7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
19533 64th Avenue, Surrey, British Columbia, V3S 4J3, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
19533 64th Avenue, Surrey, British Columbia, V3S 4J3, Canada
5,430.9 km
7,648.0 km
1944
2024
125
730
5 to 12
K to 12
Coed
Coed
Day
Day
English
English
Science and technology
Academic
Traditional
Progressive, International Baccalaureate
12 to 18
18 to 25
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$13,000 to $16,000
$11,315 to $26,920
No
No
0%
0%
None
None
$0
$0
16
56
0%
0%
100%
32%
5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 6, 9, 10, 11, 12
information not available
information not available
Rolling
Jan 15, 2027
Not available
Not available
Yes: grades 5 - 12
Yes: grades K - 12
No
No
No
No
information not available
information not available
With more than 25 languages spoken within a student body of just 120, the school certainly comes by its name honestly. The primary language of instruction is English, though many students arrive for whom English is a second language; a majority are international students, though certainly that's not a requirement. The ideal student is one destined for post-secondary education, who will thrive in a linguistically and culturally diverse environment, and who can perceive the unique opportunities and perspective that such an environment can provide.
View full reportCrescent Heights Academy is an inclusive, future-focused independent school dedicated to developing well-rounded, globally minded learners. It combines strong academic foundations with a vibrant community spirit. An IB PYP and MYP candidate school, Crescent Heights combines inquiry-based learning with personalized attention, supported by small class sizes and affordable tuition. The school’s CARE philosophy (Character, Abilities, Relationships, and Exploration) guides its holistic approach, nurturing both intellect and empathy. Students benefit from arts, music, theatre, and outdoor education programs, as well as digital literacy and Advanced Placement (AP) courses, which are offered in senior grades. With a new, purpose-built 110,000-square-foot campus planned for 2027, the academy is poised to expand its offerings while maintaining a close-knit environment where every student is known and valued.
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"Communication with parents is thoughtful and consistent, and we’ve always felt informed, supported, and heard."
vivienne Wang - Parent (Jul 16, 2025)
Our daughter has had a truly positive and enriching experience at Crescent Heights Academy. What she... View full review
"The school focuses on guidance rather than punishment, helping students learn from their mistakes while still maintaining clear expectations."
Betty Li - Parent (Jul 23, 2025)
Our child has had a very positive experience at Crescent Heights Academy. From the beginning, we’v... View full review
"It’s clear that they genuinely care about each student’s well-being and development, and lead with both heart and vision."
Elizabeth Garner - Parent (Aug 08, 2025)
Our experience at Crescent Heights Academy has been incredibly positive and transformative for our c... View full review
"CPI is an English-language, private, non-sectarian, coeducational school, founded in 1944. There is no language restriction regarding registration. There are more than 25 international languages within our school family. The school welcomes students from foreign countries. Our small classes, and the personal attention we offer, are well suited to the needs of our international students. "Bringing Students Together From Around The World". CPI provides a strong academic program. Homestay available."
"Crescent Heights Academy prepares future-ready citizens. Students engage in arts programs, including music, drama, and visual arts, fostering creativity and self-expression. Experiential learning opportunities, such as class trips, community engagement, and project-based learning, further enrich the student experience. Our holistic approach ensures that students are well-prepared for post-secondary education, with a 100% acceptance rate into universities and colleges."
"We are a family oriented School. Small classes, individual attention."
"Crescent Heights Academy stands out not only for our commitment to academic excellence but also for our emphasis on fostering a strong sense of community and parent partnership.
We cultivate a learning environment where every student feels acknowledged, heard, and respected for their unique identity. We prioritize building strong relationships between teachers, students, and families, creating a sense of belonging and trust that allows for deeper connections and a better understanding of each child’s needs.
Our CARE philosophy aims to nurture well-rounded individuals who not only excel academically but also possess strong Character, essential Abilities, meaningful Relationships, and a deep understanding of the world through Exploration,"
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"At Crescent Heights Academy, we prioritize academic excellence by focusing our resources on a select number of core subjects. This strategic approach allows us to provide exceptional teaching and personalized learning experiences that best support our students' growth and development. Our emphasis on fostering a sense of belonging involves investing in inclusivity and community-building initiatives. While these efforts may occasionally take precedence over highly specialized programs, they are integral to creating a supportive and cohesive school environment where every student feels valued and connected. We are committed to making thoughtful and ethical decisions, even when they require more time or resources compared to quicker, less rigorous alternatives. This commitment ensures that our students receive an education grounded in honesty, responsibility, and respect, preparing them to navigate the complexities of the world with strong moral principles."
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"Crescent Heights Academy was established in 2024 through the merger of Fraser Valley School and Diamond School, both esteemed independent institutions in Surrey, BC. This union reflects a shared commitment to fostering an inclusive, academically rigorous environment that emphasizes character development and community engagement. Looking ahead, Crescent Heights Academy is excited to announce plans for a new, state-of-the-art campus, set to open in fall 2027. The proposed 110,000 square foot facility will accommodate students from Kindergarten through Grade 12. This development underscores the academy's dedication to providing a dynamic and supportive learning environment for all students."
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"At Crescent Heights Academy, we cultivate a learning environment where students are encouraged to explore their curiosity, feel a strong sense of belonging, and uphold integrity in all their endeavors. Our ideal students are inquisitive, collaborative, and open-minded individuals who embrace challenges and value diverse perspectives. They are adaptable, globally aware, and committed to both academic and personal growth. Families who resonate with our mission actively support their children's development, fostering a community that values inclusivity, character, and partnership in education."
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"At Crescent Heights Academy, we recognize that our focused academic offerings and personalized approach may not align with every family's educational preferences. Families who prioritize a more traditional educational model, seek specialized programs we do not offer, or prefer a larger student body may find other institutions better suited to their needs. Additionally, as a small school, we currently lack the resources and capacity to support students with extensive learning needs. By being transparent about our unique offerings and limitations, we aim to ensure families can make informed decisions that align with their values and goals."
"Our multicultural family oriented environment is appealing to most families"
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"At Crescent Heights Academy, we are committed to ensuring that each student not only understands themselves but is also genuinely recognized and valued. We strive to create a safe and nurturing environment by fostering meaningful relationships among a diverse and inclusive community of internationally-minded learners. Through a collaborative and supportive atmosphere, we encourage inquiry, healthy living, and a passion for lifelong learning."
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"At Crescent Heights Academy, we prioritize student agency by offering a diverse array of co-curricular activities that evolve with our students' interests. From language acquisition and design to math support, our programs are designed to support students' passions and foster a sense of belonging. Senior students play a pivotal role in producing events, contributing to theatre productions, and designing our annual yearbook, ensuring that our co-curricular offerings remain dynamic and student-centered."
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"At Crescent Heights Academy, families quickly recognize our welcoming atmosphere and strong sense of community. Parent-led committees actively plan and volunteer at school events, fostering a collaborative environment. Teachers and school leaders are approachable and eager to engage with families, partnering in their child's education. This sense of belonging is central to our educational philosophy. When students feel truly known—understood for their strengths, challenges, and unique qualities—they experience a deep sense of acceptance and confidence. Research indicates that students in schools with a strong sense of community are more likely to be academically motivated, act ethically, and develop social and emotional competencies"
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"Crescent Heights Academy has introduced several enhancements to enrich the student experience. These include the introduction of new athletic uniforms and the expansion of team-based divisional offerings, providing students with a balanced and engaging program that complements their academic pursuits. We will continue to expand the junior and senior athletic programs as our school grows."
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"Crescent Heights Academy is set to unveil a purpose-built campus designed by KMBR Architects, scheduled to open in fall 2027. This forward-thinking facility will embody our commitment to collaboration, innovation, and sustainability, aligning with our core design principles of fostering relationships, community, natural light, and wellness. The design reflects contemporary educational trends, emphasizing flexible, adaptable spaces that promote health and well-being. By integrating renewable materials and creating environments that inspire new ways of learning, the new campus aims to provide a supportive atmosphere where students and faculty can thrive in an ever-evolving educational landscape. As Crescent Heights Academy continues to grow, the development of our new purpose-built facility will enable us to expand and diversify our course offerings. This expansion aims to provide a broader range of academic programs, enhancing the educational experience for our students."
Ms Mora joined the Management team in 1979 in the field of Accounting. Her vision for an International profile of the School in "La Belle Province", led her to Hong Kong, Japan & China while on the board of the Canada Hong Kong business Association. In this regard she has been eminently successful. Her marketing efforts in the Middle East and South America brought a truly diverse Student body. With over 25 languages within a Student body of 120, it is truly a unique environment. Having obtained her education under the British system with Irish based educators, Ms.Mora beleives that discipline is important, thus a code of conduct is in place.
Choosing the right school is a significant decision, and we trust that the information on our site will help you determine if Crescent Heights Academy is the best fit for your family. When you select our school, you join a community of students, parents, faculty, and staff who share common values and a collective vision. Please know that in this nurturing environment of CHA, our students are known and cared for; this is our core mission.
At Crescent Heights Academy, we pride ourselves on fostering a caring community that adopts a holistic approach to your child’s education. Our learning environment spans from Kindergarten to Grade 12, and we are committed to preparing future-ready learners for their next steps in growth and contribution beyond our halls. Our faculty and staff possess the expertise to meet the diverse learning needs of early learners, adolescents, and mature high school students alike.
Through our caring philosophy, we focus on all aspects of your child’s development. Our unique programming emphasizes character development with intentional attention to international mindedness, global and indigenous perspectives, and a strong expectation of respect. As a parent, it is essential that a school’s values align with your family’s values and support your efforts to nurture your child. As you peruse this website, we hope that you see our values shared and lived.
Additionally, Crescent Heights Academy places a strong emphasis on building healthy relationships, ensuring that our students thrive socially and emotionally. Through varied strategies for building wellness, self efficacy and agency, and through exposure to learning engagements that require collaboration and teamwork, our learners emerge with a good sense of self. In essence, they know themselves, and have learned to care for themselves.
We value and expect contributions from our learners, believing that their input enhances both their classrooms and their friendships. We aim for them to become individuals of positive impact, starting at a young age and expanding that influence as they mature. Our hope is that each graduate develops an intrinsic desire to act and contribute meaningfully to their communities. At Crescent Heights Academy, we strive to develop change makers; we believe our graduates will strengthen their region, province and ultimately our country of Canada.
We encourage you to visit our school and ask questions to further understand and appreciate this learning environment and how it may be the best fit for your child and your family.
Laurel Middelaer
Head of School
Progressive
International Baccalaureate
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.
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.
High School Graduation Requirements Credits are awarded by the Ministry of Education to Secondary 4 (grade 10) & Secondary 5 (grade 11) students. Secondary 5 (Grade 11) students must pass examinations that are prepared by the Ministry of Education in English, and French Second Language. They must also pass a course in either Physical Education and Health, or Ethics and Religious Culture.They must successfully complete their other subjects to be awarded sufficient credits. By the end of Secondary 5 (Grade 11) students must have a total of 54 credits. Of these, 20 credits must be from Secondary 5 (Grade 11). The Ministry of Education mails your results to you in July.
We follow the International Baccalaureate (IB) Primary Years Programme (PYP), from kindergarten to grade 5. Crescent Heights Academy is a candidate school* for the MYP. This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Concepts introduced in earlier mathematics courses are extended in this course. Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations. This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. his course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems.
Information not available
Information not available
Calculators and computers are permitted in all math classes.
Information not available
Whole Language
Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
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Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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.
Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
Information not available
Inquiry
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.
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.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
Literature at Crescent Heights takes a global, inquiry-driven, and analytical approach. Students are encouraged to explore texts from diverse cultures, genres, Indigenous perspectives, and historical periods, while building strong skills in critical thinking, interpretation, and effective communication.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
The goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program. Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language. Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.
Beginning in Kindergarten, students engage in core French instruction as part of the foundational curriculum. Beyond this, co-curricular opportunities to explore additional languages are available, fostering both linguistic development and intercultural understanding. By Grade 12, students may further refine their skills through the French Language Acquisition elective, supporting advanced proficiency and global awareness.
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.
This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.
Involvement in the arts fosters a deeper understanding of cultural and historical contexts, promoting an inquiring and empathetic worldview. It challenges and enriches personal identity, while also building awareness of aesthetics in a real-world context. This encourages a well-rounded and culturally aware perspective.
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.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
It is our goal that our learners are thoughtful with technology as a tool for inquiry, for the collection of evidence, for innovation and as a foundation for presentation. It inspires critical thinking that enables us to problem solve and take responsive action.
Web design
Robotics
Computer science
The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits. Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.
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Academic
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.
Play in our kindergarten classroom is adaptive to learners’ needs, involves choice, promotes agency, provides rigorous opportunities for inquiry into both important concepts and personal interests, and develops social skills. Opportunities for play are balanced between open ended free play and centers for reinforcing specific learning (which may include literacy and numeracy centers).
Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
In numerous subject areas, rubrics—comprehensive frameworks outlining criteria aligned with specific learning objectives—are employed to guide instruction and assessment. By articulating clear expectations, these rubrics empower students to reflect on their progress, identify areas for growth, and engage more deeply with challenging learning opportunities.
Rigorous
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 “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”.
Success comes with preparation The best way to be well prepared and succeed is to devote time to your studies. It is clearly documented that the probability of a high average in college increases with the time dedicated to studying in high school. The School Office is ready to help you during the day with extra coaching, problem solving, a friendly chat, and suggestions for self discipline.
Our academic culture emphasizes strong foundational skills alongside alignment with provincially measured rubrics. Students are expected to demonstrate consistent effort, accountability, and a commitment to growth in all subject areas. We prioritize literacy, numeracy, and critical thinking, ensuring students meet or exceed grade-level expectations while developing confidence and independence. Clear expectations, structured support, and regular feedback help guide student progress. At the same time, we encourage curiosity, resilience, and a willingness to take on challenges. This balanced approach supports both academic achievement and the development of lifelong learning habits.
"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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
We take a balanced, whole-child approach that prioritizes each student’s emotional, social, and physical well-being alongside their academic growth. At Crescent Heights Academy, students are encouraged to develop self-awareness, confidence, and a strong sense of personal responsibility. They learn to understand their needs, build healthy relationships, and care for themselves and others. We recognize that, at times, students may face challenges that require additional support, and we value the importance of accessing appropriate care when needed. Our goal is to nurture resilient, empathetic, and self-aware individuals who are equipped to navigate life with confidence and integrity.
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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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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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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| Behavioral and Emotional | ||||
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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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CPI offered additional support for students with hearing and vision difficulties.
We provide a modest level of academic support designed for students who are able to work with a high degree of independence. When learning challenges emerge, we collaborate with families to monitor progress, implement classroom strategies, and recommend external supports where appropriate. Our goal is to ensure each student is set up for success within our program. If a student has a clinically diagnosed learning disability that requires significant or specialized intervention, we would have an open and honest conversation with the family to determine whether our setting is the right fit. In some cases, a program with more comprehensive support services may be better suited to meet the student’s needs.
Information not available
We provide a modest level of academic support designed for students who are able to work with a high degree of independence. When learning challenges emerge, we collaborate with families to monitor progress, implement classroom strategies, and recommend external supports where appropriate. Our goal is to ensure each student is set up for success within our program. If a student has a clinically diagnosed learning disability that requires significant or specialized intervention, we would have an open and honest conversation with the family to determine whether our setting is the right fit. In some cases, a program with more comprehensive support services may be better suited to meet the student’s needs.
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
5 - 11
9 - 12
1%
7%
$0
$0
100%
32%
5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 6, 9, 10, 11, 12
Rolling
Jan 15, 2027
Not available
Not available
Yes: grades 5 - 12
Yes: grades K - 12
No
No
No
No
No
No
No
Yes: grades 1 - 12
No
Yes: grades 11 - 12
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
Crescent Heights Academy is not just a school; it's a transformative journey where education meets compassion, knowledge meets character, and students emerge not only academically proficient but also socially conscious, empathetic, and ready to make a significant impact on the world. Students and families who embody the values of belonging, resilience, integrity, collaboration, kindness, and service exemplify the core principles that align most closely with the foundational values of Crescent Heights. Enrollment is typically extended to students who have demonstrated a higher level of academic and social understanding through our assessment process.
Canadian applicants: Please refer to our website at https://prepinternational.com/admission/canadian-students.html International applicants: Please refer to our website at https://prepinternational.com/admission/international-students.html
Summer program: Please refer to our website at https://prepinternational.com/admission/summer-school.html
The Application Process
Kindergarten
Applicants who are not offered admission will be placed on a waitlist for cancellations and considered for Grade 1 for the following academic year.
Grades 1 to 12
Applicants to grades 1-12 are assessed before an interview. Not all applicants receive a Candidate Offer and proceed to the interview stage. The process ensures a suitable match for our program.
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