1080 Linbrook Road, Oakville, Ontario, L6J 2L1, Canada
2250 Sheridan Garden Drive, Oakville, Ontario, L6J 7T1, CanadaIndirect Support:
1080 Linbrook Road, Oakville, Ontario, L6J 2L1, Canada
2250 Sheridan Garden Drive, Oakville, Ontario, L6J 7T1, Canada
5,701.3 km
5,701.0 km
1891
2002
540
60
JK to 12
2 to 8
Girls
Coed
Day
Day
English
English
Academic
Academic
Progressive, Reggio Emilia
Traditional
Varies
4 to 8
Learning, Developmental, Behavioral
Dedicated gifted school
Dedicated class; in-class adaptations
$26,300 to $35,600
$35,000
Yes
No
9%
0%
JK to 12
None
$0
$0
36
9
0%
0%
74%
85%
information not available
information not available
information not available
information not available
Nov 05, 2024
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 2 - 8
No
No
“St. Mildred’s-Lightbourn School has grown and evolved into a place where girls can forge their unique educational paths in a caring, close-knit community.”
“At SMLS, every aspect of students’ experience – whether it’s math class, basketball practice, debate club or lunch in the dining hall – is carefully constructed to be part of their growth and learning.”
“The students and parents we spoke to, who were from diverse cultural backgrounds, said the school works hard to live up to its aspirations on equity, diversity,
and inclusion.”
Read The Our Kids Review of St. Mildred's-Lightbourn School
information not available
The school has a long history, having been founded in Toronto 1891. After a move to Oakville, it later paired with a school guided by Ruth Lightbourn, a renowned teacher who founded a school almost by default—she began as a tutor for the children of John Guest, then headmaster of Appleby College, and her success was of the kind we associate with Nanny McPhee. She became the go-to tutor, and in time founded her own school. That and St. Mildred's formally joined in 1969, combining the traditions and the drive of both under one umbrella. More than anything, the intention is to provide girls with the skills, experience, and esteem that will carry over into academic and professional success. Ample opportunities are provided for students to discover their passions, wherever they may lie, as well as the encouragement to grow within those areas of interest.
View full reportWildwood was founded in 2002 in order to serve primary and middle-grade learners who require more support than they would find within a traditional classroom. The environment—both physically and pedagogically—was designed to address the needs of students with Attention Deficit-Hyperactivity Disorder, dyslexia, and autism Spectrum Disorder. In some senses, that describes quite a range of students and abilities, including those who may function both above and below their peers. While the classroom setting and extra-curricular activities provide opportunities for social development, the pace of instruction is individualized. The intention is to prepare students for high school, developing a personalized suite of strategies and skills necessary for them to make the most of academic life once they leave Wildwood after grade 8.
View full reportinformation not available
"Very small class sizes and group sizes (as the kids break into learning groups). Wildwood provides the most one to one attention of any private school we researched."
Kimberly Bell - Parent (Apr 15, 2019)
My daughter struggled in the public system with dyslexia and was not receiving enough support. It w... View full review
"Wildwood has not only improved the quality of life for my son, it did so for our entire family."
Michelle - Parent (Mar 05, 2025)
Public school was always difficult for my son. Diagnosed with severe anxiety and learning disabiliti... View full review
"The teachers are excellent and passionate about teaching neurodivergent children."
Darren McLennan - Parent (Mar 25, 2025)
Wildwood Academy is an exceptional school with dedicated, compassionate staff and teachers who truly... View full review
"Since 1891, SMLS has been challenging young women to think expansively and engage fearlessly with a personalized, real-world learning experience that teaches them to see the future as a gift. Anchored in a nurturing community of exceptionally committed educators and supportive peers, SMLS is where girls in JK to Grade 12 go to create the best version of themselves. This is the place where the new, the unfamiliar, even the seemingly impossible, becomes "I got this.""
"Wildwood Academy is a charitable, not-for-profit school specifically designed to meet the needs of students with exceptionalities and students who require extra support to upgrade their academics. Through research based teaching and positive reinforcement, we close gaps in student knowledge and build students' confidence in their own ability to learn. Wildwood Academy offers all academic subjects from Grade Levels 2-8, as well as Emotional Intelligence classes, clubs, field trips, and extracurricular activities."
"What differentiates SMLS from all the other schools are the fact that we are experts in personalization. We offer a large school experience with all of the same academic opportunities, athletics, co-curriculars and success, but with a tight-knit, small-school feel, where we’re all part of a community that cares and is connected to one another."
"Wildwood academically groups students based on their needs and level of learning, not their age. Students have individualized schedules, so in every class they are in they are neither bored nor frustrated. The teacher does not need to modify curriculum, and can teach more to the students in the class.
Wildwood uses Direct Instruction Programs to teach academics. Direct Instruction Programs are scientifically based and validated by research. They are proven to be effective in closing academic gaps and teaching more to students in less time. These programs offer repetition, explicit linking of concepts, high frequency of student participation, and continuous monitoring of student progress.
Wildwood Academy has Emotional Intelligence Classes where students explicitly learn self-regulation and social skills. Based off monthly Character Education and the PEERS program for making and keeping friends, students learn skills they need for social success."
"Our three priorities at SMLS are: 1) We are a school for girls, 2) We are forward-thinking and future-ready ready and 3) We are a dynamic community of three schools in one. Going “all in” on these three priorities means we may trade off on things like multiple buildings or large-scale facilities for different services or programming. The tradeoff, however, is seen in who holds the student leadership positions (in our case, it’s always the girls). The interactions between older and younger students are highly positive because no age group is isolated from the other; the result is a strong sense of mentorship, role modelling and community."
"Wildwood Academy uses Direct Instruction, an explicit and prescribed method of teaching for academic classes (Math, Reading, Writing and Spelling). This style of teaching is not play-based , and students are learning from the teacher not their own exploration. At Wildwood, we have had a huge amount of success with Direct Instruction, which is proven to give students a strong academic base. Teachers bring their joy and personality to classes, and make these lessons fun and engaging for students. We make up for the more structured lesson time with 5 minute body breaks at the end of every class, 3 recesses a day, 3 free choice club blocks a week, and incorporate exploration based learning into our lessons in Arts, Physical Education, and Emotional Intelligence."
"Our school was founded in 1891 by the Sisters of the Church and grew stronger through key moments like the establishment of The Lightbourn School in the 1920s and their merger in 1969, which brought together two leaders in girls’ education.
SMLS is one of the few schools in Canada that was founded by women for women (and at a time when women weren’t even allowed to vote). The women who founded SMLS wove the DNA of women “can” and “will” into the fabric of the school.
The school became independent with a permanent Board of Governors in 1986, opening the door for growth. A major capital campaign completed in 2011 transformed the campus with new facilities that support modern, personalized learning.
In 2024, the school adopted a set of three key strategic priorities that guide both the daily work and the long-term planning of the school, allowing SMLS to be aligned in both purpose and action."
"In 2002, Wildwood Academy was founded by two parents who could not find a suitable education for their son. Wildwood began with 6 students, and has grown to 60."
"SMLS suits girls who are curious, motivated, and eager to explore both academics and co-curricular activities. Students who thrive here appreciate a supportive and inclusive community, enjoy trying new things, and want to develop their leadership skills. The school works well for those who value a personalized learning experience, like working collaboratively, and can balance high expectations with strong support. Girls ready to challenge themselves and contribute to a lively community will find SMLS a great fit."
"Wildwood best supports students who need extra support in their learning, or who are learning at dramatically different grade levels in different subjects. For example, if a student is working at a grade 3 level in reading, but a grade 6 level in math, they would be placed into those classes. Students all have individualized schedules and move around the school to the classroom reflecting the curriculum best suited to their level and learning style. We find the perfect balance between boredom and frustration where optimal learning can take place. Students who get the most out of their time at Wildwood tend to benefit from small class sizes and explicit instruction to master concepts."
"Families looking for a very traditional, lecture-focused academic environment or who expect a wide variety of specialized facilities may find that SMLS doesn’t meet those needs. The school’s personalized, inquiry-based approach might not suit students who prefer a strict structure or little involvement outside academics. Also, those uncomfortable with an all-girls setting or uninterested in leadership and co-curricular participation may not get the full benefit of the SMLS experience. The school is best for families who value community, diversity, and the development of the whole student."
"Wildwood has a large campus, but a small student body. With only 60 students, and class sizes between 4-14 (ratio maximum 10:1), students get to know the whole school and make close social connections. We combine students with other groups for social, sporting, and free-choice clubs. Students who wish to be in large groups all the time may find Wildwood's small size too small. Some families participate in out of school clubs for more social connections.
Wildwood is a member of the Private School Athletic Association (PSAA), has a fully equipped full-size gymnasium, basket ball courts, a soccer field, and a recreational field. Wildwood participates in 2-4 PSAA events and competitions with other schools per year. Due to our smaller size, we do not participate as a school in more than 4 competitive sporting events per year. Many of our students with special sports interests (example: hockey or baseball) participate on teams outside of school."
"Families seek out an SMLS experience for the opportunities the school provides their daughters. As an all-girls school that prioritizes both academic excellence and personal wellbeing, parents know that their daughters are developing in a safe, nurturing environment - one where students get to know themselves and take risks in a safe, comfortable way.
Families who have been at SMLS comment time and again about the warmth and strong sense of community that exists across the school."
"Wildwood is a wonderful environment for students who are having challenges learning in the typical classroom environment. Whatever the barrier to learning may be: attention and focus, gaps in knowledge, learning disability, processing speed, etc., Wildwood's small class sizes and personalized student schedules can make a huge difference. We work with families to create individualized learning goals for each student. Goals are different for every student, but may include: catching up to grade level and rejoining their previous school, learning to read, closing gaps in knowledge, developing tools to manage dyslexia, etc.
Students that need more support at Wildwood can participate in our Education Assistant (EA) Program. Their EA is dedicated specifically to them to shadow and assist them throughout their day. This can be beneficial for students who need extra breaks, support managing their belongings, or support learning in class."
"SMLS is recognized as a leader in girls’ education, known for its caring community, academic strength, and innovative programs. The school’s reputation rests on seeing young women build confidence and preparing students well for university and beyond. It balances progressiveness with tradition, earning respect for its inclusive culture, strong alumnae network, and for nurturing well-rounded, compassionate leaders. Families and alumnae often highlight the school’s warmth and strong sense of belonging as a key strength of SMLS."
"We are well-known for closing gaps in student understanding, support students with exceptionalities, catching students up to grade level, and supporting students who need individualized schedules. For academic subjects, we group students based on the level and style of their learning, not their age level. When students are surrounded by others working at the same level, their self-confidence and their participation in classes improve. If students are above grade level in one subject, and below in another, they will be placed in classes that meet their learning needs. Students with a gifted/LD profile benefit from this type of flexibility in student grouping."
"Families are often surprised and impressed by the fact that we have leadership opportunities for every student, starting even in the Junior School and as early as Grade 1.There are ways for every student, whether they’re an introvert or an extravert, whether they have many interests or just one passion - whether they’re an athlete, an artist, an academic or still working on finding themselves - every student has an opportunity to lead."
"Wildwood Academy offers two Emotional Intelligence Classes per week. During these classes, students work with their homeroom on self-regulation, social skills, and conflict resolution. These classes utilize teacher created lessons, the PEERs program for making and keeping friends, and a Character Education Program. Students learn skills they need to navigate social and emotional situations in their future. This ties into our philosophy of educating students holistically."
"SMLS is an Anglican-based that welcomes students from every faith, fostering diversity, equity, inclusion and belonging within our
school community. Our weekly chapels celebrate both our Anglican roots and world religions and cultures so that everyone in our community may develop an understanding of the diversity in the world around us."
"Parents are often surprised how happy and engaged students are in classes. Many students who have typically not liked school in their past have found their place at Wildwood and are now happy to attend school."
"In recent years, SMLS has completed a major campus renewal, adding new classrooms, a dining hall, a senior library, and flexible learning spaces to support personalized and innovative teaching. A new library and collaborative learning space will open in September 2025.
Over the years, the school has expanded its Signature Programs, introduced advanced technology such as virtual reality in the classroom, and enhanced wellness efforts through programs like THRIVE and “Wellness Wednesdays.” Staff professional development and a renewed focus on equity, diversity, and inclusion have enhanced the student experience. These steps reflect SMLS’s commitment to providing a forward-looking, transformative education for every girl."
"In 2023, Wildwood received a generous donation and was able to upgrade all of our projector technology and provide every student with their own ChromeBook. Students utilize Google Classroom to complete and submit assignments. We have two computer and STEM classes where students utilize these for skills such as typing, coding, and building their skills for Google Sheets and Slides."
"Over the next five years, SMLS will grow its students’ success with a goal to exceed grade-level expectations based on provincial and national benchmarks. We also have a plan to see 100% of our students engaged in co-curricular programming.
New and updated facilities will be added to our campus over the next few years, beginning with a new library renovation and expansion that will opened in September 2025, a new STEM Commons area and an elaborate Master Campus plan, which is currently in development, is set to roll out in the next few years.
We also continue to invest in our Faculty and Staff by growing our professional development opportunities, conducting regular employee engagement surveys, and ensuring SMLS continues to be recognized as thought leaders in education, and particularly girls’ education."
"Wildwood will continue to provide individualized schedules and education to students who need more support in their learning. We will continue to improve every year through Professional Development, new technology, and new ways to reach students."
Thank you for your interest in St. Mildred’s-Lightbourn School.
We are a school for girls. This means we work to deliver exceptional academics and growth opportunities each and every day in an environment intentionally designed for girls.
We are forward-thinking and future-ready. Our approach to education, the functioning of our school and our future planning is all centered around building the mindsets, knowledge, skills and experiences to ensure our school and our community are well positioned to adapt and thrive in a rapidly changing world.
We are also a dynamic community of three schools. With students from JK all the way to Grade 12, plus an active alumnae network of more than 3500 accomplished women around the world, we curate a meaningful journey of learning and connection for our students. By its very nature our community supports mentorship, empowerment, inspiration and empathy.
Whether girls join us at age 4, age 11, or age 14, we are preparing them to be curious, creative, collaborative, and confident, young women. Through our family-like community, rich Signature Programs, varied co-curricular activities, expert staff, and holistic approach to girls’ education and wellbeing, we intentionally create a learning environment where every student thrives - an environment where each student is encouraged and challenged to be their best selves. This care and attention to developing the whole person allows students to build their confidence, and their passions, and achieve excellence in whatever path they choose.
School years are a journey of discovery, and it’s at SMLS where a joy of learning, inner strength, and empowered women emerge.
I hope that you capture some of the essence of this special school by visiting the pages on our website before coming to see us in person at one of our Open Houses.
Mrs. Catherine Hant
Head of School
At Wildwood Academy, we believe that every child deserves an environment where they feel safe, valued, and empowered to reach their full potential. Our philosophy, “A place where every child can learn,” is the foundation of everything we do.
Wildwood Academy was founded in 2002 by a family who, like so many others, faced the challenge of finding a school that truly met their child’s needs. Their son, diagnosed on the autism spectrum, needed a learning environment where he was not only supported but also challenged and encouraged to thrive. When they couldn’t find the right fit, they built one. Today, Wildwood Academy continues that legacy—offering a dynamic, personalized educational experience for students with dyslexia, ADHD, executive functioning challenges, autism spectrum disorders, learning disabilities, anxiety, and other exceptionalities.
Our approach is centered on providing the right level of support and challenge for each student. Using Direct Instruction Programs and skill-leveled groupings, we tailor our teaching methods to ensure students receive individualized instruction that meets their needs. With small class sizes and highly trained educators, we create an environment where every student receives the attention and encouragement they deserve. Beyond academics, we focus on building confidence, resilience, and essential life skills through emotional intelligence classes and character education initiatives. We also foster strong community partnerships that extend learning beyond the classroom, providing students with opportunities for growth in real-world settings.
The moment you walk through our doors, you’ll feel the warmth, support, and dedication that make Wildwood Academy truly special. If your child’s current educational environment isn’t meeting their unique needs, Wildwood might be exactly what you’ve been searching for.
We warmly invite you to visit Wildwood Academy, meet our passionate team, and experience firsthand the transformative environment we’ve created. Wildwood isn’t just a school; it’s a family, and we would be honored to welcome you and your child into our community. Together, let’s build a brighter future where every child can thrive.
Traditional
Information not available
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.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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SMLS is a dynamic learning environment designed to address the unique needs of girls from preschool to graduation. Our programs focus on the intellectual, social, emotional, physical, and spiritual development of girls, and are designed to develop our students to become courageous girls who challenge and change the world.
Wildwood Academy is an academic school. We provide very substantive support for students with special needs and learning challenges.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Information not available
Students are taught using Direct Instruction Programs, which explicitly teaches concepts and links existing knowledge to new concepts.
DISTAR Math Programs, Connecting Math Concepts, Saxon Math, Jump Math *Please note that this list is not exhaustive, and programs are chosen based upon student need.
Calculators can be a valuable life skill should students require them.
Phonics-intensive
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Information not available
Using our Direct Instruction programs, students are taught sound-symbol correspondence, as well as important blends that are necessary to effective decoding. Mastered words are integrated into stories, where students are required to answer related comprehension questions. Tests are administered regularly to ensure mastery.
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.
Information not available
Emphasis is placed on giving students ample opportunities to write, while providing explicit instruction in grammar, parts of speech, and various learning strategies. Tests are administered regularly to ensure mastery. Students participate in Direct Instruction Programs, but have opportunities to be creative as well.
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.
Information not available
Programs balance expository and inquiry-based learning. Many hands-on opportunities are provided.
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.
Information not available
Novel studies and literature are selected based on student interest and ability level.
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
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).
Information not available
Information not available
Equal Balance
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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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.
Information not available
Each student has their own Chromebook to utilize in class, however there is still an importance placed on writing skills and paper and and pencils are used.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
While there is an emphasis on skill, students are taught activities with the goal of understanding in mind. We focus on functional movement skills and participation. We want our students to love being active so that they are healthy in their future.
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Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Not applicable
At SMLS, we use best practices from the philosophies of the Ontario 'Play Based' program, Reggio Emilia, inquiry based learning and direct teaching. We take this approach because we believe that providing a balanced program allows for the development of curiosity and the joy of learning in every child. Our process of instruction educates children in the fundamentals needed to go on to a successful academic career in the primary, junior, middle and senior programs. Our goal is to develop within students the core skills of a lifelong learner.
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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.
Students are grouped based on academic level for Math, Reading, Writing and Spelling.
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.
We are rigorous in our academic culture, while at the same time supportive of girls of different learning styles.
Core academic skills are the focus, in a supportive and caring environment.
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Not applicable
Not applicable
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
SMLS supports the emotional and social development of our students through our Student Success Centre, our social skills/guidance program and our onsite social worker.
Wildwood Academy is designed to help students with special needs and learning difficulties. Our whole school runs based on the philosophy that each child is unique, and so their learning plan should also be unique.
Through our Student Success Centre, we provide additional support to students as needed.
Wildwood is specifically designed to support students with learning disabilities. With small class sizes, grouping based on ability, additional support, repetition, review, and specialized strategies, we help students with learning difficulties.
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 - 12
9%
0%
$0
$0
74%
85%
Nov 05, 2024
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 2 - 8
No
No
No
No
Yes
No
No
No
No
No
Students applying to SMLS should be prepared to participate in an enriched academic program that balances fundamental skill development with inquiry-based learning. SMLS offers a wide range of co-curricular opportunities and we encourage students to participate widely. Students who are most successful at SMLS are bright and engaged learners who are keen to get involved.
Students must be able to attend to a lead teacher in a classroom, independently manage their belongings, understand and attend to their bodily signals (example: hunger, thirst, temperature, toileting, etc.), and show that they have self-regulation skills to not disrupt the classroom environment. If a student does need more support in one of these areas, we can offer our Educational Assistant Program, where an Educational Assistant is paired specifically with the child and helps them meet their needs throughout their day. Wildwood also has a 1:1 program, where one teacher is paired with the student and can support them academically to build the skills the student needs to be in larger Wildwood classes. The increase in support does come with an increase in tuition costs.
Please see our website: https://www.smls.on.ca/admissions
At Wildwood, we have a three step admissions process.
Step 1: A discovery phone call with the principal. Parents have a chance to ask questions and discuss if Wildwood Academy is a good environment for their child.
Step 2: A private school tour. The principal or director will tour parents around the school and talk about how specific aspects of the day could help the child applying. Parents get to see classes, meet students, and see a snapshot of life at Wildwood Academy.
Step 3: A visit/trial day. The child applying to be a Wildwood student will come into the school for a half day or full day. They will be paired with a buddy for the day who is at a similar level and follow their schedule. This day allows our team at Wildwood to ensure that this is the best fit for the student. If there is evidence that Wildwood is a good fit, our team will complete some assessments with the child to determine grade levels in various subject areas. This gives us their placement to create their personal schedule.
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