16520 - 24th Street Southwest, Calgary, Alberta, T2Y 4W2, Canada
411 Lawrence Avenue East, Toronto, Ontario, M3C 1N9, Canada
1,942.9 km
338.1 km
1980
1963
1007
450
JK to 9
JK to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
20 to 25
15 to 18
Learning, Developmental
$3,210 to $7,595
$20,300 to $30,300
No
No
0%
0%
None
None
$0
$0
84
50
0%
0%
50%
100%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades K - 9
Yes: grades JK - 6
No
No
information not available
information not available
The initial draw for families considering Glenmore is the values piece: a full curriculum taught through the Christian lens. Certainly, that’s something which distinguishes the school within the region, and often is the first point of contact. What families find in the school, however, is both that and whole lot more. Given the size of the school, Glenmore is also able to offer a very rich, diverse range of programming, something that understandably is also very attractive. There is a full program of intramurals, and the breadth of the music program—including options for individual lessons—is something that also distinguishes the school. A mission program at the grade 9 level offers an international experience earlier than in a majority of programs, and can provide a very nice punctuation to a student's experience at Glenmore. The ideal student is one who will thrive within a vibrant, challenging, community-centered learning environment.
View full reportThe school was founded in 1980 with an eye to providing a strong, focused academic program for the lower grades. In the intervening decades it has very much kept with the times, including an early adoption of e-learning tools and texts, at times in partnership with national publishers. Student success is gauged through mastery of the course material, and the ideal student is one who is able to thrive within a supportive yet academically challenging environment. In 2001 the program was extended into the upper grades with the creation of the Crestwood Preparatory College.
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"Glenmore Christian Academy’s mission is to Teach Truth, Inspire Excellence, Experience Christ and Serve Through Love. Through a Biblical worldview, students learn liberal arts, sciences, fine arts, languages and Phys Ed from specialist educators in our state-of-the-art facility. Extra-curricular options include performing arts, band, intramural and competitive sports. In Junior High, students partake in outdoor leadership programs including an international Mission Trip in Grade 9."
"Located in a picturesque, wooded valley in the Bayview/Post Road area, Crestwood School provides quality education to students in Junior Kindergarten to Grade 6. At Crestwood, we practise the traditional art of teaching-challenging young minds to learn and structuring experiences that make learning possible. At the same time, we are concerned with the "whole child," striving to balance a child's physical, social and emotional development. Smaller class sizes are maintained, allowing for individual attention and the fostering of effective communication between students and teachers in a friendly, caring, nurturing environment. Crestwood strongly promotes co-operative attitudes and behaviour, and is committed to the preparation of self-confident, self-disciplined individuals who respect the feelings and rights of others. Each teacher is the key. With a well-planned program, a positive rapport with each student, a close communication between home and school, and a sense of commitment and dedication, our goals are met!"
"GCA is more than just a school: it is a community. It is our priority to work in partnership with parents to help our students discover their God-given talents. At GCA, Bible is more than just a subject. Our enriched academic program is infused with a Biblical perspective, even in the core subjects. Christ is in everything that we do. These two elements working together allow us to provide students the tools they need to continue to thrive academically and spiritually when they graduate."
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"Those that apply to Glenmore Christian Academy are looking for an educational program where their child will be taught how to become a life-long learner, be encouraged to grow in their faith as they learn about Jesus Christ and be given opportunities to put that faith into practice."
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"The culture at GCA is incredibly diverse. Our community is comprised of students whose families are from all over the world, and from more than one sect of Christianity. At GCA, we come together and celebrate our differences all under the banner of Christ."
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"At GCA, we are truly blessed to have a wonderful facility for our students and staff. Our facilities team are all dedicated Christ followers and completely committed to what they do, and are an incredible example to the rest of our staff. The work that goes into keeping our school clean and safe is a huge endeavour, and our facilities team members are truly inspirational."
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"Our Mission is to Teach Truth, Inspire Excellence, Experience Christ and Serve Through Love.
Only 50% of our families are from Canada originally: the rest are from Africa, Asia, Eastern Europe and Latin America.
Our annual Grade 9 Mission Trip to build homes has been happening for over 30 years.
In Kindergarten, our students learn the fundamentals of reading, writing and basic math facts.
GCA started out in the clubhouse of First Alliance Church just off Glenmore Trail: thus, our name."
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Stanford Hielema is passionate about education and nurturing an environment where all children have an outstanding learning experience. Previously, as Associate Superintendent for Palliser Regional Schools, he oversaw student learning, fiscal management, policy and administrative procedures, and community relations for the faith-based alternative schools. Before that, Stanford spent over 20 years building Trinity Christian School from 45 students to more than 400. With a strong focus on community, the school thrived in academics and athletics. He built capacity with teachers through instructional best practices to improve student learning. He acted as a Designated Signing Authority for the province during this time, and evaluated 60+ teachers for their Alberta Permanent Teaching Certificate.
Parents who want their children to receive a “good education” must concern themselves with what kind of education is best for their children and how their education will directly affect their growth into adulthood. It goes without saying that children should be competent in the 3R’s (reading, writing, and arithmetic) but at the same time, parents must look at long term goals for a lifetime of education.
One of the most important goals of education is to teach children how to learn. Children must be able to think critically in order to evaluate what they see, hear, and read. This is a skill which is paramount, not only to structured education, but to life in general. Another goal that must be achieved is to have children develop the necessary traits of a healthy personality. Self-assurance, self-respect, trust in others, and respect for others must be developed.
Next, we want the children to work well with others. Sharing with others, understanding the needs of others, and assuming responsibility for the well-being of others are important qualities one must have in our world today.
Finally, we want the children to work creatively in order to fully express themselves as the unique individuals they are.
I feel that when children are provided with a stimulating and nurturing environment, a positive attitude to education and to those around them results.
At Crestwood, our goal is to provide students with sound academic skills, while at the same time providing them with the framework from which they can develop the necessary lifelong skills which I feel encompass a “good education.”
Dalia Eisen
Traditional
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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In partnership with supportive, involved parents, the goal of our educational team is to develop well-educated, faith-filled youth in a creative, active and nurturing environment. With a focus on high academic standards and using an enriched, balanced academic curriculum, our two dedicated principals work alongside our team of specialist educators to ensure your children are receiving the highest quality education.
We practise the traditional art of teaching - challenging young minds to learn and structuring experiences that make learning possible. At the same time, we are concerned with the "whole child," striving to balance a child's physical, social and emotional development. Smaller class sizes are maintained, allowing for individual attention and the fostering of effective communication between students and teachers in a friendly, caring, nurturing environment. Crestwood strongly promotes co-operative attitudes and behaviour, and is committed to the preparation of self-confident, self-disciplined individuals who respect the feelings and rights of others.
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.
Basic facts are still emphasized.
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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.
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Students are assessed twice a year in Elementary using a standardized reading assessment to measure growth.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Fountas and Pinnell
Systematic approach
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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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
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In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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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.
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Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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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.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Visual Arts
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
In Elementary, Computers and Technology fit in the light integration category, but in Junior High, it is Heavy Integration.
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Web design
Robotics
Computer science
From K-Grade 5, students are engaged in physical activity on a daily basis. We have specialized phys ed teachers from Kindergarten to Grade 9.
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Play-based
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-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our Kindergarten program has a strong focus on literacy and numeracy with goals of having students able to read and write for grade one.
Junior and Senior Kindergarten are often a child’s first introduction to “formal education.” Therefore, these years are the foundation upon which attitudes towards all subsequent education are built. The early learning curriculum involves mathematics, reading, written and oral expression, environmental studies and an introduction to French. It also includes activities that develop social, physical, and creative skills. Every child’s style of learning is identified through close observation, attention to the child’s needs, and most importantly, individual time with the teacher.
Standard-enriched
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.
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.
Students have a variety of options on how they can showcase their learning.
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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”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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.
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We desire to be recognized as a Christian school that maintains high academic standards with graduates who become responsible citizens, worldview thinkers, and have a commitment to Christian service. We value “arts” and “athletics” each as a medium to build within our students a sense of self-worth, supporting each one to discover his/her God-given gifts.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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RecreationalRec. |
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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
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0%
$0
$0
50%
100%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades K - 9
Yes: grades JK - 6
No
No
No
No
Yes: grades K - 9
Yes: grades 1 - 6
No
No
No
No
The student should be curious and interested in learning, dedicated to achieving success in a range of areas including academics, athletics and arts. As we are a faith-based school, it is important that parents support the Biblical component infused into all of our curriculum.
At Crestwood our students are responsible, cooperative, respectful, honest and courteous.
Our Facility Fee is a one-time, NON-REFUNDABLE fee that applies to all NEW Kindergarten to Grade 9 students.
- First child: $2000
- Subsequent children: $500