21 Ascot Avenue, Toronto, Ontario, M6E 1E6, Canada
3962 Bloor Street West, Etobicoke, Ontario, M9B 1M3, Canada
Indirect Support:
21 Ascot Avenue, Toronto, Ontario, M6E 1E6, Canada
3962 Bloor Street West, Etobicoke, Ontario, M9B 1M3, Canada
2003
1981
448
40
JK to 12
Preschool to 5
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional, Reggio Emilia
Traditional, Reggio Emilia
15 to 20
Varies
Learning, Developmental, Behavioral
In-class adaptations
$19,000 to $21,500
$7,000 to $12,000
Yes
Yes
8%
5%
7 to 12
Preschool to 5
$5,600
$5,000
30
4
0%
0%
48%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 5
No
No
“[Students who enroll] don’t have to be great in all things—and certainly no student is—but … they should be open to trying new things and discovering new things about themselves.”
“Hudson’s reputation is one for supporting learners who are capable, academically, but who have yet to find an environment that allows them to express their personalities and their interests.”
“Where larger schools institute advisory programs, in a smaller school, and with the right approach, individual attention is more consistent, and comes with less effort. Hudson provides a good example. The environment is intimate, with a rich interface between students and instructors.”
Read The Our Kids Review of Hudson College
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There are many reasons parents choose to enroll their children at a private school, from family tradition to elite sports. Parents who choose Hudson College, however, are less interested in the extremes at the edges of the private education market, and more interested in the foundational elements of a strong academic program and a positive learning experience: consistent social support, a sense of community, the agility to address student interests, and a consistent approach to curricular development. Jeff Bavington founded the school "to be a place where students with all different interests can come and feel part of a larger community, feel at home, and where students themselves can help create" the school environment. And it is.
View full reportWhen parents are considering a school, they’re right to ask about instructional styles, teaching, programs, assessment. Those are important. Though when we pick up our kids from school each day, we’re not thinking about those things. Instead, we ask: “How was your day?” Maybe we ask it reflexively, but when it comes to how children learn, that’s actually where the rubber really meets the road. Kids learn best in a consistent, supportive, personal, safe, and community-focused environment. Providing that kind of environment is what forms a basis for all of the work at Kingsley. When they say “thrive” they mean it in the broad sense—gaining a strong academic foundation—but also in the sense of having fun, gaining confidence, and finding a voice within a community of peers. The programs are strong, the teaching staff seasoned, and the school has had consistent success for more than three decades. For the families that enroll here, all of that is important. Likewise, the strength and focus of the learning environment is often, quite rightly, a principle draw. After all, a child's ability to thrive in life begins in having a good day, today.
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Mastering the basics
Nicolette Linton - Parent (Jan 23, 2018)
My daughter is in her fifth year at Hudson College (she joined in Grade One from a French Immersion ...
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"They both love going to school."
James Hyslop - Parent (Jan 23, 2018)
It starts every morning when I drop my children (grades 7 &2) off at school in the morning. They ru...
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"I had an ideal admissions process"
Eva Greyeyes - Student (Mar 12, 2018)
It took some time to settle into Hudson, but it was the best feeling when I realized I was talking w...
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"she loved all her teachers and she thrived"
Jane Mueller - Alumnus (Jan 24, 2018)
Our child attended Kingsley from JK to Grade 5. She enjoyed everything during her time at Kingsley,...
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Delivered on the promise to "belong, discover, thrive"
Nicole Morell - Parent (Jan 24, 2018)
It was a tough decision to move our 4-year old son to a new school, but after a challenging junior k...
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"Hudson is a place where you can be yourself. For over 20 years, we have served a diverse community of families from across Toronto. Our Lower School offers an experiential, collaborative learning environment, starting with a Reggio Emilia-inspired program to nurture children’s innate curiosity. We promote strong foundational skills in math, language and science, complemented by a curricular approach that interweaves critical thinking, fine arts, health and fitness, character education, and service. Our Upper School’s three-semester system carries on this tradition of balance, with students focusing on fewer subjects at a time for deeper learning. Guided study periods over two semesters allow students to seek support during school hours while participating actively in sports, clubs, and activities. We introduce age-appropriate technology and platforms at every level, with robotics and coding from Grade 2 and a 1:1 laptop program from Grade 9. Extracurricular activities include SSAF competitive sports, wide-ranging clubs from chess to creative writing, camp weeks, and field trips. With smaller class sizes, our dedicated teachers can help students to build academic confidence, take on new challenges, and explore personal strengths and interests. Every student’s journey is important as we prepare graduates to define their own path and success."
"At Kingsley, our small class sizes and personal approach to teaching the Ontario Curriculum help students reach their unique potential. We ensure that each child is seen, heard, and respected every day. French, music and physical education are taught by specialists in an enriched program which promotes inclusion, conflict resolution, mindfulness, and character development. Students love our many clubs, trips, and recesses in the fresh air. Optional before/after-care and half-day PK/JK. BELONG - DISCOVER - THRIVE!"
"Our academic program is enriched and challenging – Hudson students are accepted to selective postsecondary programs and score exceptionally well on tests like the CTBS and UWaterloo contests each year – but we achieve this through careful scaffolding, attentive feedback, consistent pedagogy, and personal growth through extracurriculars, rather than a heavy homework load or overemphasis on competition. The result? Happy, well-adjusted students who are excited to learn every day."
"At Kingsley, you will not see a classroom where students are all opening a textbook and working on the same page day in and out. The fact is, even in one small class there is a variety of abilities and learning styles. We approach teaching with a well-rounded approach. We hold mini-lessons on a topic, listen to the student's interests and tap into that, use a hands-on-learning approach and allot time for the teacher to have one-on-one time with each student every day."
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"We're often told that the diversity of our students, down-to-earth environment, affordable tuition, and welcoming admission process set Hudson apart. As one parent noted, 'After my children attended for the visit day, they asked if they could start right away! That was a big factor in knowing that Hudson was the right decision.' Another explained, 'The interview felt connected, organic and natural; the questions were a true indication of a school that wanted to get to know who my daughter is.'"
"Our families have expressed their appreciation for our open communication, and the swift and thoughtful execution of how we deal with concerns. They tell us that our genuine nurturing and warm environment is unmatched. They understand the value of truly partnering with us and see what a difference it makes in their children when school and home communicate and work together."
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"Our team puts a huge amount of effort into understanding what our students need – individually and collectively – by forming positive relationships, using data well, and communicating closely across the community. This knowledge is carried and applied year-over-year in all kinds of ways, from learner profiles to co-curricular programming, and generates the kind of consistency and structure that is really special to a JK–12 school."
"Parents at Kingsley have many opportunities to get involved in school projects including but not limited to field trips, serving on our Board of Directors, and Fundraising. Our fundraising initiatives not only support specific school initiatives it creates a great sense of collaboration and school community. Our families are crafty, creative, innovative and have all kinds of expertise that we enjoy having come to light for the benefit of the school and all the students."
"New families are often pleasantly surprised by the choice in our club offerings and strength of our drama, music and visual art programs, especially for a school of our size. After several years, they tend to appreciate our proactive focus on expanding and adapting our curriculum: every year we add something different (recent additions include a full-time coding and robotics teacher, flag football for Grades 3–5, and a dedicated high school leadership course)."
"Families are pleasantly surprised that we walk the walk and actually deliver what we say we do. Our Family Nights, winter and spring concerts, and other events all give a first-hand experience to our families which reinforces that we deliver what we say we can. One parent said, "Wow, we really liked your school when we registered our child, but after experiencing a Family Night and seeing what you do firsthand, I LOVE your school. This is a very special place.""
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With more than 35 years’ experience as an educator, I understand the importance of personalizing student programming to meet each learner’s individual needs. Hudson College provides academic and co-curricular programs designed to develop every student’s abilities and successfully transition to the next stage of education and life.
Hudson is a place where dedicated, highly qualified teachers and staff work to see that students at every level are provided with a nurturing, challenging and engaging experience every day. From Kindergarten through Grade 12, we offer enriching programs that encourage students to strive for the betterment of themselves and the wider community.
Some say it’s all about what you learn, I believe it’s first about how you're treated and nurtured in that learning environment. Only then will successful learning follow.
In my 13 years at Kingsley, I have had the honour and pleasure of watching our students engage, discover, and thrive. Our approach to differentiated teaching has a significant effect on our students' learning. Our strong character curriculum and leadership teams help students gain the necessary tools and strategies to become confident young adults. There is a strong sense of belonging at Kingsley where every member of the community is able to express themselves and be respected. At Kingsley, our dedicated teachers are able to spend significant individual time with each student, every day, ensuring that there is continual understanding, learning and growth. Photo: Principal Louisa Williams with Kingsley founder Ursula Morton at Mardi Gras Festival, Februrary, 2020 (Photo by Jose Atencia Ocadio)
Traditional
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Our Reggio Emilia approach in the early years focuses on developing the whole child—academically, emotionally, and socially. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. Our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. Our Preparatory Program in Grades 6–8 gives special attention to soft skills needed for success in Upper School as well as university—students learn organization, self-advocacy, note-taking, study skills, collaboration, and communication. Our Grade 9 and 10 students benefit from a supervised study period every day during the first two semesters, as well as tailored workshops to further support effective work habits.
At Kingsley we follow the Ontario Curriculum with enhanced programs in music, French and physical education taught by specialty teachers beginning in kindergarten. Our aim is to give students the skills to teach themselves and to empower them to reach their own unique potential. Building relationships, learning to understand themselves, their actions and interactions are the basis for our strong character development. Our seamless day provides students with a balance of nurturing and academics. Our school community allows the child to be seen, heard, and respected every day. Through Inquiry, Discovery, Exploration, and Analysis (I.D.E.A), we help each individual engage in the learning process. This same philosophy is carried through all portions of the day by our teachers including our before- and after-care programs.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Based on the results of an extensive review of different mathematics programs, Hudson College uses Saxon Math for its elementary division. Saxon Math ensures foundational mastery in underlying mathematical procedures and promotes the accurate use of mathematical language. As well, Saxon Math uses "Investigations" to engage students in thinking critically about mathematical problems and concepts. The Upper School mathematics program delivers the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking with regular opportunities for discovery through proofs, manipulatives and technology. Hudson College uses a balanced approach between exploratory methods and formal methods, where the latest technologies are utilized for exploring the wide range of mathematical applications while providing foundational mastery for the development of mathematical fluency.
Using a "hands-on" approach to math is at the core of our math studies. Students learn by doing, rather than memorizing. At Kingsley we use a wide range and variety of materials and assessment tools.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
At Hudson College, reading and writing is introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is a focus of our elementary language program.
Engaging our students in early reading is essential to their success. Students learn to read in a variety of ways and our approach to reading is tailored to each student. It is our job as dedicated professionals to tap into methods that suit each child. Offering a wide range of literature and unfolding the students' interests is essential to getting them engaged and not just turning pages. We use a variety of tools to excite our young learners about reading.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8.
No
We use a variety of assessment tools to track student 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.
Hudson College has a very strong writing program. Direct instruction is used to explicitly teach structure (sentence, paragraph, essay), planning, grammar and editing skills. Writing is closely correlated to the study of a variety of texts that deal with issues associated with social justice, historical eras and scientific knowledge. Students receive ongoing feedback on their written work during student-teacher conferences. Teachers prioritize the teaching of writing as a curriculum priority.
At Kingsley the process is at the centre of our teaching philosophy. Having a lovely piece of finished work to hang on our walls is a wonderful way to show our talents, but how we get there is the most important part. While focusing on the process and giving students many opportunities to write for different audiences, we guide and support with instruction. Ensuring that we meet the students' needs through balanced instruction is our focus.
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.
In our Primary grades, Science is inquiry-based. Most lessons focus on acquiring skills and knowledge through hands-on experiences. In our Elementary grades (5 - 8) Hudson utilizes Equal Balance teaching practices, hands-on experimentation and supports direct-instruction of scientific theory. Formal lab report writing is utilized in preparation for high school science. The Upper School Science program at Hudson follows an equal balance approach, with equal emphasis placed on inquiry-based learning and on knowledge acquisition through a variety of instructional methods. The Ontario Curriculum is covered thoroughly; areas of general interest to the students are explored in greater detail. Experiments are thoughtfully designed to enrich the students’ learning and give experience with instrumentation, procedures and lab reporting skills that will be utilized in their futures beyond Hudson. Students will leave Hudson with a deeper understanding and appreciation for the world around them.
Our approach to science at Kingsley is inquiry based. Students are encouraged to Inquire, Discover, Explore and Analyze. As talented and committed teachers, our staff taps into the students' interests and finds creative ways to teach the curriculum around the interests. Teachers may also suggest a path or present ideas to the students that they then expand on.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At Hudson College, reading and writing are introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is the focus of our elementary language program. Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8. Hudson College has a very strong writing program. Direct instruction is used to explicitly teach structure (sentence, paragraph, essay), planning, grammar and editing skills. Writing is closely correlated to the study of a variety of texts that deal with issues associated with social justice, historical eras and scientific knowledge. Students receive ongoing feedback on their written work during student-teacher conferences. Teachers prioritize the teaching of writing as a curriculum priority.
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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
Thematic
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 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.
In our primary grades social studies is a thematic approach with a focus on expanding communities. As students move through the elementary social studies curriculum, the focus is core knowledge. Art and drama enhances the social studies program in all elementary grades.
Although we work thematically with our social studies program at Kingsley School, we offer a wide range of opportunities and touch on several aspects of the core knowledge and expanding communities objectives. We use a variety of materials and a differentiated approach when teaching our students.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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In Grade 7 and 8, History and Geography take on both a perennialist and pragmatic approach depending on the specific topic of study in relation to the Ontario curriculum. Hudson College’s Upper School Social Sciences and Humanities Department employs equal balance overall. Where strong foundations and core knowledge (“cultural literacy”) are concerned vis-à-vis theory and pioneers, perennialism is emphasized. Similarly, when making these theories and innovators relevant to real-life and progressive in nature, a more pragmatic approach is emphasized as necessary.
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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.
In the Primary and Junior grades, students develop their French communication skills in part with the AIM program: proficiency with speaking, listening, reading, and writing is fostered through scaffolded techniques based on story-telling that features high-frequency vocabulary. In the intermediate years, students follow the Trillium-listed Odyssée series, wherein learning situations are presented with engaging themes and a wide variety of text forms designed to promote authentic communication in French. In our Upper School, students are taught the foundation of the French language using the rules of grammar and are then encouraged to use what they have learned based on structure and rules to express themselves in the most natural way in both spoken and written form. The goal is for the learner to show that s/he comprehends the language by means of natural use.
Kingsley offers students French instruction beginning in junior kindergarten. Our students are introduced to language through songs, poems and fun interactive learning opportunities.
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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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
In middle school, the art program focuses on creating a sense of curiosity, creativity and confidence in students. This involves exposing students to art through trips to galleries, inviting in guest artists from the community and being challenged to think about the importance of art in the world. The creative process and experience not only develops critical thinking skills, but is also an outlet for students to express themselves in different ways, while building confidence in themselves. The Upper School Visual Art program at Hudson College takes a balanced approach to developing observational, technical and critical thinking skills. The creative process not only fosters imagination and innovation, but further develops the ability to solve complex problems. Working in a broad range of media helps to build students confidence and creates an environment where they are encouraged to grow and take risks.
MUSIC: Students receive four weekly periods of specialist music instruction and perform at two concerts per year. They begin recorder in Grade One, read music by Grade Two/Three, and join Band in Grade Four/Five. In choir, they learn proper singing techniques and sing in parts. We take fun music field trips, including a bus trip to the symphony every April. Students have the opportunity to join a lunchtime ukulele club or take private lessons after school in singing, piano, guitar, ukulele, and theory. ART: Our youngest students begin to build confidence in their artistic abilities while being exposed to the elements of design. As the students mature they work on expanding their knowledge of the elements of design and applying them to individual and group projects.
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.
Our i-Hub is an intimate, interactive workspace, where we use 3D printers, Virtual Reality, robotics, electronics, and multimedia equipment to support learning across many subject areas. Our students demonstrate a remarkable aptitude for using technology to let their imagination and creativity shine. Some of the software used within the curriculum include Tinkercad, Sculptris, Calcflow, Arduino, and Raspberry Pi.
Our school technology is used on a regular basis. SMART technology is used for a variety of learning in different subject areas. Today's learners are accustomed to technology and use it in their daily lives. It is important to us to embrace technology and help students learn to embrace various avenues to their learning.
Web design
Robotics
Computer science
Our athletic program provides students with important life skills whether they play on competitive or intramural / house-league teams. Team and individual sports play a vital role in developing one’s physical, intellectual, social and emotional well-being. In addition to these benefits, athletic participation helps students develop self-confidence, sportsmanship, co-operation, discipline, commitment, pride and resiliency. At Hudson, we offer a wide variety of competitive and recreational sporting experiences for our students. Our students are encouraged to find their passion through physical activity and athletic involvements which will in turn compliment their academic endeavours as our students learn the value of hard work, commitment and discipline.
We have a fun and rigorous physical education program that begins in pre-K and is taught by a specialty teacher. There are also ample opportunities throughout the day for outdoor play engaging gross motor skills. Students are outdoors 2-3 times daily.
Play-based
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
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 teaching pedagogy encourages children to explore, investigate and grow. With the belief that children’s curiosity and innate sense of creativity should guide their learning, teachers engaging a Reggio approach observe children, support their interests and document learning to reflect on developmentally appropriate ways of expanding students’ knowledge. Long-term collaborative projects connect core academic areas of Language, Mathematics, Science and the Arts.
Kingsley offers both a half-day and full-day kindergarten program. Our play-based (Reggio Emilia-inspired) class offers many avenues for our young learners to thrive. Our small class sizes allow for individual attention and a balance of teacher-led lessons as well as time for each child to explore on their own and with peers. Our enriched curriculum consists of French, music, and physical education classes taught by specialty teachers beginning in kindergarten.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Learner Profiles are developed and used by Hudson teachers to determine where students are in their learning, what interests their students and how do their students best demonstrate new skills and knowledge. Because of our commitment to the individual student, Learner Profiles inform our teaching practices across the curriculum.
Our school approach is to meet each child from the place of their development and work from there. We believe in a differentiated approach for all children at our school. Classes are teacher led, and differentiation then applied.
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 promote a strong academic culture, by providing ongoing assessment of our students to ensure that we exceed provincial standards in math, reading, and writing skills. Both Developmental Reading Assessments (DRAs)—administered twice yearly—and the Canadian Test of Basic Skills (CTBS) continuously confirm our academic achievements in relation to provincial or national standards. Hudson College students understand that high academic performance is necessary to gain entrance into competitive university programs. To-date, Hudson graduates have experienced a 100% percent acceptance rate into the post-secondary programs of their choosing.
Kingsley has a tradition of having a supportive academic culture. This does not exclude our attention to academics or achievement. What it means for us is that we support each and every student to reach their unique potential. We address the whole child and all the aspects of their learning experiences.
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Not applicable
Not applicable
We are proud to help our students develop into independent, self-advocating, intelligent, global-minded individuals. While we promote independence in thought and action, our students also develop a strong sense of responsibility to their community. This strong sense of responsibility towards others is developed through the inclusion of topics that promote social awareness. Through a number of experiences, we equip our students with a strong sense of character, dedication to the community, and leadership skills, preparing them to take on leadership roles in a variety of future life and career opportunities.
Kingsley has a 40+ year history of a balanced approach to learning. We help build emotionally confident individuals who feel that they belong and are valued. We teach and practice leadership through our character curriculum. We promote physical activity through play, sport, and wellness. We encourage artistic expression through an in-depth music program. We guide our students to become creative and critical thinkers.
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
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
At Kingsley we believe in partnering with our parents. If a child is demonstrating learning difficulties we make sure to bring this to the parents attention. We work together to find the right solution for the family that we are able to support as a school. Families often have a team in place that we will work with, and if appropriate to our school environment as a whole, we welcome them into the school as support for the child.
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
Preschool - 5
8%
5%
$5,600
$5,000
48%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 5
No
No
No
No
Yes: grades JK - 9
No
Yes: grades 9 - 12
No
No
No
We’re always excited to meet kind, well-rounded and motivated students! Applicants should demonstrate overall academic readiness with at or above grade-level skills in math and language, as well as the ability to be consistently collaborative, respectful and engaged in the classroom. We particularly appreciate students with balanced personal interests, a self-aware approach to learning, and an interest in growing positive relationships with teachers and peers.
Kingsley School focuses upon achieving individualized student success, and best serves students who demonstrate: 1. The likely ability to successfully achieve through an I.D.E.A. pedagogy, involving all of the following: i. Inquiry – sparking curiosity through questioning. ii. Discovery - unravelling curious scenarios and solutions to inquiries. iii. Exploration – exploring and investigating in-depth solutions by using a hands-on approach. iv. Materials Analysis – building understanding, gaining knowledge, recording findings and inviting new inquiry. and 2. The likely ability to develop the level of emotional (intra-personal) and social (inter-personal) skills necessary to co-operatively and fully participate within a friendly but competitive school environment.
Register now for September 2023. Please call us at 416-233-0150, or email Louisa Williams at [email protected], to book a tour of our school. We will provide you with an enrollment package at the time of your visit.
Welcome to Kingsley!
