279 Burnhamthorpe Road, Etobicoke, Ontario, M9B 1Z6, Canada
95 Bellevue Avenue, Toronto, Ontario, M5T 2N8, Canada
Indirect Support:
279 Burnhamthorpe Road, Etobicoke, Ontario, M9B 1Z6, Canada
95 Bellevue Avenue, Toronto, Ontario, M5T 2N8, Canada
1893
2008
50
155
JK to 5
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Montessori
10 to 12
10 to 24
Learning, Developmental
In-class adaptations
Dedicated gifted class
$7,880 to $13,240
$18,700 to $20,700
No
No
0%
0%
None
None
$0
$0
6
12
0%
0%
95%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3
Rolling
Rolling
Not available
Not available
Yes: grades K - 5
Yes: grades 1 - 6
No
No
information not available
information not available
Olivet was established in 1893, though through moves and development, the school doesn’t reflect its age. Nevertheless, there is a continuity which, if less overt, remains within the life of the school. The academic program is strong, though families also turn to Olivet due to an appreciation of the context that the school provides, including an attention to spiritual and personal growth. The aim of the school is to provide a foundation for life, and for learning after the children go on to other schools after grade 5. The property accesses green space, allowing the lessons to extend to those about environment and environmental stewardship. Parental involvement in all aspects of the life of the school is very high, a function of the school’s size. All of that combines to create a community atmosphere that extends beyond the classroom, and beyond the walls of the school. The ideal student is one who will thrive in a challenging, close-knit academic environment.
View full reportThere are various aspects to the Montessori model of instruction, though Westside nicely addresses not only what Montessori is, but also what it can mean in the longer-term. Maria Montessori didn’t think small—her classrooms, she felt, could be a doorway to many things, including world peace. That’s a very big thought of course, but within it is that idea of the longer-term, the belief that education is about the future of a society through addressing the future of each child. At Westside, that’s very much the intention: to give young students the basis for success in their education, and ultimately, success in life. The vibrancy of the surrounding Kensington Market community finds its way, very happily, into the classroom as well. Core literacy and numeracy are important, though there is also an attention to esteem, executive functioning, and social interaction. Rightly, families look to Westside, often principally, because of the program’s attention to those foundations.
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Quality instruction, attentive faculty
Monica De Oliveira - Parent (Jan 24, 2018)
MY daughter loves going to school and she only dislikes the times I come earlier to pick her up or t...
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A positive learning environment, inside and out
Claire Hurd - Alumnus (Feb 28, 2018)
Olivet nurtured my academic talents and helped to grow my social confidence. I became part of a true...
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"I was excited to go to school"
Julianne Diab - Alumnus (Feb 28, 2018)
My overall experience at Olivet School was very positive. I remember being happy and comfortable wit...
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"They have instilled in her a love for learning..."
Georgina Lopez - Parent (May 08, 2018)
I cannot say enough good things about this school. I am so happy I discovered it 4 years ago for my ...
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"At Olivet School, we focus on creating a warm, caring environment for your child by maintaining small class sizes and incorporating Christian values and character development into all that we do. We integrate Christian values in everything from seeing His beauty in nature and play to academics and music! Our students love our Good Deeds Tree which teaches them compassion and service to each other and enjoy our daily observances – together these exemplify our dedication to developing the “whole child”."
"From the earliest years through adolescence, Westsiders radiate self-confidence and a love for learning. Our two downtown campuses, each with expansive green space, offer Toddler (1.5-3yrs), Casa (3-6yrs), Elementary (6-12yrs) and Adolescent (12-14yrs) programs that are holistic, bilingual (French) and academically challenging, while staying true to Montessori Philosophy. Our children develop strong executive functions, a love of and connection to nature, and a sense of belonging and commitment to their community."
"Individually focused leaning. Our small student to teacher ratio allows more attention to each child. Not everyone learns at the same pace so the smaller classrooms allow for the individual learning. We are very good at teaching the WHOLE child. We care concerned with their spiritual wellness, their social emotional learning, their physical growth and their academic pursuits."
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"Families choose Olivet School for our unique, grounded and caring approach to learning. Over 150 years ago, we lead the way in teaching with small class sizes and integrated learning. Our school is deeply rooted in strong morals and values that teach our students much more than academics - it teaches them how to be a "good" person in the world."
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"Kindness, giving, and the fundamentals of learning the values of being a "good" person and a good Christian are just some of the significant reasons for enrolling at Olivet School. Here your children will begin a learning journey not just of academics, but of strong Christian values, while experiencing a feeling of being cared for and supported."
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"Families find it surprising to learn that we have a rich history spanning almost 130 years and that we grew out of a growing need for faith-based learning, character development and overall growth.
When families come to visit our school, they often remark on the age of the school and history of the school, architecture features: exposed brick, original wood, how the building was built over time."
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I believe in the true value of our school, and am thrilled to be Olivet School’s Principal. Olivet School provides students with unparalleled one-on-one instruction, with the ever-present goal of producing outstanding citizens who strive to engage wholeheartedly in life, and in their communities. Basing learning goals on the Ontario Curriculum, and infusing it with the teachings from the Bible, our teachers build the foundations for students’ learning in academic subjects, as well as in their development as compassionate individuals. We excel at character education, continuously striving to cultivate each student’s gifts and talents, encouraging them to work to the best of their potential, and inspiring them to be caring, honest, and considerate of those around them.
Olivet School is a joyful place to work, play and learn, but don’t take our word for it. Have a look at our brochure, and then contact us to see for yourself!
Children present us with opportunities to think about the world in new and fascinating ways. I am blessed to share my days with our Westside students and my evenings with my own child, who is three. A few months ago, when explaining to my son Wyatt that I work at his school and we may see each other from time to time, he began with the “Why? Why?” that educators and parents are extremely familiar with. He wanted to know why I work at his school, “Because I like to help children and teachers.” “Why?” “Because I love children.” “Why?” Up until this moment, the conversation had been easy, really easy. This was a huge question and he was awaiting my response, “I love children because within each child lies an opportunity for a better world”.
Maria Montessori, who lived through two world wars, believed that through children, we can achieve world peace, and I quote, “Establishing lasting peace is the work of education; all politics can do is keep us out of war.” Mahatma Gandhi met Maria Montessori in 1931, and she invited him to speak to a group of Montessori teacher trainees. He said, “If we are to create peace in our world, we must begin with our children.”
They are right, if peace doesn’t begin with the children, it doesn’t begin at all. Spending time with these beautiful souls reminds me on a daily basis that anything is possible and they will lead us there. We must give them the opportunity, trust and confidence to make it happen. We must have faith in their development and know that they will arrive.
I invite you to set up a time to come to Westside Montessori School and learn more about our programs and the independent, motivated and compassionate students we are guiding.
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.
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Caring Atmosphere Promoting Personal Growth The caring educational atmosphere is a vital part of learning at the primary levels. Achieved through attentive, loving teaching, small class sizes, and firm standards of behaviour, our hope is to give young children the experience of a gentle extension of the home. This atmosphere provides them with the predictability and stability to form a base of confidence, honesty and considerate behaviour as they grow into adulthood. Learning Current Curriculum Integrated with Religious Values Christian values and standards of behaviour and philosophy are woven into everything we do at Olivet. Our teachers choose to make their careers at Olivet because they love the opportunities to engage students with important religious questions while pursuing studies in today’s Ontario curriculum. Through this enriched approach to curriculum Olivet is a leader in character development; the kind which guides a student through his or her whole life.
Every child is an individual, captivated by different things at different times. We personalize your child’s learning experience by creating individualized lesson plans based on their interests, level of understanding and experiences. In this manner, every child is introduced to all aspects of our curriculum at the right time in their development. Children who graduate our program will be prepared for the next step in their education, private or public, with a genuine love of learning. They will have an increased curiosity about the world around them and the confidence necessary to take on new academic and social challenges.
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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.
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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.
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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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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.
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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
Not applicable
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In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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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
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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French is introduced from preschool onward. Our program is built around the acclaimed AIM method which moves students rapidly into conversational French rather than just filling out worksheets and conjugating verbs. The students learn gestures to reinforce new vocabulary and build towards performing a French play at the end of the year. This program produces amazing results; one of the most important being that students enjoy, rather than dread their language classes.
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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 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.
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The Olivet music program starts in preschool and lays a solid foundation of delight as well as competency in music. Starting from basic songs, rhymes and percussion instruments at the younger levels and working towards reading, writing and performing music on a range of Orff instruments, Olivet students receive an inspiring, creative and thorough background in music. Our two yearly whole school concerts are a highlight for parents and extended families. Drama and dance are integrated into our French and music programs for the students in Grades 1 to 5, in our French Show in the spring and musical production near the end of the school year. Dance is further supplemented as part of the physical education program. In the Kindergarten class students memorize and perform poems and short skits throughout the school year for the rest of the school.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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In the upper grades students are provided with a laptop to be used in school for preparing reports, research and other class work, as deemed appropriate by the teacher. In the lower classes, classrooms have laptops that are used by the students when appropriate, for educational software, typing practice, etc.
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Web design
Robotics
Computer science
Students are introduced to age appropriate physical activities as per the Ontario Curriculum. At Olivet School we introduce students to a wide range of games and sports, develop coordination; ball skills and fitness; instill qualities of teamwork and perseverance; and include lots of fun. Our emphasis is on participation, skill development and enjoyment rather than competition.
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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.
Kindergarten is treated as a transition year to the formal education process. The children work on number, colour, shape and language skills, these are balanced with lots of attention on social development among peers and teachers. We introduce foundational ethical ideas: helpfulness, teamwork, caring for the environment, respectfulness and safety. Kindergarteners are taught about heaven, the presence of a loving Creator, and the constant care He provides through angels and parents.
The Montessori classroom is a nurturing, bright and spacious environment specifically prepared for children. At WMS, children engage in a variety of activities; some enjoy a snack, one child writes a story, others work in a group and the teacher introduces a new lesson to a student. The mixed age setting enables the older children to build confidence and leadership skills through teaching and helping their younger peers. Meanwhile, the younger children are inspired to adapt the responsible, mature behaviours of their older classmates.
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.
Olivet's amazing teacher-student ratio ensures each child gets the attention they need, with specialist teachers teaching music and French. When young children are placed in a two or three-grade learning environment that mirrors the family grouping, their learning is compounded by the experience of socializing with children of various ages.
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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.
Olivet teachers are able to set and achieve high standards for their students that exceed the Ontario Curriculum. Along with academics, the focus of learning at Olivet is the development of positive life attitudes such as self-acceptance and kindness towards others. At Olivet we know that memorizing math facts, and rules of spelling and writing create a firm foundation for a successful academic future. As well, learning how to be a good person sets the foundation for life.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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."
Character traits such as kindness and honesty are supported on a daily basis. Using Biblical messages such as the 10 Commandments and the Golden Rule as a basis, students develop a sense of self and learn that what they think, say and do forms the basis of who they will become. At Olivet we educate for the present and for the future well-being of each child.
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Exceptional children who are able to play and learn alongside typical children are accommodated in a variety of ways at Olivet. More serious learning or behavioural difficulties are best addressed in an educational facility specifically suited to the child's needs.
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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
JK - 5
14%
0%
$0
$0
95%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3
Rolling
Rolling
Not available
Not available
Yes: grades K - 5
Yes: grades 1 - 6
No
No
No
No
No
No
No
No
No
No
Olivet School looks for families who appreciate what Olivet School has to offer them and their child. Parents, students and Olivet School teachers love the Olivet School community for its caring, home-like quality, very small class sizes and its rich academic program taught with a foundation in Christian values. If you've been looking for elementary education which combines the strength of top quality teaching with the individual attention and opportunities of a personalized learning community, then you too will love Olivet School!
1. Tour: Complete a school tour and classroom visit.
2. Interview: Parents/Guardians meet with the principal.
3. Records: Provide the school with copies of student’s two most recent report cards and assessment materials (if applicable).
4. Teacher assessment: Student meets with classroom teacher individually or joins the classroom for the morning. (Not required for kindergarten).
5. Register: Upon receipt of an acceptance letter, complete registration form and pay $500 non-refundable deposit.
