851 Royal York Road, Toronto, Ontario, M8Y 2V3, Canada
1080 Linbrook Road, Oakville, Ontario, L6J 2L1, Canada
Indirect Support:
851 Royal York Road, Toronto, Ontario, M8Y 2V3, Canada
1080 Linbrook Road, Oakville, Ontario, L6J 2L1, Canada
0
1891
30
550
3 to 8
JK to 12
Coed
Girls
Day
Day
English
English
Academic
Academic
Progressive
Progressive, Reggio Emilia
6 to 10
Varies
Learning
Dedicated gifted school
$21,000
$25,180 to $32,310
No
Yes
0%
9%
None
None
$0
$0
5
37
0%
0%
100%
74%
3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Oct 31, 2021
Not available
Not available
No
Yes: grades Preschool - 12
No
No
information not available
“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
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 reportThe 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.
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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."
"SMLS students (JK to 12) benefit from an enriched academic and co-curricular program, personalized learning, unique Signature Programs, world class facilities and teachers who are experts in educating girls. We engage each student in a personalized, real-world learning experience—one where she can explore her own unique pathways within a nurturing community. From the moment a student enters SMLS, she begins a journey of discovery to emerge empowered and ready to achieve excellence in whatever path she chooses."
"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."
"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."
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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."
"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."
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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."
"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."
"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."
"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."
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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.
Thank you for your interest in St. Mildred’s-Lightbourn School.
It is a great privilege and honour to be the Head of School at St. Mildred's-Lightbourn School. I am delighted to be a part of the school's warm and invitational learning community with such a longstanding and rich heritage of more than129 years. SMLS is an all-girls learning environment where girls are encouraged to discover and pursue their personal excellence through a rigorous academic program. Our faculty and staff are deeply committed and dedicated to preparing girls for a strong inspired future as empowered young women.
The entire community celebrates our recent graduates, all of whom are anticipating the start of the next phase of their journey at Canadian and international universities of their choice. For those families who are considering St. Mildred's-Lightbourn School for their daughter, there are a number of virtual opportunities for you to connect and get to know the school, where you will be warmly welcomed.
Nancy
Progressive
Reggio Emilia
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.
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).
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.
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.
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.
Information not available
We use JUMP math, and Orton-Gillingham based strategies within our math curriculum.
Information not available
We do not have a calculator policy. They will be used in circumstances where required and based on needs of the students.
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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.
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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.
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Not applicable
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
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.
Not applicable
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?
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Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
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?
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Not applicable
Not applicable
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Not applicable
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.
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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.
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Reggio Emilia
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.
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.
Standard-enriched
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.
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.
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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.
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”.
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.
We are rigorous in our academic culture, while at the same time supportive of girls of different learning styles.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
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.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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.
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.
Through our Student Success Centre, we provide additional support to students as needed.
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
0%
9%
$0
$0
100%
74%
3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Oct 31, 2021
Not available
Not available
No
Yes: grades Preschool - 12
No
No
No
No
No
Yes
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.
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.
Please see our website: http://www.smls.on.ca/Page/Admissions
