoming atmosphere the moment you walk through the doors. It is important to me that all of my staff are respected, valued, treated equally, and working at Children’s Garden is not just a job but a way to express their true passion and what they do best….teach children!
I hope that you come and visit us and get to see first-hand why thousands of children have started their educational journey at Children’s Garden Nursery School over the past 37 years.
Thank you for taking this opportunity to learn about Crescent School. I am pleased you are considering us on your quest to find the ideal school for your son.
Crescent is proudly a school where boys can learn about who they are, how they can lead and begin to discover the legacy they can leave behind – all so important, when the need for good men in this world has never been greater.
As a father myself, I deeply know how important it is for you to send your son to a school with the right culture, values and support he needs to cultivate an ongoing passion for excellence and achieve future success.
I believe that we are that kind of school.
For over 100 years, we have maintained an unwavering focus on character development. Our mission, Men of Character from Boys of Promise, recognizes that boys with curious minds and open hearts have the potential to develop in a manner that will fit their mission in life, whatever it might be.
Our desire is to be a place where boys come to be well. This is what motivates our ambition to nurture their social-emotional and physical wellness in addition to their academic achievement.
Our actively involved and culturally diverse community of staff, faculty and parents steadfastly supports our efforts and our vision. And because lasting friendships and strong bonds are an inherent part of the Crescent School experience, your son will graduate with an alumni brotherhood that will be with him for life.
We look forward to welcoming you and your family to our campus and our community.
Progressive
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.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Not applicable
Small class sizes allow us to accommodate, modify, and create individualized learning paths that meet the diverse need of our learning environment. This student-centered approach allows students to take responsibility for their learning while providing them with the proper guidance and support needed to meet specific learning objectives. Catering to the individual’s needs will result in a deeper understanding, higher self-esteem and motivation or desire to keep learning. Students will be able to discover and explore through hands-on learning, problem-solving, predicting, questioning, and risk-taking in both small and large group settings.
A Crescent education is academically rigorous, exciting, fulfilling, relevant and broad. We exceed the overall and specific expectations of the Ontario Ministry of Education and then enrich each subject level to challenge our students. Our curriculum is taught by highly motivated teachers who have the competencies essential for boys to flourish. They understand that establishing a relationship with a boy unlocks the door to his learning and engages him in his character development. We offer an optional Advanced Placement (AP) program for mathematics, sciences, English, French, geography and economics. This allows our Upper School students to earn university credits or placement into a second-year university course. All of our curricular and co-curricular activities reflect "The Crescent Way" - they are closely aligned to our mission, vision and values and are responsive to boys' unique interests, capacities and aspirations.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Young children develop early math skills in a variety of areas, including problem-solving and reasoning, number concepts, geometry, and spatial sense, measurement, and patterns & relationships. These skills are taught through hands-on manipulatives and while playing and having fun through daily experiences, activities, and routines. Splashlearn is an online math program that supports all in-class learning.
In Grades 3-6, our math curriculum is one grade-level ahead of the Ontario Ministry of Education expectations. It combines daily math drill and problem-solving activities with the Math Makes Sense textbook series and Crescent School-created math curricula. In Grades 9-12, we strive to challenge and support a wide range of aptitudes and abilities. Our program is streamed in Grade 9 into regular and enriched math. Students in the regular stream are given a strong foundation. Extra help is easily and widely available. Most of our students take two of the three Grade 12 math courses. For students in the enriched stream, there is a heavy emphasis on problem solving and math contests, leading to the opportunity to take AP Statistics and AP Calculus.
We use a variety of resources to cover teaching math skills at this level.
Math Makes Sense, MathPower Series, Functions 11 (Nelson), Enriched Functions/Relations (Harcourt), Data Management 12 (McGraw-Hill), Advanced Functions 12 (McGraw-Hill), Calculus & Vectors ((McGraw-Hill Ryerson), Single Variable Calculus (Brooks/Cole)
Regular stream: non-graphing scientific calculators are always permitted and a graphic calculator is permitted in certain courses. Enriched stream: TI-83 and 84 are recommended and any calculator allowed on AP exams is permitted in Grade 12 courses.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
Children who have developed the understanding that words can be segmented into sounds tend to be better readers than those with poor phonological and phonemic awareness. Phonemic awareness is not a concept that all children discover on their own. However, when taught to analyze the individual sounds in words, children can more quickly and accurately connect those sounds to letters and then blend groups of sounds into words when reading. Studies have shown that phonemic awareness skills are often deficient in children who struggle in learning to read and write. In addition to Phonics, we do implement Whole Language when needed. Our online guided reading program from kindergarten onwards is Raz Kids.
Crescent School begins at Grade 3. We offer an enriched, balanced literacy program to all of our students. A variety of reading tests are used to ascertain each student's individual reading level in order to create a personalized literacy curriculum.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
We LOVE inventive spelling! We do not correct the child's work until we know that a child has built up a certain level of confidence with their risk-taking and that a love for writing is well established. We typically take note of where the child is having issues with spelling and grammar and build upon these skills in other areas of the program.
For Grades 3-6, Crescent School's writing program is an enriched curriculum. In addition to teacher-created materials, we use the "Step Up To Writing" program. Cursive writing is taught in Grade 3.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Due to the young age of our students, science activities are a natural part of our theme related curriculum. Our goal is to give the children fun and interactive experiences when exploring science for the first time. Developing skills such as being a good observer, being open-minded, being inquisitive are all perfect traits for budding young scientists!
Crescent School's science curriculum is a balance between expository- and inquiry-based learning, with more emphasis on inquiry wherever possible.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
...
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Because our young children are concrete thinkers, age-appropriate social studies experiences start with children's own lives and experiences. After their family, the classroom is the first society that young children belong to. For them, early social studies learning grows from their interactions with the exposure to people and lessons taught in our school setting. As a school community we are involved in several Community Outreach programs throughout the school year such as collecting unwrapped toys for a local toy drive, Capes for Kids supporting Holland Bloorview etc. Diversity, Community roles, Geography, History and Ecology are important factors of our social studies curriculum.
...
Equal Balance
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
...
Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The goals of the French Program are: • To introduce a new language in a fun and engaging way. • To familiarize children with the phonetics of French. • To learn a variety of basic, day to day vocabulary. French is taught through the use of songs, games, books, work sheets, stories, poems, art, and dance. All of these teaching methods are used to provide a variety of ways for children to access and apply French vocabulary. The children are given instruction in small groups, ensuring a fun and relaxed atmosphere that is non-competitive. Children are never pressured to speak French; rather they are encouraged to feel comfortable trying out new sounds and words and are encouraged and rewarded with smiles and praise.
Crescent School's foreign language curriculum is based on a teaching philosophy known as the "action-oriented approach." Students are given real-life scenarios in which they learn the language through social interaction (rather than focusing primarily on grammar rules and fill-in-the-blank exercises). This approach imparts vocabulary and grammar rules within the context of the scenario. The scenarios are complemented with materials such as newspaper articles or videos. In addition, the language being learned is used as the language of instruction. Our foreign language curriculum also strives to instill an interest in the cultures to which the languages are tied. Students in Grades 8 to 12 prepare for the DELF (Diplôme d’Études en Langue Française), an internationally recognized exam that is based on the Common European Framework of Reference for Languages.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
These programs have an equal emphasis on receptive and creative learning.
Art is about the excitement of exploration, children get to play with different media, including Paint, Sculpture, Still life drawing, Collage, Mural work, Photography and Multimedia. Children also learn about the elements of design: Line, Shape, Colour, Texture, Value, Space and Form. Our students experience art in the world around them through stories, songs, movement, and of course, lots of messy fun. Our Musical Theatre program serves to introduce the students to dramatic storytelling, puppetry, creative movement, imaginative play, and music. Our kindergarten, grade 1 & 2 students are involved in the creation and performance of a musical play twice a year.
At Crescent, students of all ages are encouraged to take creative risks and explore their artistic abilities. We produce three major drama productions each year in the school's professionally equipped theatre, giving students experience with acting, production and theatre-management roles. In our visual arts program, students are exposed to a broad range of forms, genres and styles. The experience of making art is central to the curriculum. Crescent's music program offers individual and group lessons in a range of musical disciplines. These include senior and junior choirs, chamber choirs, a senior string ensemble, a strings academy, wind bands, a guitar ensemble and chamber groups. Students perform at assemblies, recitals and concerts. Students also perform in music festivals, competitions and performance tours. Crescent also offers a strong media arts/multimedia technology program.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
At Children's Garden Nursery School, we have iPads for each child to use. We have a variety of math and language programs that serve as a ‘virtual teacher assistant’ as the classroom teacher is able to gain access to pre-test and post-test assessment data to determine each child’s success in mastering various reading and math skills.
...
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Sportball introduces children between the ages of 2-8 years old to the FUNdamentals of 7 different sports: soccer, hockey, basketball, baseball, volleyball, tennis and golf which are taught in a non-competitive atmosphere. Children also have the opportunity to get involved in fun games that focus on developing gross motor skills, building self-esteem, confidence and teamwork. Sportball instructors are thoroughly screened and well trained. Coaches are First Aid and CPR certified and have related education and/or experience with children.
We want our students to appreciate healthy active living, and to understand how living a healthy, active life can enhance all aspects of their lives. We expose them to many different types of athletic activities and exercise, so each student can find something they enjoy doing that they can choose to participate in all their life.
Not applicable
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Not applicable
We provide a well-balanced curriculum that meets each child’s individual needs. Our experienced teachers spend time assessing and getting to know the children in their class. Group dynamics, individual personalities, energy levels, maturity, and level of academic knowledge are all factors that the teachers take into account when planning for the school year ahead. Our curriculum includes; learning activities for Multiple Intelligences, Math, Language, Geography, Science, History, Cultural studies, Global awareness, Community Outreach, Core French, Sportball, Musical Theatre, Theme Based Curriculum, Mindfulness Activities, Handwriting Without Tears, Raz Kids Reading Program, Splashlearn Math Program.
Information not available
Standard-enriched
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.
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.
Assessing a child's learning style, understanding of concepts being taught and readiness to move forward to the next stage needs to happen on a regular basis in order for a child to meet with success.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Although we have a strong academic curriculum, we have to take into serious consideration that these are young children and often this is their first experience of being in a school setting. Our responsibility to our students is to first and foremost, create a warm and nurturing environment in order for each child to feel secure and willing to take a risk with their learning. Once this has been established, trust in their teacher allows each child to reach their full academic potential. These early years are a crucial time for building a solid academic foundation.
At Crescent, we exceed the overall and specific expectations of the Ontario Ministry of Education and then enrich each subject level to challenge our students. Our boys are given ample opportunity to develop as innovative, inquisitive and creative learners. They are celebrated for both their work and their work ethic, and guided academically and emotionally on the journey to becoming a Man of Character.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Not applicable
Not applicable
School should be a place where a child can experience love and respect as well as intellectual stimulation. Thus, when we consider the education of a child we should view the process as both social and intellectual – after all, what a child feels influences his or her desire to learn. Although we offer a sound curriculum at Children’s Garden, our primary concern is the child’s emotional and social development. We will foster independence and self-confidence, cooperation, respect, and over-all social awareness of the world around them.
At Crescent School, we seek to build good men who make responsible choices and lead honorable lives, while encouraging our students to pursue high academic achievement and taking care of their wellbeing.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| 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.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CGNS is proud to welcome a literacy specialist to our school family starting in September 2022. Should your child already have a psycho-educational assessment with recommendations for additional remedial instruction, or if you feel your child needs some extra support to get them back on track after a year of online learning; our literacy specialist teacher will work one-on-one with your child during school hours at an agreed-upon schedule. Parents are billed directly for this extra support. Your child will have the opportunity to be part of a regular classroom environment while participating in an individualized program designed to help them meet with success.
Crescent School welcomes students with exceptional identifications if they can manage the learning expectations with accommodations. Academic support is offered by our learning support specialists in all three divisions of Crescent School, and social-emotional support is offered by our two school social workers.
Communication between the school and parents is crucial in determining if Children’s Garden Nursery School is the best program for your child. It is not our mandate to willingly take on a child where we don’t have the expertise or staff to support that child. Should a child develop learning difficulties during their time with us, every effort would be made to assist the parents in obtaining information from community agencies and organizations to ensure that the child’s needs are met.
Crescent School offers a rigorous academic curriculum. Students with diagnosed exceptionalities have IEPs with accommodations, but the expectation is that all students at Crescent School will manage the learning expectations on the curriculum.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
5 - 12
0%
5%
$0
$27,000
100%
25%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 01, 2020
Not available
Not available
Yes: grades Preschool - 2
Yes: grades 3 - 9
No
No
No
No
No
Yes: grades 3 - 11
No
No
No
No
Children who are eager to learn! Curious, fun-loving, ready to listen to direction, ability to focus, and be part of a group.
We welcome boys from diverse backgrounds who are intellectually curious and eager to learn, and who enjoy a variety of activities outside of academics, such as arts, sports and other pursuits.
Interested families must submit an Application Form to arrange a private tour of the school.
There is no application fee.
A deposit of two months tuition is required to secure your child's space.
Please see the Crescent School website for complete instructions and the online application.
Particular application requirements:
