33 King's-Edgehill Lane, Windsor, Nova Scotia, B0N 2T0, Canada
68 Daisy, Etobicoke, Ontario, M8W 1S1, Canada
Indirect Support:
33 King's-Edgehill Lane, Windsor, Nova Scotia, B0N 2T0, Canada
68 Daisy, Etobicoke, Ontario, M8W 1S1, Canada
1788
1985
380
230
6 to 12
Nursery/Toddler to 6
Coed
Coed
Boarding, Day
Day
English
English
Academic
Academic
Traditional, International Baccalaureate
Progressive
15 to 17
13 to 15
Learning
Dedicated class; in-class adaptations
$18,800
$13,500 to $23,200
$44,250 to $58,800
Yes
No
33%
0%
6 to 12
None
$15,000
$0
54
21
55%
0%
80%
0%
6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
6, 7, 8, 9, 10, 11, 12
Rolling
Mar 30, 2023
Rolling
Not available
Yes: grades 6 - 12
No
No
No
information not available
information not available
King's-Edgehill School is the oldest independent school in Canada, and was founded as King's Collegiate by United Empire Loyalists in 1788. It was given royal assent by King George III the following year, the first instance that honour was bestowed outside Britain. The initial goal of the school was to prevent young men from traveling abroad to receive an education, men that would be needed to stay to administer and defend the colonies. While the school remained small, its alumni took prominent roles in military, legal, religious, and political life (including two fathers of Confederation).
So, yes, there’s an impressive history here, in all kinds of ways. That said, the school has changed considerably over the years. The historic buildings have been augmented by recent, and very sympathetic, development, all set on a 65-acre campus. It’s, frankly, beautiful. The academic program is as rigorous as it is supportive, and the school attracts students from around the world, creating a diverse, vibrant, exceedingly modern student population.
Vincent Massey Academy couples a strong school community—one built over the course of more than three decades—with individualised instruction in settings that reflect, in all the best ways, the communities that they sit within. The program has grown considerably since the early days, which is always a good sign, and now operates two campuses. The interior spaces are bright, uncluttered, and inviting—the school understands that environment is important, and it shows. Instruction is cross curricular, and driven by student directed inquiry, in many ways very purposefully drawing on the best practices of the Reggio Emilia approach. The quality of the before and after care programs are a draw, so much so that a long roster of area schools have partnered with them in order to serve their own parent populations.
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"“Be More” at King’s-Edgehill School, an IB Plus school since 1979 and Canada’s first independent school. Surrounded by the unparalleled beauty of our 92-acre campus in the safe and friendly province of Nova Scotia, study at a school that offers more at every turn and expects that by doing more and giving more, you will become one of the School’s highly successful graduates. Graduates who attend the world’s top universities and earn more than $2 million in university scholarships annually."
"A staple in Etobicoke for over 30 years, Vincent Massey Academy (VMA) has developed a long-standing reputation in the community for excellence in early education. VMA offers a Reggio-inspired environment for students in Kindergarten to Grade 6, where our mission is to support our students in discovering their individual potential through a balanced education. We believe that young minds deserve an education that reflects our changing world, where they can develop, achieve, learn, and explore fearlessly."
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"In a class size of 13 students for Kindergarten and 15 students in our Grade 1-6 classrooms, our students are provided with a space that allows for individualized learning, strong relationships between teachers and students and between peers, and learning that is built around the needs and interests of the students in our classes. Our classrooms celebrate diversity and individuality and take careful efforts to allow our students to be heard, seen, and understood at an individual level."
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"By ensuring intimate class sizes, VMA offers students an educational space that celebrates individuality and considers all avenues of developing the whole child. Our student's voices are heard and reflected in the learning that they take part in. Their voice and autonomy in their learning guide them in becoming confident and competent global citizens, and supports them in seeing themselves and how they fit into the changing world around them."
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"VMA is located in the hub of our community and has access to many local resources and community personnel. As part of our approach to developing the whole child, our programs frequently head out into the community to help our students draw real-life connections to the learning taking place in their classroom. Our programs visit local food banks, the library, local restaurants for cooking programs, and parks to extend their classroom learning experiences."
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My wife Belinda and I have lived on campus for eleven years and we love this school more than ever. You know why? The students are genuinely kind and warm and “real”. We don’t know for sure if it is because Nova Scotians are naturally friendly and welcoming, or whether King’s-Edgehill School itself has a uniquely respectful and happy culture. Whatever the reason, we love that everyone feels like they belong here. As a result the campus is a remarkably happy place and despite our high academic expectations students tend to get higher marks than ever before. Maybe it is because of the support they receive. Maybe it is because students like their teachers and feel that their teachers genuinely care about student success and emotional well-being. Maybe it is because when teenagers feel accepted, like they belong somewhere, they can concentrate on doing their very best rather than what they need to do to fit in or be liked.
Just under 400 students, King’s-Edgehill is small but mighty. We are small enough to know everyone really well, but large enough to do big things and to compete with schools much larger than us (and win!). Be it debating or robotics, math competitions or sport, we have an impressive record of success provincially, nationally, and internationally.
I love the diversity of our students too. Although two-thirds are Canadian, there are students from every continent and thirty different countries here. It is fabulous to see our Canadian students make best friends from Japan and Barbados, or Germany, or Ghana! Our annual Cultural Fair is an unbelievable feast of food and entertainment from around the world.
If you are interested in a school where it is cool to work hard and get good grades and go to university… if you want a place that is not pretentious and values humility and gentleness… if you are looking for a place that is an oasis of kindness and high achievement: then King’s-Edgehill School is definitely worth a look.
Come and see what brought Belinda and my family to Windsor, Nova Scotia. Like us, you may feel you belong here too.
Sincerely,
Joseph Seagram
Our goal in opening the Day School is to continue to question what it means to learn as a young student; to truly observe and understand what types of skills and knowledge aid us as we advance through life. Our approach to learning strives to consider how we learn in all avenues of life and replicate that in our classrooms. Education is no longer about the answers; it is about the path and perspectives we take to get there. Now more than ever, we want to support our students in communication and collaboration, as we ask real questions about the world around us. To know is one thing, but to build their own understanding allows young minds to apply their knowledge to everyday life.
In part of this approach, we recognize the importance of collaborative support between teachers and families. With that, we hope to foster an environment that welcomes parent involvement, ongoing open communication, and a sense of community. Our teachers and management alike, are a team of passionate educators that are in this field to bring out the best in each and every one of our students, and we are excited for the opportunity to work together to support our students in exploring their own paths to success.
We are looking forward to having all of you a part of the journey with us. Your support and trust in us give us all the faith in knowing that we will always continue to provide the highest level of education for your children.
Progressive
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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The delivery of a challenging and robust curriculum while respecting each student’s learning style is a cornerstone of our academic approach at King’s-Edgehill School. Being committed to the world class International Baccalaureate program inherently challenges each student to a higher level of understanding, often beyond their own expectations. Alongside of this is the notion of small class sizes and individualised learning whereby each student is aided in their own integration and adoption of the content at hand. Along with the theoretical is the actualization of knowledge where students take what is taught in the class and apply it. Ethics studied in the class becomes part of the dialogue in our Dignity and Respect meetings, math acquired via a course become the foundation for precise mechanistic movement for our winning robotics teams. In and through all of this is the cultivation of the joy of learning, where difficult problems become opportunities grow and perhaps help others. Supporting this is a dedicated Success Center, advanced technology in each class, and a vibrant faculty committed to each student.
The development of each student to reach their individual potential is the basis of all programs at Vincent Massey. We believe that a child’s potential is best met by setting a foundation that prepares them for all aspects of life, not just academia. The development of the whole child widens the scope of learning and provides a diverse, well-rounded education in social, physical, and emotional aspects of life. Learning is made approachable and engaging by our teachers who specialize in facilitating learning environments that meet the needs of all our students. Teachers develop lessons based on the interests, needs, and development levels of the students in their classroom, ensuring a well-balanced education for everyone. Our balanced approach to education is facilitated through experiential- and inquiry-based curriculum, cultural and character education, and enrichment programs, to ensure that success is felt throughout all avenues of life. Our programs still use a specific scope and sequence for learning literacy and math skills.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Our Math Program follows the Ontario Curriculum. VMA tailors each student’s math learning to the individual student. Through observations and assessments, each child is met at their level to ensure they are being challenged daily. We use a mastery approach to math to ensure students completely comprehend a concept before advancing. This approach allows students to advance through these concepts at their own pace, never capping the grade level curricular expectations that they are working at. In small groups and/or individually, teachers are able to work along side students to reach their individual potential.
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Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Our Literacy Program follows the Ontario Curriculum. VMA tailors each student’s literacy learning to the individual student. Through observations and assessments, each child is met at their level to ensure they are being challenged daily. Our teachers are trained in the Science of Reading approach to literacy. This approach is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. In small groups and/or individually, teachers are able to work alongside students to reach their individual potential.
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.
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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.
Reggio-inspired learning puts the interests and inquiries of the children at the heart of the learning that takes place in all our classrooms. The goal of our Investigative Research/science block is to build knowledge as a class in real, authentic problems they see around them. This learning block is designed to be collaborative, exploratory, and cross-curricular. The process of this exploration allows our students to guide their learning, deepen their thinking, and take risks and allows every student to be a valued contributor to the knowledge we build as a classroom.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Our Investigative Research blocks allow our students to ask real questions about the world around them. Our programs focus on higher-order thinking to improve their critical thinking and creative problem-solving skills. Students will be directed to focus on understanding and applying knowledge to analyze, evaluate, and create knowledge.
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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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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.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Dance, drama, and artistic expression are critical vehicles for learning in a Reggio-inspired classroom. They are used to allow our students to interpret experiences on their own and express their understanding in a personal manner. VMA incorporates the arts in many of our investigative research projects and explorations. Students receive a minimum of one art exploration a week but often have much more opportunity for art, particularly in our Kindergarten classrooms Throughout the school year, VMA highlights different communities of artists through a school-wide artist study. Classrooms have studied Indigenous artists in the month of October, Black artists during Black History Month, and LGBTQ++ artists during Pride month. VMA's art program is also extended with programs throughout the year with specialized learning experiences. Such as improv classes, and African Fusion Dance.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Web design
Robotics
Computer science
Every student at King's-Edgehill School particpates fully in our sport and wellness program. Students do their chosen sport on a daily basis. Students will choose three sports each year by term (Fall, Winter, and Spring) and particpate in the sport for the duration of the term. We offer a range of both competitive and recreational sports.
In part of our approach to developing the whole child, we seek to ensure that our students take time to care for themselves throughout the day. On a daily basis, students are provided with time for meditation and are supported with ongoing conversations about taking care of our bodies and our minds. As a part of our physical education curriculum, VMA offers a minimum of 3 specialized sports programs for 4-8 week sessions. Specialized coaches from outside of VMA teach these programs. Sports may include but are not limited to karate, skating, soccer, basketball, and gymnastics. VMA's physical education program also extends into the community to participate in baseball, tennis, cross country, and tobogganing. VMA also has regular access to Franklin Horner community centers gym for indoor sports days such as Floor Hockey Day and Basketball Day.
Reggio Emilia
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.
Our balanced approach to education ensures that success is felt throughout all avenues of life. We believe by equipping our students with the tools to succeed not just academically - but emotionally, socially, and physically - we equip students with the skills necessary to navigate all aspects of life. On a daily basis we provide leaders of the future with the opportunity to test and develop critical thinking, problem solving, communication, and innovation skills. We encourage them to ask questions, take risks, and collaborate with peers to help them in building a growth mindset and take agency over their learning.
Student-paced
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Students generally keep pace with the Ontario curriculum, but our programs aim to ensure students are being met on an individual level. Students regularly engage in working 1:1 with their classroom teacher in literacy and math concepts.
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.
The first few years set the foundation for learning for the rest of a child’s life. VMA provides an inquiry-based, cross- curricular education in which students are presented with the opportunity to explore many different avenues of learning. Vincent Massey promotes confident, curious, resourceful learners who respect and value the individual differences of their peers.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The environment we created for our students at VMA is used to mirror real life, while simultaneously providing them with skills and strategies to navigate the unexpected bumps along the road. Students are given opportunities to discover themselves and their interests in a safe and accepting space and encouraged to make mistakes along the way.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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
6 - 12
33%
0%
$15,000
$0
80%
0%
6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
6, 7, 8, 9, 10, 11, 12
Rolling
Mar 30, 2023
Rolling
Not available
Yes: grades 6 - 12
No
No
No
No
No
Yes: grades 6 - 12
No
No
No
No
No
We love enthusiastic and motivated students who embrace our "be more" philosophy. We are looking for students who are keen to be involved in the four pillars that form the foundation of our school (academics, athletics, fine and performing arts, and leadership through service).
King's-Edgehill School requires applicants to complete our student application and send this along with a copy of academic records for the past two years to begin the application process. All domestic applicants are encouraged to schedule a visit to campus during which they can write their entrance test and interview with the Headmaster. When distance is a factor, we are pleased to arrange for the Headmaster to conduct the interview by skype.
