3962 Bloor Street West, Etobicoke, Ontario, M9B 1M3, Canada
1367 Altona Rd, Pickering, Ontario, L1V 1M2, Canada
Indirect Support:
3962 Bloor Street West, Etobicoke, Ontario, M9B 1M3, Canada
1367 Altona Rd, Pickering, Ontario, L1V 1M2, Canada
1981
2014
40
75
Preschool to 5
Nursery/Toddler to 6
Coed
Coed
Day
Day
English
French
Academic
Academic
Traditional, Reggio Emilia
Montessori
Varies
5 to 18
Learning, Developmental, Behavioral
Dedicated gifted school
$7,000 to $12,000
$8,400 to $17,000
Yes
No
5%
0%
Preschool to 5
None
$5,000
$0
4
7
0%
0%
90%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 5
Yes: grades 2 - 6
No
No
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When 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.
View full reportThe French immersion programs that Canadians are most familiar with were born out of the multicultural movement of the 1970s, and to some extent, they continue to reflect their age. The public school immersion programs begin, most typically, with Grade 1. Which is strange, given what we know about language acquisition, including uptake as well as the overall academic benefits of leering a second language. Ecole Montessori offers a rich program that addresses precisely that, providing an early and authentically immersive French-language program. Given what we know about what learning languages can do for cognition, confidence, and just general academic engagement, the question isn’t “should we enroll in immersion?” but “why not?” The Ecole Montessori program has a lot to offer, including a strong basis for children to advance to immersion programs in the primary years. Class sizes are small, allow for a high level of student-teacher engagement. The summer camp programs offer a nice opportunity for students to continue in a familiar environment outside the standard academic year.
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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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"The other students were also very helpful towards her and helped her to speak and read French."
Sutha Ananthakumar - Parent (Sep 15, 2021)
My child’s experience at Ecole Montessori is great. She entered the school with no knowledge in Fr...
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"...the teacher took our feedback to work with our daughter to develop her leadership skills."
Dianne Tamburro - Parent (Sep 21, 2021)
Our daughter loved her first year at Ecole Montessori. She loved everything from the curriculum to t...
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"My daughter likes the smaller class sizes and the attention she receives from the teachers."
Tina Cox - Parent (Aug 05, 2022)
My daughter started attending École Montessori in grade 2 during the Fall of 2020 and has now compl...
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"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!"
"F4T École Montessori is Durham Region's premier French Montessori and private school for students aged 2.5 to 12. École Montessori students master French while balancing an academically enriched environment. Our students are given freedom and support to question, probe deeply, and make connections in all the academic avenues in the classroom. Our students are confident, enthusiastic, and self-directed learners who seek knowledge and understanding of the world around them."
"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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"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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"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."
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"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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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)
At École Montessori, our highest dream is that every single child who passes through our school doors will be inspired and become so courageous to follow the highest calling in their lives. We desire that every student will dream impossible dreams and be so audacious as to know that they can achieve them.
Montessori
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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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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).
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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.
The fundamental principle of Maria Montessori’s method is to value a child’s naturally inquisitive and developing mind to foster learning in an intuitive and natural way. In our school, children learn and socialize with older children, while the older students help solidify concepts and ideas by teaching them to younger students. This way, no child is limited by his or her age group, and every student has opportunities to learn. Gifted children are curious and ask a lot of questions, they take their own approach to assignments, they have a large vocabulary and enjoy interacting with older students, they have original ideas, they are cognitively advanced and are able to self-teach new skills and they are sensitive to their environment. Montessori education is tailored to create critical thinkers
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.
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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Phonics-intensive
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.
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.
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.
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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.
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.
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Equal Balance
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.
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.
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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
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.
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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 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.
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.
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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Communicative
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.
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.
Kingsley offers students French instruction beginning in junior kindergarten. Our students are introduced to language through songs, poems and fun interactive learning opportunities.
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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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Creative
These programs have an equal emphasis on receptive and creative learning.
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.
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.
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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.
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.
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Web design
Robotics
Computer science
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.
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Montessori
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.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
At F4T École Montessori we offer an education that is based on self-directed activity, hands-on learning and collaborative play. In our classrooms, children make creative choices in their learning. Our teachers offer age-appropriate activities to guide each student in their learning. Children work in groups and individually in order to discover and explore the world around them.
Standard-enriched
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.
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.
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.
Each classroom is different and depends on its students. Depending on the activities, students are paired according to their strengths and weaknesses.
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.
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”.
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.
We have benchmarks that we have set for our students; however, as a classroom is made of up a of many different types of learners and we understand that not all students will reach the same benchmarks at the same time. In the early years of education, the learning process is most important. The love of learning is what will ensure future success. Informal activities are given during the year to see where students are in their comprehension. Observations are shared with parents.
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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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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.
Students who have social awareness can empathize with others and will become great citizens of the world and agents of change.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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.
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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
Preschool - 5
5%
0%
$5,000
$0
90%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 5
Yes: grades 2 - 6
No
No
No
No
No
No
No
No
No
No
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!
Students entering the second year of the elementary program must have prior French knowledge.
