741 Main Street East, Milton, Ontario, L9T 3Z3, Canada
201-2451 Dieppe Avenue SW, Building B1, Calgary, Alberta, T3E 7K1, Canada
333.1 km
1,944.4 km
1984
1979
65
150
JK to 8
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive, International Baccalaureate Candidate
10 to 12
8 to 12
Learning, Developmental, Behavioral
Behavioral
In-class adaptations
Dedicated gifted school
$9,500 to $16,100
$16,800 to $18,800
No
No
0%
0%
None
None
$0
$0
6
10
0%
0%
100%
75%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades Preschool - 12
No
No
information not available
“Despite its growth to over 100 students and the expansion of its teaching and leadership team, Banbury Crossroads has managed to maintain its comfortable atmosphere, which has always been a core feature of the school.”
“In line with a student-paced and tutorial style of instruction is the effort to remove any kind of academic competition between students: that’s why there are multi-age classrooms, no grades on report cards until Grade 9, and no external rewards for finishing an assignment, activity, or subject grade level.”
Read The Our Kids Review of Banbury Crossroads School
Oxford Learning Academy was established in 1984 to provide supplemental tutoring, and while it still offers part-time learning, it has also developed a full-time program. Instruction is student-centred, student-paced, and requires more of individual learners than typical classroom instruction. Oxford, of course, has long lead the charge in this regard, and continues to provide an alternative that, for many learners, is transformational, allowing them to achieve their potentials in ways that other instructional approaches simply don’t.
View full reportDiane Swiatek founded Banbury Crossroads in 1980, and she remains the head of the school today. She has said that “parenting and mentoring children is a matter of choosing philosophy and principles, and acting so as to live out those principles.” Indeed, since its inception, Banbury has been an expression of that ideal. The academics are demonstrably strong, though the attention to values, including responsibility and character development, is a particular draw for the families that enroll here. So too is an academic approach founded in the curiosity and the interests that students bring with them to the classroom. We learn best when we learn for ourselves, rather than for external reward, and the Banbury environment has been created with that in mind.
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"The teachers at Oxford have been nothing short of amazing."
Pamela Murdoch - Parent (Mar 07, 2024)
My child very much enjoys his new school. He loves learning music, the hands-on art and science expe...
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"The teaching methods are very clear and well-defined."
Sean Wright - Parent (Mar 07, 2024)
We enrolled our son because he required extra help and attention in the classroom that he was not ge...
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"Our daughter has made leaps and bounds academically, and socially."
Hafeeza Atif - Parent (Dec 10, 2020)
Best school in Calgary. All teachers are very nice, kind and helpful. Guidance at all points. They t...
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"They teach the curriculum for her grade, but at her own pace and geared to her individual strengths and weaknesses."
Thalia Zelnik - Parent (Dec 10, 2020)
My daughter likes Banbury Crossroads School because of the very personal, family-oriented atmosphere...
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"Oxford Learning Academy is a learning community with one goal–student success. Oxford Learning is the only education provider that teaches students using the science of cognitive development and has both after-school supplemental education (all grade levels) and a full-day private school (K to grade 8). Students learn how to learn, which boosts their confidence, drive, and enjoyment of learning. Your child will be inspired, supported, and will reach their full potential at Oxford Learning Academy private school."
"Banbury Crossroads School has a truly unique learning environment. We teach students to mastery in class sizes averaging 10:1, in tutorial-style, multi-aged classrooms. Our collaborative, self-directed learning approach meets students' needs where they are, both academically as well as developmentally. Through extensive one-on-one guidance and attention, our students develop their own autonomy, resilience, communication, and time-management skills. Our graduates have confidence forged from self-competence."
"At Oxford Learning Academy, our students will use the proven scientific approach of Cognitive Development to learn new ways of thinking and understand what they are learning and how they are learning. Our students build strong academic skills and develop new ways of thinking, concentrating, listening, and remembering: lifelong skills they can rely on. Our students attain their greatest potential because our skilled team educates them to think critically, confidently, and with intrinsic drive."
"Many private schools offer what might be called "traditional plus" models of lecture-based, teacher-paced education, with class sizes averaging 15:1 or more. Banbury Crossroads School has a truly unique approach, where our classrooms are tutorial-based, multi-aged, student-paced, and feature class sizes averaging 10:1. Students go on regular field trips, and we offer support for work experience placement, internships, and community volunteering. Our graduates excel in post-secondary and life!"
"Our small class sizes allows teachers to ensure that students recieve the attention and support they need to be successful. We differentiate our learning so that we are focusing on the strengths of each learner to enhance their learning. Our arts programs are second to none, especially providing the opportunity for students to preform each year at a festival in a professional theatre.
Each year students participate in projects such as Science Fair, Social Studies Projects and Speeches."
"As a school with one of the lowest student to teacher ratios available, averaging 10:1, our students get unparalleled access to teachers for guidance, support, and mentoring. Students regularly schedule their own meetings with the School's Director to talk through challenges they're facing. With our self-directed curriculum delivery, students learn to thrive by making their own choices, leading to graduates with superlative self-management skills, and with confidence forged from competence."
"Parents are often surprised by the growth they see in their child's confidense in themselves. Our unique approach that teaches students to learn how to learn, helps the students gain this confidence. They are able to tackle new and previously difficult tasks with a new found sense of pride. Parents may also be surprised by the importance placed on student's mental wellbeing, ensuring that students feel safe and secure in their school helps to support their academic preformance."
"We do not give out letter or number grades until grade 9. Instead, we encourage and help students set goals, self-assess and learn until mastery - only moving on to the next grade until both the student and their teacher feel as though the student fully understands the subject or topic they are learning."
"At OLA we provide students with a rich arts program. All students at OLA have classes in visual arts, drama, and music. Families may not fully see the importance of these programs in supporting their students' success in school. Each year our art, drama, and music programs culminate with a Festival of the Arts, where the students showcase their skills. OLA has done musicals such as Aladdin, Beauty and the Beast and the Lion King. Samples of their art is displayed for families to enjoy."
"We often stress that our class sizes are small, averaging 10:1. This is true and is a big factor for a lot of families when choosing our school. One fact that may be overlooked is our multi-age groupings. This allows for peer instruction, leadership, and collaboration. This is also more reflective of real-world situations and helps prepare students for university or college, and, later, their adult lives."
"1. Children develop academic intelligence, a vivid imagination, strong learning skills and problem-solving skills through constant recognition and encouragement.
2. Children find joy in the learning process.
3. Our enriched curriculum guides our children into becoming confident leaders of tomorrow.
4. Children are inspired, supported and nurtured while learning in a safe and engaging environment.
5. School and family have a strong partnership that allows children to prosper."
"Our school, founded in 1979 by Diane Swiatek, is the first student-focused, Self-Directed Learning private school in Calgary
We have capacity for only 150 students in our heritage building in Calgary
Students at Banbury Crossroads get plenty of small-group and one-on-one attention and support
We go on extensive field trips for both Physical Education and for other curricular adventures
We are multicultural, with English Immersion for international students, allowing for diverse learning"
Here at OLA, we work hard every year to achieve excellence in academics and in student activities. The dedication of our teachers and students helps us to reach this goal. Our students and teachers are constantly trying to improve themselves and reach higher standards. It has been a privilege to be the principal of Oxford Learning Academy and to see our students grow and become successful.
Over the years, I have seen students, teachers, parents, and school faculty give time and energy to make our school successful. The strength of our OLA community has contributed to our students’ academic and extra-curricular achievement. Any successful school has a strong community of parents and staff who are involved and supportive, and we therefore expect nothing but the best from our students, inside of the classroom and outside. High expectations and accountability continue to be top priorities for all of us at OLA. We must settle for nothing less than the BEST in our school! Success in anything has one fundamental aspect - EFFORT. The sky is the limit for students at OLA!
Congratulations to us all! Banbury Crossroads School passed its 40th Anniversary mark on November 1st, 2019. The historical inertia represented in its continued existence warms my heart, because it means that the Banbury Crossroads way of learning is still available for children in the Calgary region. It has been my passionate dream for the entirety of my adulthood for children to have the opportunity to be respected as individual people, and to be happy, visible, and nurtured while they learn in a holistic fashion. Over the years, the thinking and writing that was done from the very beginning is still valid and relevant. Our philosophy and practices of self-directed learning from those early years have become richer and validated through practice, flourishing into our present ways of being. The inspired devotion and multitudinous efforts of teachers, students, and parents have all contributed to create the actual way we are now. We are a very unique school, with our own particular identity. By this time, it is common for me to tell children and young adults, “At Banbury, we…” while explaining our ways of relating to others, engaging in learning activities and interest-based projects, developing emotional intelligence and self-regulation, connecting with the real world outside our walls, and creating the school culture inside them.
Over the years, Banbury Crossroads has honed its mission to foster learning through self-empowerment, intrinsic motivation, management of time and resources, and active goal setting. Mutual respect is the foundational principle. So, all of us expect to have both rights and responsibilities. Some of the hallmarks of our school are the development of moral and logical reasoning, and competence in the soft skills that are crucial for smooth social functioning, We have developed expertise in developing communication and negotiation skills, and providing guided conflict resolution among willing participants.
Academics matter, because students have an innate impetus for intellectual growth. They need to learn about, and master, their environment. To be respectful to our students, we allow them to work on material that suits their true level of accomplishment, rather than pushing them ahead or holding them back within same-age cohorts. This requires personalized and individualized instruction. So, students set their own schedules and deadlines, and pace their academics, individually working to levels of mastery in accordance with their abilities and motivation. The Alberta Programs of Study are the baseline; students often go beyond that.
As a result, Banbury Crossroads offers very unique schooling. The first difference is shown in how we treat children. Since we respect them as persons, we value their development in autonomy and self-sufficiency, while at the same time emphasizing their interdependence with other people. They are important individually, and so is everyone else. So, we put energy into helping them develop self-leadership, confidence, empathy, compassion, and social responsiveness. We emphasize the need to contribute to their communities.
In order to enable such individualized mentoring, the student-teacher ratio averages 8 to 1. This allows students to receive the visibility, attention, and nurturance necessary for optimal learning. Our choice of this small ratio allows the school atmosphere to be peaceful, comfortable, trusting, and optimistic. Joy happens here. Within these small classes, in order to allow students to work at their true levels of competence, we have chosen multi-aged groupings. This is not unique in the world at large—indeed, this describes the world at large—however, it is certainly unique in schools. This multi-aged approach fosters peer learning, and trust and comfort between people of various ages. As well, it does not socially penalize those students who are working either ahead or behind their peers.
Therefore, teachers need to use tutorial instruction, rather than lecture-based, teacher-paced instruction. This facilitates academic mentoring, with students being able to ask questions and receive assistance in answering them. In academic pursuits, students are encouraged to compete with themselves, to surpass their historical achievements, and work towards their current, personal goals. They may participate in designing their assignments and projects in line with their interests, and they use manipulative materials to carry them out. They participate in the community for real-world learning. In non-COVID years, we do this through field trips, volunteerism, internships, and international travel. Since it is a COVID year, because we have small class sizes, we are able to socially distance our students, and when we need to engage in remote learning, we contact our students daily. Banbury Crossroads is the school when students may experience learning activities that are impossible in large institutions. Banbury Crossroads is a fine example of unique, innovative schooling!
Progressive
International Baccalaureate Candidate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
IB Candidate School is an official term used to identify schools that have applied to IBO for permission to teach one or more of the IB Programmes.
It is our goal at OLA to inspire, support, and nurture learning in a safe and engaging environment. Our teachers and administration staff will motivate and inspire their students by being passionate learners themselves. Our programs encourage questions and self discovery allowing each student to develop unique personal growth. Our teaching will be relevant to everyday life, issues, and topics. Students are taught baseline knowledge and theoretical knowledge first, and then challenged to apply this to real world problems. At OLA, French is taught from Kindergarten as well as Social Studies, Science. There is a strong focus on social emotional learning in the kindergarten program as well as early reading and math skills.
Banbury's unique Self-Directed philosophy offers an individualized learning environment for children ages 3 through 18. Banbury is founded on mutual respect; thus, it enables students to achieve the academic mastery appropriate to their own interests, abilities and motivation. The combination of a low-ratio class size averaging 8 students per teacher, our student-paced program exists within a multi-aged setting. Our program diffuses competition between peers, because students are all at their own pace and progression through their curricular material. Students are closely mentored to take responsibility for their own education through inquiry-based and kinesthetic projects, and community-focused learning. They devise their own schedules, develop intrinsic motivation, and learn skills in time management, goal setting and self assessment. Banbury Crossroads' well-balanced approach creates an enriching and inspiring school experience that promotes the development of autonomy and confidence. These two elements are necessary for students' engagement in the academic, emotional and social aspects of post-secondary education and adult life.
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.
Within all grades there is a weekly focus on building problem solving skills in our math program.
Banbury has both "Traditional Math" and "Discovery Math" teaching methods.
Nelson Math is used as a primary resource. Oxford Curriuculm is also used. Teachers have access to a variety of supplementary math resources including Singapore Math.
Math text books used are part of the Alberta Curriculum.
In the primary grades there is a focus on mental math and use of calculators is discouraged unless it is lesson specific. In the higher grades calculators are used only when required for the math problems.
Calculators are used in our math programs, as a useful skill and resource.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
In our Early Reading program beginning in Kindergarten children are taught phonics and whole language. Children work with word families and rhyming to help build their knowledge of words that sound the same. In Kindergarten there is a weekly focus on a letter, the sound the letter makes, how to write the letter and the words we know that start with (or contain) that sound. Within the weekly focus the students are taught to read and recognize a site word. It is highlighted in lessons and by the end of the week the children are comfortable reading and using the site word.
Banbury has a balanced literacy program. We teach children to read when they are ready, which could be any time from age 3 through age 7. We offer individual reading lessons, and teach story writing through dictated stories, as well as their own journalling and writing to accompany relevant activities. Phonics is taught as a strategy to de-code words.
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.
As early as Kindergarten children are taught how to write letters using the Handwriting Without Tears program as well as the Oxford Curriculum methods. Once children are confident in writing each letter, and have begun reading and decoding, students are encouraged to begin writing simple words. Their first spelling comes in the form of printing rhyming words. Then builds on these skills and students progress to writing simple sentences. Students receive explicit learning in both printing and cursive throughout their education at OLA. Grammar instruction is also a part of our program.
Banbury has a balanced approach to writing. Writing occurs in relevant and meaningful situations. Students are assisted individually, and encouraged to write independently as well. There is a huge focus on writing, all through the grades, as there is always a teacher available to assist students in their writing. Writing is only as good as a person's thinking. We assist students in clarifying their thoughts, organizing their points logically and reasonably, making linking statements and suitable introductions and conclusions. All students need to be shown how to "cut and paste" in the literal sense. This means that all students need instruction at some point of their lives in creating quality written work. We have had students write essays for diploma exams in which they receive 100%. Of course, individual talent is a huge contributor to this. However, we tend to increase students' skill in writing.
Equal Balance
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.
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.
At OLA science is an engaging program. Beginning in Kindergarten students are introduced to the scientific method. They learn to wonder, think about, hypothesize, observe, and make conclusions. Combined with a traditional approach to learning scientific concepts, experimentation and inquiry play a major role in our science curriculum. Every year begininning in grade 1 students take part in Science Fair and conduct group and individual projects.
Banbury has a balanced approach to the Sciences. We include field trips, experiments and hands-on project work as fundamental means of making science come alive for our students.
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.
At Oxford Learning Academy students begin doing novel studies in grade 1. Throughout their time at Oxford novel studies are set based on each students indvidual reading level. Students read a variety of texts and genres including more traditional works of literature as well as more contemporary novels.
Banbury has a balanced approach to literature. We follow the Alberta Programs of Study, and give students much leeway in choice of novels, plays, poetry, and so on, for their chosen assignments. We utilize projects with an interdisciplinary focus.
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
Core Knowledge
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.
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).
In the early grades OLA follows the Ontarion Curriculum for social studies. As early as Kindergarten students begin exploring their own local community and themselves, then begin to explore how they relate to the world around them. Through the primary and junior grades students continue to follow the Ontario Curriculum, and use a variety of learning oportunities, direct instruction, research, stories, and story telling, to explore social studies. Each year begininning in grade 1 students participate in a social studies major project which they present to families.
Banbury teaches core knowledge of history and geography.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
In the older grades OLA continues to follow the Ontario Curriculum to meet Social Studies expectations. Students use research, to work through a major project which is presented to the school and school community. Students gain skills in applying the social learning to their own experiences, and learn to consider the perspectives of others.
Banbury has a more pragmatic approach to social sciences in Grade 7 and higher.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Students at OLA begin learning French in Kindergarten from their core teacher. In all higher greades students have 2-3 lessons a week from our phenominal French teacher, who is a fluent speaker of the language.
Banbury uses the communicative method for teaching foreign languages.
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
Information not available
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.
Our Arts programs at OLA are truly a combination of Disciplined and Expressive approaches. Students are provided disciplined instructions on techniques, styles and how to use different tools. Once they have learned the "how to" students are encouraged to use what they have learned to create a unique piece of art. At OLA students learn to preform through Drama lessons which culminates in a Festival show where they preform plays/musicals, and preform on the instruments they have been learning in music.
Banbury has an expressive approach in our visual studio program.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Students are given instruction in 2 streams of computers and technology. They are taught Computer Applications by their homeroom teacher and receive Computer Technology classes from a specialized teacher. In Applications they learn how to use their computers, how to type, and how to use different programs. In Technology classes students are taught the basics of coding which begins in grade 1 and continues through to grade 8.
Banbury includes the role of computers and technology in our curriculum.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Oxford Learning Academy believes that being active helps students to maintain a healthy lifestyle and promotes overall wellbeing. Students have PE classes 2 times a week, following the Ontarion Curriculum. Students also have opportunities to participate in specialized classes throughout the year including: soccer, swimming and skating.
Physcial Education at Banbury, has an extensive outdoor component, including horseback riding, skiing, archery, golf, hiking, and canoeing. Many of our indoor activities such as volleyball, basketball, badminton and wall-climbing are conducted off-site in recreation centres. Other indoor activities include swimming, bowling, and yoga. Many games are played on the fields and grounds near our school.
Play-based
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.
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.
Oxford Learning Academy believes in the power of education and that every child deserves an education that speaks to their individualized needs. At OLA, every student will receive a personalized education program that speaks to his/her individual needs and talents. To support our academic program we also use inquiry based learning to explore our yearly themes, science lessons, social studies, and social emotional learning. Children are taught to believe in their abilities and gain confidence in themselves. The small class allows for the students to build strong relationships with staff that foster learning.
Banbury Crossroads has a Self-Directed Kindergarten and Pre-school program. The structure is based on the Modern British Infant System, from which came our modern ideas around "centers" and "integrated project work", as well as "constructivism" in the learning process. Our school follows this structure and philosophy from junior kindergarten through Grade Twelve. It involves multi-aged grouping, individualized instruction, mastery learning, kinesthetic projects, teacher mentorship, free play and contact with the community.
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.
At Oxford Learning Academy, students are able to skip grades in order to remain challenged. Some students can also skip grade levels in a certain subject such as math.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Each student has an individual style of learning. Not all students in a classroom learn a subject in the same way or share the same level of ability. Differentiated instruction is a method of designing and delivering instruction to best reach each student. Oxford Learning Academy teachers spend many hours outside of school to develop lesson plans that are engaging, using differentiated instruction. As we support our students in their learning journey, OLA also demands high academic expectations from our students.
Self-Directed Learning is the norm at Banbury Crossroads School. We have a very supportive environment for academics at the school. The students have an attitude towards accomplishment more like that at university. There is no teasing for being "a brain" here.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
At Oxford Learning Academy, we put a strong emphasis on preparing our students to become future leaders. We need every single one of our students to develop their talents, skills and intellect in order to help solve our most difficult problems in the future. We work hard to develop, leadership skills, intellectually strong, emotionally confident, socially aware and physically healthy students.
We know that learning happens in all realms at once: physical, emotional, intellectual, creative, social. Banbury\'s well balanced approach creates an enriching and inspiring school experience that promotes the development of autonomy and confidence. These two elements are necessary for students\' engagement in the academic, emotional and social aspects of post secondary education and adult life.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
In the past OLA has supported students with in class interventions such as extra time, visuals, and appropriate breaks. OLA has also had students recieve some of the curriculum outside of the classroom in a one-to-one direct instruction from a resource teacher. This level of support is one that should be discussed with the principal prior ro registration.
We are not a special needs school. We can accommodate students with mild needs, as long as they can function within our self-directed learning classes.
If a child develops learning diffuculties while a student at OLA, our staff team works together with the family to find the best way to support each child individually. If and IEP is required one will be developed with the teachers, parents and school principal. If a family is interested in enrolling a student who needs more direct support and/or interventions there would be additional fees discussed to ensure that the child's needs are being met. Each situation would be discussed with families at time of registration.
Banbury can offer accommodations for children with mild learning disabilities.
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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
1 - 12
0%
5%
$0
$4,000
100%
75%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades Preschool - 12
No
No
No
No
No
No
No
No
No
No
We look for families that are commited to a higher education for their children. Students should be ready and willing to learn. A thirst for knowledge, willingness to take risks, try new approaches and an overall desire to excell is something we see in many of our learners.
We are looking for students who are able to work independently, as well as willing to work individually with a teacher. Students need to be willing to try new learning experiences, open to instruction, willing to attend, socially adept and responsive, mutually respectful, and pleasant and able to be responsible for their own behaviour. We are able to celebrate differences in abilities, interests and passions, motivation, and personalities. We simply want students who are motivated to learn, empathetic and caring, and able to not distract others. If they are self-directed to begin with, that is great. If not, they may learn how to be, here.
There are two seperate Registration Fee Streems at Oxford learning Academy:
Little Reader Program (Kindergarten): $500 for full day or $400 for half day
OLA (grades 1-8): $1000
Please note that registration fees are paid annually.
An interview and tour of the school is encouraged. School records and assessments are to be submitted. There is an admissions process that involves an extensive discussion with the parents, and a two-day tryout in the School. Students who are gifted tend to excel at our School. It is critical that the student, their family, and the School's philosophical beliefs are aligned. A match of philosophy is a must. This is because we are a philosophically-driven, self-directed learning school. Students work to mastery, so they keep progressing until they have completed units or projects or grades. Classes operate with students in multi-aged groups, with 8 students per teacher, so students receive a great deal of individualized attention. This allows for students to work independently, as they receive instruction individually or in small groups or seminars. We are not a Special Needs school, but we can accommodate certain students with mild-to-manageable learning challenges, though we generally only take students whose abilities are average through to gifted.