1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
13415 Dufferin Street, King, Ontario, L7B 1K5, CanadaIndirect Support:
1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
13415 Dufferin Street, King, Ontario, L7B 1K5, Canada
5,691.0 km
5,698.4 km
1894
1972
1050
830
JK to 12
JK to 12
Girls
Coed
Boarding, Day
Day
English
English
Academic
Academic
Liberal Arts
Progressive
18 to 22
18
Learning, Developmental, Behavioral
In-class adaptations
$45,670
$37,150
$83,485 to $87,485
Yes
Yes
10%
0%
7 to 12
7 to 12
$16,000
$0
70
55
5%
0%
30%
0%
JK, 1, 3, 4, 5, 6, 7, 9
information not available
9, 10, 11
information not available
Dec 02, 2026
Nov 03, 2026
Rolling
Not available
Yes: grades JK - 12
Yes: grades JK - 12
No
No
Founded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community—though, even then, it was looking beyond tradition, charting new territory for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously, the first principal, Ellen Mary Knox, asked her students, "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role—what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underscore the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as do other schools that operate with the same goals and intentions—is that they remain necessary today. The current principal is Catherine Misson, who assumed the role in 2019 as the school’s 12th principal.
Read The Our Kids Review of Havergal College
“In the 50 years since its founding, The Country Day School has managed to retain its small-school, community feel while growing to offer students rich academic, artistic, outdoor, and athletic programs on a modern campus.”
“Nurturing academic excellence and challenging students are key priorities, but not at the expense of the whole child’s development.”
“Everyone wants to be successful, and our teachers push us to get to the next level, but all in a supportive atmosphere where the goal is to get us ready to be independent, motivated learners.”
Read The Our Kids Review of The Country Day School
Founded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community though, even then, was looking beyond tradition, charting new territory, as it were, for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously the first principal, Ellen Mary Knox, asked her students "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role, what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underwrite the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as other schools that operate with the same goals and intentions—is that they remain necessary today.
View full report
The Country Day School (CDS) began, literally, over a dinner one evening in 1971. The region was in the process of amalgamating schools, which meant that students who had been attending local schools would be bussed to larger, more suburban ones. That didn’t sit well, in part because of the bussing involved, but also because of the sense of community that students had and, presumably, would lose by going to schools further afield. Seven families decided to do something about it, to take things into their own hands, and to build a school that would continue what had been developed in the rural, country schools that their children had been attending. (The name refers to that, as well as to the country day school movement that had been developing in the US since the late 19th century, with a period of renewed growth in the 1960s and 70s.) They didn’t have any experience building a school, but they turned to those who did, including Dick Howard, then head of Upper Canada College. “You’ve got to get a feel for the community,” was Howard’s advice, “who’s in it and how they perceive education.” And, for the next two years, that’s exactly what they did, speaking with families, and building a conceptual outline for what the school could be.
When CDS opened its doors in 1972, it was, in every way, an expression of the community that created it. The school has grown since then—enrollment has grown from 49 in that first year to over 700 today—and the community it sits within has grown and changed, too. Nevertheless, the school remains very much an expression of the families that turn to it. The size of the school allows for a very rich, robust extra-curricular program, and students are gently required to experience all aspects of it. The physical plant of the school has been significantly augmented through a recent and very sizable capital campaign. The core program continues to be underwritten by the values that the founding families intended to express, namely a sense of belonging, empathy, inclusion, and respect. The ideal student is one able to thrive in a vibrant, diverse, student-centred environment.
"The school has harnessed many of our daughter's positive traits and stimulated her growth and development, not just academically, but socially, emotionally, and physically."
Robert Gabor - Parent (Sep 12, 2018)
Our daughter has had a wonderful time in her three years at Havergal, and is very excited about comp... View full review
"...it is these types of special moments and acts of kindness from the faculty and staff that make Havergal stand out above all the other schools."
Ruth Ley - Parent (May 29, 2019)
My daughter loves attending Havergal and each year gets better for her! She looks forward to each an... View full review
"The school has done a lot of investigation into how to maximize the success of teenage girls and have been very cutting edge on many levels..."
Robyn Spector - Parent (May 29, 2019)
There is a special atmosphere at Havergal College; a supportive, nurturing and encouraging place whe... View full review
Building experience and leadership
Liz Diaz - Parent (Feb 03, 2018)
Balanced education which means his receives great education and many options to participate in other... View full review
"Parents are involved in the life of the school on many levels."
Jennifer Sanderson - Parent (Nov 02, 2021)
Both of our children went to The Country Day School from Kindergarten through to graduation. They ar... View full review
"The teaching staff at The Country Day School are top-notch!"
Jane Cathers - Parent (Nov 02, 2021)
My daughter started grade 9 at CDS last year and right from day one she was very impressed with CDS,... View full review
"Havergal College is a leading independent school for girls (JK to 12) in Toronto dedicated to excellence in education, character development and community engagement. With a focus on empowering students to lead lives of purpose and impact, the school combines tradition with innovation to prepare its students to make a positive difference in a rapidly changing world. Situated on a beautiful 22-acre campus, Havergal offers a distinctive educational journey shaped by innovation, wellbeing and community."
"Situated on a 100-acre campus just north of Toronto among the rolling hills of King Township, The Country Day School is a leading JK-12 co-ed independent school. Since 1972, the dynamic and friendly CDS community has been nurturing student talent and fulfilling promise. Our innovative approach to learning integrates leading-edge technology, sophisticated facilities and exceptional teaching. We offer a superior educational experience that is sensitive to each student's individual needs, enables learning and equips them for life. Emphasizing education with balance, CDS provides diverse opportunities in academics, athletics, and visual and performing arts. Plus, students of all ages also love to explore our sprawling campus for outdoor education activities. This is a place of possibilities where students unearth their passions and everyone feels known, supported and inspired. CDS is a school where each graduate can answer the biggest question of all: Who will you be? Learn more at www.cds.on.ca."
"Campus: Havergal has the largest girls’ independent school campus in the city. This allows students to explore and learn outdoors on our 22 acre sprawling campus in the heart of midtown Toronto (including 3 athletic fields, a woodland trail with brook, 2 outdoor classrooms, tennis courts and other green spaces).
Technology: HC-X is the innovation hub of Havergal for the development and delivery of future-ready education. Out of HC-X comes future-ready programming for students and educators."
"At CDS, we help students realize their brightest future, and equip them with the knowledge, abilities and perspectives they need to navigate their journey with empathy, fortitude and confidence. We do this by offering an education with balance that includes outstanding academics and arts programs, excellent extra-curricular clubs and leadership opportunities (including a world-recognized Debating program), and expansive athletic offerings that offer something for every level of athlete, all supported by our highly dedicated teachers and coaches."
"Havergal College has made several strategic trade-offs to better serve families, focusing on personalized education while balancing resource allocation. The school emphasizes a strong academic foundation alongside a comprehensive co-curricular program. This dual focus requires significant investment in both state-of-the-art facilities and specialized staff, potentially limiting the scale of enrollment to maintain quality."
"Over the years, we’ve found that students who actively engage in school life tend to be happier and more fulfilled in every aspect of their experience. While participation in sports and extracurriculars isn’t mandatory, we strongly encourage it—because those who take part often find their time here more rewarding, enriching, and unforgettable."
"Havergal College established many of its defining traditions in the early 20th century, including the introduction of the school uniform in 1912, the first yearbook in 1898, and the Old Girl/Alum publication, Chronicle, in 1914. The latter half of the century saw significant expansions, including a new Junior School in 1999 and the Athletic Centre in 2006. The 2021 Limitless Campaign further enhanced facilities, including the Art, Design and Technology wing. Recently, Havergal has integrated modern educational practices and global perspectives, exemplified by its participation in the Round Square network for global learning and leadership and HC-X innovative learning experiences."
"The opening of our Senior School in 1986 marked a transformative moment for CDS, propelling us from a “small school in the country” to, nearly 40 years later, one of Canada’s leading co-ed JK-12 day schools. The launch of a state-of-the-art Performing Arts Centre in 2002 further underscored our commitment to the Arts in education.
More recently, the addition of a long-awaited Dining Hall in 2015 has reinforced our dedication to wellness, providing a space where our community gathers daily to connect, share ideas, and foster meaningful collaborations."
"An ideal Havergal student is eager to engage in a challenging Liberal Arts educational environment. Ideal candidates are academically motivated, curious and willing to participate in a variety of co-curricular activities. Havergal recognizes students who demonstrate leadership potential, resilience and a commitment to making a positive impact in their communities. The school also prioritizes inclusivity, so a student and family who respects and embraces diversity and believes in living our values will thrive as members of the Havergal College community."
"At CDS, we celebrate each student's individuality—their unique interests, talents, and learning styles. Rather than a “one-size-fits-all” approach, we look to attract students willing to explore what excites them, embrace new experiences, and step outside their comfort zones. We seek students who are eager to get involved, take risks, and actively shape their journey toward discovering who they are meant to be."
"Families might be advised against choosing Havergal College if their child is not suited to a highly structured and academically rigorous environment. Additionally, if the family's values do not align with Havergal's strong emphasis on leadership, inclusivity and community involvement, they might find the school less suitable. Families looking for a less intense educational experience or those who prioritize a different educational philosophy might prefer other institutions."
"If a student requires more academic support than we can effectively provide or if their character isn’t the right fit for our community, we encourage families to explore other options. Likewise, if a family prefers a school where their child isn’t encouraged or expected to participate in after-school extracurricular activities—such as sports, drama, music, and visual arts—we may not be the best fit. At CDS, the connections, growth, and unforgettable moments often happen while engaging in non-academic pursuits outside the classroom."
"When people think about Havergal College, attributes such as tradition, academic excellence, leadership and a nurturing community come to mind. The school has a reputation for producing graduates who are well-prepared for university and who often go on to become influential leaders in various fields. Havergal's commitment to innovation while maintaining its rich traditions is also a key part of its identity, creating a balanced and forward-thinking educational experience."
"Prospective parents either hear about CDS’s warm and friendly teachers via word of mouth or get a sense of its caring community firsthand hand while touring and find themselves imagining their students here.
As well, they consistently comment on how impressed they are by our confident and kind student ambassadors when visiting our school and want their children to be part of it. We actively work at creating an environment where kids can feel comfortable and happy in their learning and it shows."
"When people think about Havergal College, attributes such as tradition, academic excellence, leadership and a nurturing community come to mind. The school has a reputation for producing graduates who are well-prepared for university and who often go on to become influential leaders in various fields. Havergal's commitment to innovation while maintaining its rich traditions is also a key part of its identity, creating a balanced and forward-thinking educational experience."
"As a well-rounded co-ed day school serving students from JK to Grade 12, we offer a supportive and inspiring environment where every student is truly known. Since celebrating our 50-year milestone in 2022, CDS has solidified its reputation in the York Region community as a place where students build lifelong friendships, benefit from a top-tier education, and thrive through a well-rounded approach to learning. We provide countless opportunities for students to explore their passions, along with comprehensive guidance and support for their post-secondary journey."
"Families are often surprised by how connected their daughters feel with the school community. Our students are mentored and guided in many decisions through the school's Guidance, Wellness and Teacher Advisor programs. They make lasting connections not only with their peers across different grades, but also with the school's faculty and staff. The end goal is to ensure that students have direction for their future outside of Havergal's ivy walls."
"While we provide a balanced, nurturing, and supportive academic environment, we are also a university preparatory school with rigorous programs designed to challenge students both in the classroom and beyond. Our strong academic foundation pushes even the most ambitious learners, offering a diverse curriculum and dedicated teachers who inspire students to reach new heights."
"Havergal supports students in and out of the classroom by offering mentoring opportunities, providing cross-grade community building opportunities on a weekly basis and taking a genuine interest in the wellbeing and development of each student. Our families are often surprised by how our faculty go above and beyond what's expected of them in the classroom through mentorship. Our Wellness Team and other staff members are available to help students who need additional support."
"There are probably lots of answers to this question, but the main one is how deeply rooted the sense of community and belonging is at CDS, starting with how well the teachers get to know each student. The expression ‘support, know and inspire’ is taken very seriously by every faculty member. Likewise, the more effort our students (and parents) make to become involved, the more rewarding their CDS journey will be. Our amazing lunches in our Dining Hall, incredible facilities and a 100-acre campus also top the list!"
"With the launch of our Strategic Plan, Empowering Excellence, Havergal continues to build on our programming and support in the areas of Wellbeing and Equity, Diversity, Inclusion and Belonging (EDIB). With the introduction of a Vice Principal Wellbeing and an Executive Director of EDIB whose portfolios span Junior Kindergarten to Grade 12, our focus is on full school programs in place to ensure student wellbeing and our community's commitment to equity, diversity and belonging remains at the forefront, complimenting our strong academic program. Our newly developed Wellbeing and Inclusive Excellence Frameworks guides our programs in and out of the classroom, allowing our students to find their purpose, understand themselves as learners, leaders and humans,in an environment that allows them to be authentic and feel valued for who they are."
"In 2023, we opened our expanded and rejuvenated Junior School, including a brand new Primary Wing and entranceway that encloses our 1883 Eversley Schoolhouse. As well, we have planted a Sugar Maple Grove in our back property that will soon become a welcome addition to our outdoor education program and will further inspire our young learners. A recent community partnership with King Township’s new community centre in January 2025, includes naming rights to a CDS Arena just 800 metres up the road."
"Havergal College has a clear vision for the future that revolves around strengthening its core mission while expanding its educational offerings to prepare students for an evolving world. Over the next five years, the school plans to continue integrating modern educational practices with a focus on global learning, digital wisdom and leadership development.
A key aspect of Havergal's future strategy is the expansion of programs that emphasize global perspectives. The school is committed to fostering a supportive environment that prepares students to be confident and resilient global citizens. This includes deepening its involvement with the Round Square network and enhancing programs that encourage students to engage in social innovation and global experiences.
The infrastructure at Havergal will also see improvements, with ongoing upgrades to facilities that support the arts, technology and physical education."
"Later this year, we will break ground on a new multi-purpose fieldhouse and athletic centre on our campus. The new athletic centre will be built in two phases. The first phase will include a fieldhouse, signature double gym, spectator lounge, outdoor terrace, and infrastructure, such as washrooms and change rooms. The second phase will include a new fitness centre and several multi-purpose studio rooms for yoga, dance, small gym classes, and many other activities, along with a new home for our General Store. Pending all approvals and permits, we hope to break ground in early 2026. In our commitment to continuous improvement, we are excited to enhance and expand upon our athletic and science facilities in the near future."
For over 100 years, Havergal College has provided young women with an exceptional education in an environment that encourages both inquiry and curiosity, and celebrates community. In 1894, Havergal’s founding principal, Ellen Knox, defined the school’s mission with the question she posed to her students -- “What will you do?”
That question continues to guide Havergal and its students through the challenges that come from a constantly changing world. Its influence is evident in our students and graduates to this day: women making a difference for good in the world by living their lives with purpose and as involved citizens.
I encourage you to visit our beautiful 22-acre campus, to tour both our heritage and contemporary buildings and to speak with our faculty and students to see, first-hand, the benefits of a Havergal education.
What do I love most about The Country Day School? That’s a good question. It is the overwhelming sense of community I discovered the first time I visited.
Community still remains at the core of all that we do here at CDS. In 1971 a group of committed parents first conceived of the idea to start a co-ed private school in King and worked tirelessly to open our doors to 49 students just a year later. CDS has since grown to 830 students with offerings in JK-12 and beautifully situated in the original 100-acre country setting.
This is a place where your children can come be themselves and feel encouraged and supported in everything they do. Our tagline – Education with Balance – speaks to our balanced offerings of a wide range of individualized academics, athletics, arts and extra-curriculars that will cultivate a passion in every student and help them achieve a healthy balance. I encourage you to experience some wonderful examples of this by watching our Portrait of a Graduate videos.
Are you just starting your search for an independent school? Or are you well on your way to making a decision?
Whatever stage you are at in this important process, I invite you to explore our website and social media presence, and then attend an Open House or request a personal visit. Once you step onto our campus for a face-to-face visit, you will witness firsthand the feeling of community I talked about earlier.
Thank you for your interest, and we look forward to meeting you soon.
John Liggett,
Head of School
Progressive
Information not available
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Not applicable
Our liberal arts program meets and exceeds the expectations of the Ontario Ministry of Education. All courses are university preparatory and are at the advanced level. A credit is granted with the successful completion of a course for which a minimum of 110 has been scheduled. Many students elect to write Advanced Placement (AP) exams. Upon graduation, students receive the Ontario Secondary School Diploma. A Havergal education prepares students for a lifetime of learning, leadership and limitless possibilities. In a university preparatory school with rigorous academic standards, Havergal's students are challenged to reach their full academic potential. Learning is increasingly independent, fostering academic achievements while supporting students in their different interests and talents. Havergal students graduate as informed and responsive global citizens, ready to meet the challenges of university study in Canada and abroad.
At CDS, we recognize that as students approach the final stages of their educational journey, they are faced with some of life’s most significant decisions, including the choice of post-secondary pathways. To support them in this process, we offer both the Ontario Secondary School curriculum and a robust selection of Advanced Placement courses. As students progress through the Senior School, the breadth of optional course offerings expands to reflect increasing independence, curiosity, and personal choice. By their final year, students may select from more than 20 elective courses tailored to a wide range of interests and aspirations. Guided by a commitment to academic excellence and innovation, our Senior School faculty engages in an annual curriculum renewal process, carefully evaluating and introducing new courses that empower students to pursue their passions while developing the knowledge and skills essential for future success.
Not applicable
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Not applicable
The goal of the Mathematics Department is to develop both a strong conceptual understanding as well as flexible thinking in mathematical terms. Students understand how and why operations work in mathematics and develop the ability to manipulate numbers.
Information not available
Teachers produce their own materials or use texts approved by the Ministry of Education.
Information not available
Students can use calculators at the discretion of their teachers.
Information not available
Not applicable
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.
Not applicable
Information not available
Not applicable
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.
Not applicable
Information not available
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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.
Not applicable
Information not available
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
Physiology
Not applicable
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
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
Not applicable
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.
Not applicable
Information not available
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
Information not available
Not applicable
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Not applicable
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Visual Arts
These programs have an equal emphasis on receptive and creative learning.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Not applicable
Information not available
Web design
Robotics
Computer science
The Health and Physical Education program allows each Havergal student to develop an active and healthy lifestyle through participation in the various activities offered from Junior Kindergarten to Grade 12. Through their active involvement, students will have the opportunity to develop confidence, self-esteem and physical abilities that will enhance their personal growth. The Grade 7, 8 and 9 programs teach these elements through traditional sports, water activities, fitness activities and initiative and team-building tasks. The health units prepare students to make healthy choices. Topics include healthy eating, growth and development, healthy sexuality, personal safety and injury prevention and substance use and abuse. Health and Physical Education students in Grades 10, 11 and 12 explore and develop leadership skills through challenging individual and group activities. They practice self-assessment and goal setting and gain the knowledge, skills and understanding for healthy living.
Information not available
Academic
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.
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.
We have a play-based program with a focus on academics. Students are supported in learning literacy, numeracy, problem-solving and social interaction skills.
A successful kindergarten program encourages curiosity and imagination. Our full-day developmental program provides our students with a balance between academically appropriate activities covering math, language, science and social studies, and fosters a sense of mutual respect, responsibility and a positive attitude toward learning.
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.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
We really work at making sure that students meet their potential and go on to thrive from there. In the Senior School, we require students have a 70% average to promote them, but also take into account if they've had struggles in their home lives or whether there are other relevant factors. Our teachers and courses do provide academic rigour because we are a university preparatory school, but we are not a pressure-cooker school. We want students to be successful, but we also want them to be well and happy in that success.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
CDS provides an intellectually challenging, diversified and balanced academic program that is learner-centered. At the heart of The Country Day School’s academic vision is the belief that all students can achieve success and meet their learning goals. A one-size-fits-all approach to learning does not serve the best interests of most students who approach their studies from various learning styles and preferences and at differing stages of skill development. To this end, we diversify our instructional strategies, the content of our curricula and our assessment methods to create an overall approach that focuses on how students are learning and ensures success.
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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| Physical | ||||
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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
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
7 - 12
10%
0%
$16,000
$0
30%
0%
JK, 1, 3, 4, 5, 6, 7, 9
9, 10, 11
Dec 02, 2026
Nov 03, 2026
Rolling
Not available
Yes: grades JK - 12
Yes: grades JK - 12
No
No
Yes: grades 9 - 12
No
Yes: grades JK - 12
Yes: grades 7 - 9
Yes: grades 7 - 12
No
No
No
A Havergal student is a well-rounded individual who balances a wide variety of opportunities and feels connected to her community and experiences personal fulfillment and meaning in her individual choices. She is not afraid to ask questions and take risks. She is an excellent communicator who is adaptable and confident. She balances a variety of opportunities while living her life with compassion and integrity, knowing she possesses the academic and life skills to make a difference.
The Country Day School recruits students who have the desire and potential to engage in their studies and embrace all facets of school life. A balanced education includes academics, athletics, the arts, service and opportunities to learn otuside of the classroom. The admission process identifies students who will thrive in the CDS environment so that we will continue to meet our objective of developing students who are confident, independent, intellectually curious, morally responsible, appreciative of the arts, physically fit and globally aware.
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