4391 County Road 29, Lakefield, Ontario, K0L 2H0, Canada
70 St. Clements Avenue, Toronto, Ontario, M4R 1H2, Canada
Indirect Support:
4391 County Road 29, Lakefield, Ontario, K0L 2H0, Canada
70 St. Clements Avenue, Toronto, Ontario, M4R 1H2, Canada
1879
1955
432
100
9 to 12
Preschool to 2
Coed
Boys, Coed
Boarding, Day
Day
English
English
Academic
Academic
Liberal Arts
Progressive
14
1 to 8
Learning
Developmental
In-class adaptations
$40,500 to $47,300
$8,500 to $20,500
$73,500 to $82,400
Yes
No
30%
0%
9 to 12
None
$30,000
$0
108
17
69%
0%
0%
85%
9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades Nursery/Toddler - 2
No
No
The first thing that people typically know about Lakefield is that the King of Spain studied here. And, truth be known, he did. That said, the reality of the school isn't perhaps of the sort that we might feel would attract a royal gaze. Lakefield is set in a rural setting, and while academics are strong, there is also a focus on physical activity and outdoor education as a vehicle for the development of interpersonal and leadership skills. As a result, students are more likely to be found on the ropes course or at the hockey rink than in quiet contemplation at tea time. Academics are rigorous, though lifestyle is, too, often creating a heightened level of engagement. Alumni, including royalty, conspicuously retain a very personal connection to the ongoing life of the school.
Read The Our Kids Review of Lakefield College School
information not available
The first thing that people typically know about Lakefield is that the King of Spain studied here. And, truth be known, he did. That said, the reality of the school isn't perhaps of the sort that we might feel would attract a royal gaze. Lakefield is set in a rural setting, and while academics are strong, there is also a focus on physical activity and outdoor education as a vehicle for the development of interpersonal and leadership skills. As a result, students are more likely to be found on the ropes course or at the hockey rink than in quiet contemplation at tea time. Academics are rigorous, though lifestyle is, too, often creating a heightened level of engagement. Alumni, including royalty, conspicuously retain a very personal connection to the ongoing life of the school.
View full reportSt. Clement’s was founded in 1955, and has been doing great work with young children ever since. The approach is based in creating a caring community of learners, with small class sizes and a close-knit student body. It’s telling that the school tends to express its size in terms of families; they say that they are able to serve up to 200 families. Indeed, there is a real sense of partnership and involvement with families, as wholes, rather than simply a group of children. It’s that approach that informs the reputation of the school. The facilities nicely reflect St. Clement’s age and pedigree, while the interiors and appointments are at the cutting edge of early childhood instruction.
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"Excellent teachers who care about the students and give them their all."
Jan Dunk - Parent (Sep 05, 2018)
LCS is an amazing school that offers a wide range of top notch classes. The staff is phenomenal and ...
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"The vibe on the campus is contagious, everyone is supportive, encouraging, respectful and caring."
Suzanne Scarrow - Parent (Mar 08, 2021)
Our son attended Lakefield College School for Grade 12, instead of doing CEGEP in our home province ...
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"The academic culture is one based on meeting students where they are at and pushing them forward. "
Paula Mbonda - Parent (Mar 08, 2021)
If I was to describe LCS in one word I would use Kindergarten. Remember that time in life when play-...
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"love the teachers and the students"
Jennifer Majer - Parent (Mar 12, 2018)
My children love the teachers and the students at SCELS. We have met a lot of great families while ...
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"As the leading benchmark for Early Childhood Education since 1955, SCELS has stuck to its promise. Our promise is to provide an exceptional, individualized program that works best for your child. With an intimate staff of twenty, and small class sizes in one of Toronto’s historic landmark churches, we’ve developed a reputable program that encompasses a balanced academic and social/emotional curriculum from Nursery to Grade 2. Contact us at [email protected] to book a tour or visit www.scels.ca ."
"Through intimate class sizes, an Individualized Program, well-curated curriculum, and access to phenomenal resources, SCELS is able to understand each child’s specific learning style and guide them at the appropriate level. Ultimately, this helps shape confidence and build a strong sense of self."
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"Because of our focus on Individualized Learning, SCELS is often chosen by parents looking to gain a more intimate learning environment with a high focus on academic, social, and emotional growth."
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"The importance of the SCELS community is something families take with them long after graduation. Being a more intimate sized school, the friendships formed here as well as fundraisers and community events can leave a lasting impression on families of the school."
"Our Kindergarten classes are approximately between 14-17 students with two teachers (RECE/OCT certified). This is especially small compared to many other schools in Toronto. This allows teachers the appropriate time with each student to understand their learning styles and set goals that are attainable and suitable to their level."
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For generations, graduates of The Grove have earned admission to some of the most prestigious post-secondary institutions in Canada and the world, and have pursued their passions in a wide variety of fields successfully. They have contributed on the local, national and international stages—good caring people equipped to do important work. Their achievements fortify us with the confidence to build on the solid foundation of the school's greatest strengths.
We are incredibly proud of our community—our staff and students in particular!—and we are excited about the future of Lakefield College School.
We value the confidence that the hundreds of families have placed in us over the years. With their assistance, our skilled and dedicated teachers have been able to lay a solid educational foundation beneath more than 2,000 children. Our students graduate to one of the many prestigious private schools, or into one of the fine public schools in the city. Their success is a source of great pride for us.
Each and every year, from early September until the following June, our primary goal is to understand each child’s individual learning style and then teach them at the appropriate level. Our mission is to have no one “falling between the cracks” at St. Clement’s Early Learning School.
Though our goals are large at St. Clement’s Early Learning School, our size is not. There is ample opportunity for us to get to know you and your family’s educational needs.
I look forward to hearing from you.
Marsha Hamilton,
Principal
Progressive
Information not available
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
We believe strongly in the education of the whole person, our teachers and courses also place emphasis on leadership and character education. In order to prepare students well for the challenges of university and life in a rapidly changing world, Lakefield\'s faculty engage students in academic activities which will enable them to develop disciplined habits of study, critical thinking skills, and a talent for co-operative problem-solving. In addition, students are given significant opportunities to use a variety of educational approaches including experiential, collaborative and interdisciplinary methods along with digital tools to enrich their learning. In order to ensure intellectual breadth, students at Lakefield are required to study a core curriculum which reflects the requirements of the Ontario Ministry of Education.
The SCELS curriculum is carefully designed with the understanding that each child is unique. Therefore, every child at SCELS has an individual program plan created through ongoing assessment and observation by the classroom teacher(s). As a result, we provide our students with engaging learning experiences aimed at building and enhancing their skills in all developmental areas. Our goal is to create a total learning environment where all the children of St. Clement’s Early Learning School experience educational success.
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.
The Learning Carpet, a floor grid consisting of 100 squares, promotes kinesthetic learning of many important concepts in mathematics, as well as mapping skills and language activitie. It is used in all five program levels at St. Clement’s Early Learning School. Mathematical learning at St. Clement’s Early Learning School includes games, activities and materials that provide a foundation for understanding mathematical concepts. Math is included in our daily routine, as well as into other school related activities. For example: Attendance Calendar Weather Chart Number Line Creative Activities All teaching staff have a background in teaching math concepts in several different ways. This is important because some children have various strengths and our teaching staff teaches to their strengths. We provide the children with ample opportunities to practice various math concepts throughout their day.
Other tools used to teach math to the children are time, age, addresses, phone numbers, cooking and measurement. Learning addition, subtraction, counting and shape recognition doesn’t have to be boring at all!
We do not currently have a calculator policy.
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.
Information not available
SCELS offers a multi-sensory approach to Language. This includes Jolly Phonics/Grammar, Handwriting Without Tears and various support programs. Our Language program is based on a Balanced Literary approach. Jolly Phonics/Jolly Grammar: Our Jolly Phonics program provides a structured learning tool which the children really enjoy. This phonics program introduces 42 main letter sounds, followed up with activity sheets and games for reading and spelling. Each letter is taught with a story and related actions for the children to perform. Jolly Grammar is an extension of the Jolly Phonics program. This program teaches a wide variety of language forms including the parts of speech, plurals, punctuation and the tenses past, present and future. It also teaches various spelling rules, including defining aspects such as short vowels.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading 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.
Handwriting Without Tears: This unique program’s purpose is to make handwriting an automatic and natural skill for children of all ability levels. Children who can write well, with ease and confidence, enjoy school more and feel more pride in their work. Handwriting Without Tears makes handwriting fun and easy to learn.
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.
Our science program at SCELS puts a strong emphasis of the scientific method. Students are encouraged to ask questions, explore and engage with material, solve problems and reflect upon their results. Science and social studies lessons are supplemented with a variety of hands-on projects, experiments, field trips and workshops to maximize student involvement and understanding.
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
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
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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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Social Studies lessons are supplemented with a variety of hands-on projects, experiments, field trips and workshops to maximize student involvement and understanding.
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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All of the children at SCELS take part in our French program. Children in half-day programs have French once a week and those in full-day programs have French twice per week. French is taught orally for our Nursery and Kindergarten students. The children are introduced to concepts like colours, numbers, animals, holidays and cultural understanding. In the Primary Program, a written component is included.
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.
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Music: Each Thursday, Michael Anderson, a veteran early childhood educator, spends the day providing an enriched musical experience for the children. Mr. Anderson draws on music from around the world and uses a wide variety of instruments such as the Conga, Talking Drum, Koto, Tabla and Tibetan Singing Bowls. Dramatic Arts: Drama is integrated into a variety of subject areas to enhance student learning, enhance presentation skills and spark creativity and self expression. Visual Arts: Students at SCELS are given the opportunity to explore and create with a variety of artistic mediums. Students develop their creativity, spatial awareness and fine motor skills through drawing, painting, collage, sculpting and mixed media. Our visual arts activities often correspond to curriculum areas to help students broaden their understanding of the material and appeal to visual and hands-on learners.
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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Children are exposed to the use of computer technology within the classroom throughout the week.
Web design
Robotics
Computer science
Information not available
All of our programs include physical education in addition to outdoor and gross motor development. Children take part in gross motor activities daily. Gross motor development will include running, jumping, using objects in different ways, balancing, etc. Physical education takes place one or two times a week, depending on whether a child is registered in the half-day or full-day program. The children are taught specific skills such as ball handling and eye-hand coordination, with a focus team building and healthy living. Specialized coaches are brought in to teach skills and concepts associated with different sports in a fun, supportive and non-competitive environment. Yoga at SCELS is an excellent way to teach the children a universal method to self-regulate and ready their brains and bodies for learning. Yoga is first introduced in the Nursery program and is practiced up to Grade Two.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The SCELS curriculum is carefully designed with the understanding that each child is unique. Therefore, every child at SCELS has an individual program plan created through ongoing assessment and observation by the classroom teacher(s). As a result, we provide our students with engaging learning experiences aimed at building and enhancing their skills in all developmental areas. Our goal is to create a total learning environment where all the children of St. Clement’s Early Learning School experience educational success.
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.
Information not available
Supportive
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 “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.
Information not available
"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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Information not available
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
Extra support
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
At SCELS we classify each child with a special need as unique. We conduct thorough observations and interviews to determine if the school can meet the child's needs. SCELS has an Early Intervention team that includes a Speech and Language Pathologist and Occupational Therapist. Our Early Intervention team will follow the progress of the child and continue to make recommendations and give strategies to the child and family while at the school. The optimal goal at SCELS is to get the child ready for their next learning environment, promote Independence, problem solving and understand of how the child learns.
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
9 - 12
30%
0%
$30,000
$0
0%
85%
9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades Nursery/Toddler - 2
No
No
No
No
No
No
No
No
No
No
1. Begin Your Admissions Journey
Contact Valerie Marlow, Admissions Office Manager, to begin receiving step-by-step guidance through the admissions process
Submit an inquiry
2. Complete an Online Application
Complete an application to receive:
Day Applicants－please note the following application review deadlines:
November 15, 2023－Application Deadline
Applications received after November 15, 2023 will be considered on a rolling basis for enrolment pending availability of space, or for wait pool consideration.
Boarding Applicants－are encouraged to apply at your earliest convenience:
Completed applications are reviewed on a rolling basis and spaces are limited
We are looking forward to assisting you with the admissions process.
For more information on availability, please contact [email protected].
3. Submit Supporting Documents
4. Tell Us Your Story
5. Receive an Enrolment Decision from LCS
Your child’s journey at SCELS begins with a tour, observation and meeting with our Head of Admissions. Application packages will be offered accordingly, we also have an Open House in October which is open to the public. We look forward to welcoming you and your family to St. Clement’s Early Learning School.
If there are any further admission questions, please contact Admissions at [email protected].
