131 Bloor Street West, Suite #426, Toronto, Ontario, M5S 1R1, Canada
3962 Bloor Street West, Etobicoke, Ontario, M9B 1M3, Canada
Indirect Support:
131 Bloor Street West, Suite #426, Toronto, Ontario, M5S 1R1, Canada
3962 Bloor Street West, Etobicoke, Ontario, M9B 1M3, Canada
1995
1981
170
40
JK to 8
Preschool to 5
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional, Reggio Emilia
16 to 20
Varies
Learning
Learning, Developmental, Behavioral
In-class adaptations
$29,190
$7,000 to $12,000
Yes
Yes
10%
5%
JK to 8
Preschool to 5
$5,000
$5,000
15
4
0%
0%
75%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades Preschool - 5
No
No
information not available
information not available
Located in the heart of downtown Toronto, Rosedale is proximate to a wealth of physical resources that wouldn't be available to schools of a similar size located elsewhere. The student body is small, with just 170 students, though the school partners with the University of Toronto, the AGO, and the ROM, all of which are located within a short distance of the school. The school very happily makes use of all of those resources, including the athletic facilities at U of T. The school adopts a range of progressive practices, including a promotion of cross-curricular instruction and cooperative learning. In all, it's a very nice mix, combining the intimacy of a small student body with a lot of resources and facilities close to hand. While perhaps not a gifted school, per se, the ideal learner is one who can benefit from an enriched curriculum.
View full reportWhen parents are considering a school, they’re right to ask about instructional styles, teaching, programs, assessment. Those are important. Though when we pick up our kids from school each day, we’re not thinking about those things. Instead, we ask: “How was your day?” Maybe we ask it reflexively, but when it comes to how children learn, that’s actually where the rubber really meets the road. Kids learn best in a consistent, supportive, personal, safe, and community-focused environment. Providing that kind of environment is what forms a basis for all of the work at Kingsley. When they say “thrive” they mean it in the broad sense—gaining a strong academic foundation—but also in the sense of having fun, gaining confidence, and finding a voice within a community of peers. The programs are strong, the teaching staff seasoned, and the school has had consistent success for more than three decades. For the families that enroll here, all of that is important. Likewise, the strength and focus of the learning environment is often, quite rightly, a principle draw. After all, a child's ability to thrive in life begins in having a good day, today.
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"she loved all her teachers and she thrived"
Jane Mueller - Alumnus (Jan 24, 2018)
Our child attended Kingsley from JK to Grade 5. She enjoyed everything during her time at Kingsley,...
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Delivered on the promise to "belong, discover, thrive"
Nicole Morell - Parent (Jan 24, 2018)
It was a tough decision to move our 4-year old son to a new school, but after a challenging junior k...
View full review
"RDS is a downtown co-ed day school that fosters future-ready leaders by honouring the unique character and potential of each child. At the heart of RDS is a personalised and meaningful learning experience. Our supportive and nurturing environment is designed to foster confidence, passion and a curiosity for learning. Engaged and dedicated faculty draw upon best practices to inspire learners and ensure students are prepared to adapt confidently and engage responsibly in our changing world."
"At Kingsley, our small class sizes and personal approach to teaching the Ontario Curriculum help students reach their unique potential. We ensure that each child is seen, heard, and respected every day. French, music and physical education are taught by specialists in an enriched program which promotes inclusion, conflict resolution, mindfulness, and character development. Students love our many clubs, trips, and recesses in the fresh air. Optional before/after-care and half-day PK/JK. BELONG - DISCOVER - THRIVE!"
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"At Kingsley, you will not see a classroom where students are all opening a textbook and working on the same page day in and out. The fact is, even in one small class there is a variety of abilities and learning styles. We approach teaching with a well-rounded approach. We hold mini-lessons on a topic, listen to the student's interests and tap into that, use a hands-on-learning approach and allot time for the teacher to have one-on-one time with each student every day."
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"Our families have expressed their appreciation for our open communication, and the swift and thoughtful execution of how we deal with concerns. They tell us that our genuine nurturing and warm environment is unmatched. They understand the value of truly partnering with us and see what a difference it makes in their children when school and home communicate and work together."
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"Parents at Kingsley have many opportunities to get involved in school projects including but not limited to field trips, serving on our Board of Directors, and Fundraising. Our fundraising initiatives not only support specific school initiatives it creates a great sense of collaboration and school community. Our families are crafty, creative, innovative and have all kinds of expertise that we enjoy having come to light for the benefit of the school and all the students."
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"Families are pleasantly surprised that we walk the walk and actually deliver what we say we do. Our Family Nights, winter and spring concerts, and other events all give a first-hand experience to our families which reinforces that we deliver what we say we can. One parent said, "Wow, we really liked your school when we registered our child, but after experiencing a Family Night and seeing what you do firsthand, I LOVE your school. This is a very special place.""
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Since its founding in 1995, The Rosedale Day School has grown into a thriving educational community with over 170 students and 30 dedicated, creative teachers and staff. Our classrooms foster student engagement through innovative pedagogical practices and creative, authentic units of learning. Located in the heart of downtown Toronto, RDS enriches each student’s learning experience by making use of our surrounding community with access to world-class facilities such as The Royal Ontario Museum, the Art Gallery of Ontario, and the University of Toronto athletic facilities.
Recognition of and striving towards the authentic character and potential of each student has always been at the centre of the RDS ethos; teachers and students work together to strive for their individual best, looking ahead to the future beyond grade 8 and an ever-changing, evolving world. The RDS Vision, Mission and Values drive us to help shape future-ready students with the skills needed to adapt confidently and engage responsibly in their world. The four school values of integrity, diligence, respect and involvement guide student relationships and are integral to shaping the learning environment at RDS.
At the core of RDS is the warm sense of community and support that surrounds each student as they grow. Powerful teacher-student relationships form the backbone of learning and development, and a strong partnership between the school and parent community ensures that every RDS student builds the confidence and independence that is critical for success in high school and beyond.
I invite you to explore our website, read our 2021 - 2026 Strategic Plan and reach out to our Admissions Department to learn more about the RDS community and the potential for learning and growth that awaits.
John Reid
Head of School
In my 13 years at Kingsley, I have had the honour and pleasure of watching our students engage, discover, and thrive. Our approach to differentiated teaching has a significant effect on our students' learning. Our strong character curriculum and leadership teams help students gain the necessary tools and strategies to become confident young adults. There is a strong sense of belonging at Kingsley where every member of the community is able to express themselves and be respected. At Kingsley, our dedicated teachers are able to spend significant individual time with each student, every day, ensuring that there is continual understanding, learning and growth. Photo: Principal Louisa Williams with Kingsley founder Ursula Morton at Mardi Gras Festival, Februrary, 2020 (Photo by Jose Atencia Ocadio)
Traditional
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.
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).
The Rosedale Day School provides a well-balanced education to each and every student in small, nurturing classes. The school motto is "every child is unique" and this reflects our approach to education for today's child and modern learner in order to prepare them for what lies ahead. The curriculum is designed and delivered with each student in mind to ensure they receive the best foundation for future success. We follow the Ontario Curriculum as a basis and enrich or extend whenever possible.
At Kingsley we follow the Ontario Curriculum with enhanced programs in music, French and physical education taught by specialty teachers beginning in kindergarten. Our aim is to give students the skills to teach themselves and to empower them to reach their own unique potential. Building relationships, learning to understand themselves, their actions and interactions are the basis for our strong character development. Our seamless day provides students with a balance of nurturing and academics. Our school community allows the child to be seen, heard, and respected every day. Through Inquiry, Discovery, Exploration, and Analysis (I.D.E.A), we help each individual engage in the learning process. This same philosophy is carried through all portions of the day by our teachers including our before- and after-care programs.
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.
RDS uses the JUMP Math program to ensure all students have a solid understanding of the material and concepts presented. The approach is to break questions down in to the basic steps and teach each step in short lessons before continuing. The allows the students to master all of the processes and fill in any and all gaps in their knowledge. In the older grades, RDS then builds upon this solid foundation to further critical thinking and problem solving skills. The goal is to develop students with analytical expertise paired with higher order thinking proficiency.
Using a "hands-on" approach to math is at the core of our math studies. Students learn by doing, rather than memorizing. At Kingsley we use a wide range and variety of materials and assessment tools.
RDS uses JUMP Math starting in JK and supplements this with a wide variety of materials to ensure a solid and deep understanding of all Mathematical principals and concepts.
Information not available
RDS allows calculators in the older grades as needed. The students otherwise are expected to use mental Math to solve problems.
Information not available
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.
RDS utilizes the Jolly Phonics Program in Kindergarten to build the skills necessary for early reading and writing skills. The program starts with the letter "S" the first week of Junior Kindergarten and continues from there with the letters most commonly used letters in the English language. Most students are reading and writing short paragraphs by half way through Senior Kindergarten and are fluent by the time they enter Grade 1.
Engaging our students in early reading is essential to their success. Students learn to read in a variety of ways and our approach to reading is tailored to each student. It is our job as dedicated professionals to tap into methods that suit each child. Offering a wide range of literature and unfolding the students' interests is essential to getting them engaged and not just turning pages. We use a variety of tools to excite our young learners about reading.
No
We use a variety of assessment tools to track student progress.
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.
At Kingsley the process is at the centre of our teaching philosophy. Having a lovely piece of finished work to hang on our walls is a wonderful way to show our talents, but how we get there is the most important part. While focusing on the process and giving students many opportunities to write for different audiences, we guide and support with instruction. Ensuring that we meet the students' needs through balanced instruction is our focus.
Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Our approach to science at Kingsley is inquiry based. Students are encouraged to Inquire, Discover, Explore and Analyze. As talented and committed teachers, our staff taps into the students' interests and finds creative ways to teach the curriculum around the interests. Teachers may also suggest a path or present ideas to the students that they then expand on.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Thematic
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.
Information not available
Although we work thematically with our social studies program at Kingsley School, we offer a wide range of opportunities and touch on several aspects of the core knowledge and expanding communities objectives. We use a variety of materials and a differentiated approach when teaching our students.
Not applicable
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
Kingsley offers students French instruction beginning in junior kindergarten. Our students are introduced to language through songs, poems and fun interactive learning opportunities.
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.
MUSIC: Students receive four weekly periods of specialist music instruction and perform at two concerts per year. They begin recorder in Grade One, read music by Grade Two/Three, and join Band in Grade Four/Five. In choir, they learn proper singing techniques and sing in parts. We take fun music field trips, including a bus trip to the symphony every April. Students have the opportunity to join a lunchtime ukulele club or take private lessons after school in singing, piano, guitar, ukulele, and theory. ART: Our youngest students begin to build confidence in their artistic abilities while being exposed to the elements of design. As the students mature they work on expanding their knowledge of the elements of design and applying them to individual and group projects.
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
Our school technology is used on a regular basis. SMART technology is used for a variety of learning in different subject areas. Today's learners are accustomed to technology and use it in their daily lives. It is important to us to embrace technology and help students learn to embrace various avenues to their learning.
Web design
Robotics
Computer science
Our downtown location allows students to experience a first rate physical education program through extensive use of The University of Toronto Athletic Facilities.
We have a fun and rigorous physical education program that begins in pre-K and is taught by a specialty teacher. There are also ample opportunities throughout the day for outdoor play engaging gross motor skills. Students are outdoors 2-3 times daily.
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.
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.
The Kindergarten Program at RDS is focused on developing independence, self-confidence and curiosity about the world through a child-centered, inquiry-based approach. Teachers create learning experiences that are tailored to student interests and capabilities. Each child brings a unique sense of authenticity to the classroom; a set of interests, abilities, attitudes and stories that are valued, fostered and included in their learning.
Kingsley offers both a half-day and full-day kindergarten program. Our play-based (Reggio Emilia-inspired) class offers many avenues for our young learners to thrive. Our small class sizes allow for individual attention and a balance of teacher-led lessons as well as time for each child to explore on their own and with peers. Our enriched curriculum consists of French, music, and physical education classes taught by specialty teachers beginning in kindergarten.
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.
Our school approach is to meet each child from the place of their development and work from there. We believe in a differentiated approach for all children at our school. Classes are teacher led, and differentiation then applied.
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.
The Rosedale Day School provides a well-balanced education to each and every student in small, nurturing classes. The school motto is "every child is unique" and this reflects our approach to education for today's child and modern learner in order to prepare them for what lies ahead. The curriculum is designed and delivered with each student in mind to ensure they receive the best foundation for future success. We follow the Ontario Curriculum as a basis and enrich or extend whenever possible.
Kingsley has a tradition of having a supportive academic culture. This does not exclude our attention to academics or achievement. What it means for us is that we support each and every student to reach their unique potential. We address the whole child and all the aspects of their learning experiences.
Information not available
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
Kingsley has a 40+ year history of a balanced approach to learning. We help build emotionally confident individuals who feel that they belong and are valued. We teach and practice leadership through our character curriculum. We promote physical activity through play, sport, and wellness. We encourage artistic expression through an in-depth music program. We guide our students to become creative and critical thinkers.
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
Modifications
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
The goal of the Learning Strategies department at RDS is to develop student confidence, independence, and love of learning. We operate on a three-tier model of support: Tier 1: A qualified special education teacher consults with classroom teachers to differentiate instruction. Tier 2: Grounded in assessment, a Learning Profile is created which outlines recommended accommodations to the student’s learning. We do not modify curriculum expectations at RDS. Tier 3: There are three options for intensive, remediation for students who are significantly behind grade expectations: In-class support: A Learning Strategist will go into the classroom during instructional time to provide small-group and/or individual support. AM/PM support: A student can attend morning or afternoon sessions with a Learning Strategies teacher to build specific skills. Withdrawal support: A student can be removed from a non-curricular subject or French Language instruction to receive short-term one-on-one instruction.
Information not available
All students are given equitable access to the curriculum through differentiated instruction and universal design for learning. Prospective students are asked to share insight into their learning profile [IEP, Psych-ed Reports and any other relevant documentation] that will allow us to determine if we are able to support and ensure they will be successful at RDS.
At Kingsley we believe in partnering with our parents. If a child is demonstrating learning difficulties we make sure to bring this to the parents attention. We work together to find the right solution for the family that we are able to support as a school. Families often have a team in place that we will work with, and if appropriate to our school environment as a whole, we welcome them into the school as support for the child.
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 - 8
Preschool - 5
10%
5%
$5,000
$5,000
75%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades Preschool - 5
No
No
No
No
No
No
No
No
No
No
RDS's Motto is "Every Child is Unique"; we know each child is their own individual. RDS is not looking for potential students who fit into a cookie cutter mould. Children have different needs, and they all learn and thrive in different ways. What RDS is looking for is students with good character. Our four Core Values are the foundation from which success is derived. We look for students whose personalities align with our community and embody them. Our four Core Values are: Diligence - Always doing your best. Integrity - Telling the truth and having strong moral principals. Respect - yourself, your work, peers, teachers, the community, and all those you come in contact with. Involvement - Being an active part of classes, sports, clubs and the whole RDS community.
Kingsley School focuses upon achieving individualized student success, and best serves students who demonstrate: 1. The likely ability to successfully achieve through an I.D.E.A. pedagogy, involving all of the following: i. Inquiry – sparking curiosity through questioning. ii. Discovery - unravelling curious scenarios and solutions to inquiries. iii. Exploration – exploring and investigating in-depth solutions by using a hands-on approach. iv. Materials Analysis – building understanding, gaining knowledge, recording findings and inviting new inquiry. and 2. The likely ability to develop the level of emotional (intra-personal) and social (inter-personal) skills necessary to co-operatively and fully participate within a friendly but competitive school environment.
We begin accepting applications in September for the following academic year. Should a current grade have any immediate openings we would be able to offer early registration at that time. Alternatively in early February after our current families have re-enrolled should any new openings become available we offer acceptance to students who have met our admissions criteria.
Register now for September 2023. Please call us at 416-233-0150, or email Louisa Williams at [email protected], to book a tour of our school. We will provide you with an enrollment package at the time of your visit.
Welcome to Kingsley!
