851 Royal York Road, Toronto, Ontario, M8Y 2V3, Canada
201-2451 Dieppe Avenue SW, Building B1, Calgary, Alberta, T3E 7K1, Canada
0
1979
30
150
3 to 8
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Progressive, International Baccalaureate Candidate
6 to 10
8 to 12
Learning
Behavioral
Dedicated gifted school
$21,000
$16,800 to $18,800
No
No
0%
0%
None
None
$0
$0
5
10
0%
0%
100%
75%
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
No
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
It’s true that not all students learn in the same way, though it's also true that not all schools address the full range of learning within the populations that they serve. TLC was created to offer an option to students who, for a whole range of reasons, weren't finding the kinds of support, teaching, and student experience that they needed to learn best. In that, and much else, this isn’t your average school, which is exactly what makes it, for those who enroll, such a strong offering. The school is small, class sizes are very small, meaning there is pronounced personal attention. There is a focus on gaining a sense of confidence in academic and social abilities, and relationships with peers and instructors, rightly, is seen as the foundation of learning. Robyn Keystone, Head of School, is an Orton-Gillingham practitioner, applying a multi-sensory approach to instruction, and included in that is a desire to work with students to find approaches that work best for them. The staff is exceptionally experienced, empathetic, and work in collaboration with the families that enroll. It’s a unique offering, and for those who attend, an exceptionally welcome one.
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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"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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"TLC offers specialized education for learners with ADHD and Dyslexia. We work with kids from grades 3 to 8 who are struggling to achieve their potential within a traditional academic environment. We nurture "out of the box" thinking while developing foundational and essential hard and soft skills that are necessary for navigating the landscape of our future. We specialize in creating a positive, student-centred environment that helps children develop a passion for learning in the classroom and beyond."
"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."
"Our teaching methodology is grounded in the scientifically proven strategies of Orton-Gillingham based education. We offer multisensory learning strategies and active experiences so that students are processing the educational space using their visual, auditory, and kinesthetic/tactile learning pathways. We also offer direct and explicit instruction within the classroom, a student-centred and individualized learning environment, and a basic to complex skill development trajectory."
"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!"
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"Parents choose TLC School because of our commitment to supporting students in finding their passion for learning, providing a safe and nurturing environment, and our strong parent-school connection and community. We provide a well-rounded education that prepares students for success and ensures their individual needs are met."
"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."
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"The school's commitment to fostering a supportive and inclusive environment stands out to parents. They witness firsthand the sense of belonging and camaraderie among students, facilitated by caring educators who prioritize social-emotional development alongside academic achievement. Parents are delighted to see their children thriving in an atmosphere that values empathy, respect, and diversity."
"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."
"One aspect that leaves parents in awe of The Learning Common is the school's dedication to personalized education. Each child is recognized as a unique individual with distinct strengths, interests, and learning styles. Through personalized learning plans and small class sizes, educators tailor instruction to meet the specific needs of each unique learner."
"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."
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At The Learning Common, we want to support each student in finding their place and value in their community. Our effective teaching strategies help learners to gain confidence in their academic pathways and nurture creativity, innovation, resilience, collaboration, and empathy. Our small class sizes and teaching expertise results in a comfortable and positive environment for our 'out of the box' thinkers.
Approximately 20% of the mainstream classroom does not learn in the same way as the majority, and this is the demographic we know best. We understand that this type of thinking needs to be nurtured through research based and proven tactics to help each learner flourish and reach their potential.
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
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.
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.
50% of The Learning Common’s curriculum focuses on the development of hard skills in Reading and Math as these are essential skills an individual requires to function in today’s world and beyond. Our effective and proven methodology has been a mainstay of our successful business and thus, is a fundamental piece of our school’s curriculum. Literacy and numeracy are fundamental skills that lead to more positive social emotional, employment, and educational outcomes. 50% of The Learning Common’s curriculum is grounded in Scandinavian teaching approaches and focuses on soft skill development in critical thinking, creativity, communication, and collaboration. Our peer-to-peer learning and facilitation techniques work to develop the necessary soft skills for navigating the industries of the future.
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.
At The Learning Common, we use multi-sensory teaching methods that effectively help learners to process and retain information. We believe in moving from the basic to complex learning objectives and have students master foundational and fundamental skills in numeracy. We provide opportunities for students to make real world connections and learn about concepts that they will be using outside the classroom. We are proponents of STEAM and STEM education and have dedicated a full day of STEAM and STEM learning each week.
Banbury has both "Traditional Math" and "Discovery Math" teaching methods.
We use JUMP math, and Orton-Gillingham based strategies within our math curriculum.
Math text books used are part of the Alberta Curriculum.
We do not have a calculator policy. They will be used in circumstances where required and based on needs of the students.
Calculators are used in our math programs, as a useful skill and resource.
Balanced Literacy
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.
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.
At The Learning Common, we are trained in the methods and strategies found within the Orton-Gillingham based approach. Over the last 3 years, we have taught many learners to read and write using the multi-sensory, direct teaching approaches, and systematic scope and sequence found in Orton-Gillingham. This remedial literacy approach helps to teach the fundamentals of language and is incredibly effective.
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
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
At The Learning Common, we are trained in the methods and strategies found within the Orton-Gillingham based approach. Over the last 3 years, we have taught many learners to read and write using the multi-sensory, direct teaching approaches, and systematic scope and sequence found in Orton-Gillingham. This remedial literacy approach helps to teach the fundamentals of language and is incredibly effective.
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.
We encourage an equal balance of research and inquiry based learning methods. We are dedicated to STEAM and STEM curriculum and believe the skills and strategies learned within this curriculum is important in the future of our ever-changing job market.
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.
Looking at classical forms of literature as a means of creating a historical narrative is important in understanding where we are today. Using a combination of both socially conscious and progressive literature with the traditional texts help to create a well-rounded impression of literature's timeline and impact on society.
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 Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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).
Our Social Studies curriculum is grounded in themes of Social Impact, Sustainability, Discovery, and Reflection. We will be looking at these areas from various historical and current day lenses. What does history mean in the context of today? What are the political, anthropological, and sociological narratives of our past that have led us to the present?
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.
Our Social Studies curriculum is grounded in themes of Social Impact, Sustainability, Discovery, and Reflection. We will be looking at these areas from various historical and current day lenses. What does history mean in the context of today? What are the political, anthropological, and sociological narratives of our past that have led us to the present?
Banbury has a more pragmatic approach to social sciences in Grade 7 and higher.
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
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
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
We do not offer any specific courses in fine arts, however, the arts are woven throughout our curriculum and included in every unit of focus. Students will have access to teachings in dance, drama, music, visual arts, and design.
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.
We believe that students need to be able to navigate the language of the computer both effectively and proficiently. This means reading, comprehension, and research skill development. Our students need to understand where information is coming from, why it's being made accessible, and how it can be used for their futures. Technical skills in computers and a virtual platform are fundamental to a young person's future.
Banbury includes the role of computers and technology in our curriculum.
Web design
Robotics
Computer science
Each day students have 2, 30 minute sessions of what we call motion learning. This includes walking, hiking, skipping, dancing, yoga, and exercise. Students retain 20% more information when they do some sort of physical activity before embarking on their learning. We have one session of motion learning in the morning and then again in the afternoon.
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
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.
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
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.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Our academic culture is student-centred. We teach learners the hard and soft skills necessary for navigating a future of life-long learning where they will have to create their own value in the world. As educators, we inspire ideas and nurture creativity and innovation, however, we want students to gain autonomy over their educational experience and journey.
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 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."
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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.
We specialize in providing effective remedial education for learners with exceptionalities such as Dyslexia, Aspergers, and ADHD/ADD. Our teachers are equipped with the strategies and approaches of Orton-Gillingham and understand how to create a positive and comfortable educational environment for students who are struggling with learning disabilities.
Banbury can offer accommodations for children with mild learning disabilities.
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
1 - 12
0%
5%
$0
$4,000
100%
75%
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
No
Yes: grades Preschool - 12
No
No
No
No
No
No
No
No
No
No
We work with all types of learners, but we specialize in providing education for unique learners or those with exceptionalities. We are able to teach the skills necessary for navigating a world which will require a skilled labour market and life-long learning. Many of our students are out-of-the-box thinkers are creative, innovative, and don't fit the mold of the mainstream classroom.
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.
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.