1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
1000 Brookfield East, Ottawa, Ontario, K1V 6J1, CanadaIndirect Support:
1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
1000 Brookfield East, Ottawa, Ontario, K1V 6J1, Canada
5,689.6 km
5,526.5 km
1965
1993
755
160
JK to 12
JK to 8
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Progressive, International Baccalaureate
Traditional
16 to 22
14 to 18
Learning
Dedicated class; in-class adaptations
$45,065
$17,500
Yes
No
2%
0%
9 to 12
None
$20,000
$0
50
15
0%
0%
20%
90%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Dec 01, 2025
Rolling
Not available
Not available
Yes: grades 6 - 11
Yes: grades JK - 8
No
No
Every school is unique, and The York School is particularly adept at proving the point. Just in terms of the basics, it’s an IB, coed day school in downtown Toronto, and that constellation of attributes alone makes it stand out. It’s also true that every school has its own culture, its own character, and The York School is a particularly good example of that as well. With the latest developments, the school has truly arrived, and the evidence for that is ample. The leadership brings a unique, fresh take to the entire project of learning. It’s supported by a significant program of care, exemplified by an active, engaged wellness team, one situated in daily view of the students through their work and their placement within the facility. That attention is continued in a university counselling office that is as good or better than we’ve seen anywhere. If schools aren’t yet looking to York as an example of how best to counsel students in their move to post-secondary education, they should. In all, it’s not just about beginning early, and being attentive, it’s also about perspective, and the one evidenced here is, frankly, inspiring.
Read The Our Kids Review of The York School
“The parents that turn to Westboro are looking to grant their children something more than merely a passing acquaintance with French. Rather, they want their children to be functionally bilingual in the fullest sense of that term. … the academic and social environment at the school is purposefully crafted to be bilingual in the truest sense.”
“The academic program is challenging yet supportive, demanding without being onerous. The faculty are keen to innovate and adopt new best practices, though this isn’t a school that is quick to deny the value of the tried and true.”
“ … the location, the green space to the south grant a character to the property that is a welcome contrast to the denser, more bustling areas of the city to the north.”
“Head of School, Elyane Ruel, is forward looking, easy to talk to, and, in a world of lots of big, expansive ideas of what education can be, she’s also refreshingly level headed.”
Read The Our Kids Review of Académie Internationale Westboro International Academy
Every school is unique, and The York School is particularly adept at proving the point. Just in terms of the basics, it’s an IB, coed day school in downtown Toronto, and that constellation of attributes alone makes it stand out. It’s also true that every school has its own culture, its own character, and The York School is a particularly good example of that as well. With the latest developments, the school has truly arrived, and the evidence for that is ample. The leadership brings a unique, fresh take to the entire project of learning. It’s supported by a significant program of care, exemplified by an active, engaged wellness team, one situated in daily view of the students through their work and their placement within the facility. That attention is continued in a university counselling office that is as good or better than we’ve seen anywhere. If schools aren’t yet looking to York as an example of how best to counsel students in their move to post-secondary education, they should. In all, it’s not just about beginning early, and being attentive, it’s also about perspective, and the one evidenced here is, frankly, inspiring.
View full reportWestboro was established in 1993 by a group of parents who wanted a quality bilingual elementary education for their children. It began with a single Grade 1 class comprised of just 7 students. Needless to say, the school has grown, though—as at the beginning—growth has been an expression of need within the community. Further, the sense of community within the school is rightly encouraged and prized. The focus remains centred on providing an authentic, effective bilingual program within a setting that addresses academic and social development. The ideal student is one able to thrive in a challenging, active educational environment. As such, at Westboro those who enroll will join a student body of true peers, one in which social currency is gained through achievement in all levels of student life. For many, that experience alone can be transformational.
View full report
" ... a community that shaped me into the person I am today"
Lani Stern - Alumnus (Jan 23, 2018)
The York School is a community that shaped me into the person that I am today. The list of opportuni... View full review
"We feel it offers a high-quality program that is recognized internationally."
Glenn Asano - Parent (Dec 10, 2021)
Without hesitation, both our children (Gr. 8 and 11) cite their teachers at the school as being the ... View full review
"All three of my boys love The York School school and all for different reasons."
Heather Faralla - Parent (Jan 31, 2022)
I have three boys at The York School and started four years ago with my eldest in Grade 9. He is no... View full review
"The compassionate, respectful, and inspiring atmosphere at AWA encourages children to push their boundaries while simultaneously respecting their needs."
Julia Albert - Parent (May 03, 2021)
We have nothing but incredible things to say about Westboro Academy. The richness of the curriculum,... View full review
"The school leadership and administration has been outstanding."
Danika G - Parent (May 27, 2021)
My child has attended Westboro Academy since junior kindergarten. He has developed close friendship... View full review
"...the teachers do an excellent job of creating systems and structures that allow every learner to contribute in meaningful ways, and to demonstrate their unique strengths."
Michelle Schira Hagerman - Parent (May 27, 2021)
This has been our daughter's first year at Académie Westboro Academy, which means that her experien... View full review
"A co-ed JK to Grade 12 International Baccalaureate (IB) school in the heart of Toronto, we offer exceptional learning experiences while prioritizing wellbeing and belonging. We empower our students to embrace curiosity, challenge themselves and contribute to an inclusive community. As a forward thinking school, we integrate the richness of the IB curriculum with hands-on experiential learning and the latest advances in technology. We are an urban school with a global outlook."
"Bilingualism starts at Westboro International Academy! Give your child the gift of bilingualism from day one. Our full‑day French kindergarten program immerses young learners in rich language experiences that spark curiosity and build fluency. We know that happy children learn best, and our nurturing environment ensures every student feels supported. From Grades 1–8, a 50/50 French‑English program and small class sizes provide personalized attention where every student feels supported and seen as they grow."
"We offer academically exciting programming that sparks student curiosity and engages them in real world problem solving. Our focus is to develop leadership, integrity, global mindedness and future vision. We work to empower every individual to reach their fullest potential and pursue ongoing growth. Renowned for our exceptional International Baccalaureate experience, we also boast unique, signature programs across all grade levels that engage, inspire and challenge students."
"Our bilingual program is second to none! Teaching both official languages as first languages, having homeroom French teachers who are, without exception, themselves French speakers combined with the careful attention paid to ensuring a balance of French and English activities within the school (guest speakers, book fairs, morning announcements, student assemblies etc...) ensures that our students leave Académie Westboro Academy as confident communicators in English and in French.
In addition to this, our smaller student body (maximum total enrolment is 176 students), small, caring and dedication staff and faculty team fosters a unique sense of community. One where everybody knows each other and everyone has a voice and feels seen and valued."
"Our experiential, interdisciplinary approach to the International Baccalaureate (IB) means that across subjects learners study similar themes and concepts that prepare them for success beyond The York School. We believe the best way to nurture curious learners to be globally-minded leaders is to take them out into the world to explore innovative solutions to pressing problems. Our two, state-of-the-art, purposefully designed urban campuses make it easy for classes in every grade to make discoveries in Toronto’s parks, ravines, museums, art galleries and performance venues.
Academic success is deeply connected to social and emotional wellbeing. York’s Student Wellbeing Team supports our commitment to creating a welcoming, inclusive space where students can gain the social-emotional skills, mindset and strategies they need to achieve agility and adaptability in today’s fast-paced and uncertain world."
"Because our days are split 50/50 between French language instruction and English language instruction, this means that potential students coming to us in Grades 2-3 must already have a foundation of understanding of French. Students arriving in Grades 4-8 must have an even greater foundation of understanding and communicating in French in order to be successful here. This means, that unfortunately, we are unable to admit older students who have had little to no exposure to French."
"The York School was founded in 1965 as a co-ed, primary program built on academics, inquiry and relationships. It quickly grew into one of Toronto’s most respected schools. By its 20th anniversary, York had graduated its first Grade 8 class. In 2001, our first class of IB Diploma students graduated, and by 2005, we were accredited as the first English-language IB World School in Canada to offer all three IB programs – the Primary Years, Middle Years and Diploma programs. Becoming the first school in Canada to offer the full IB continuum solidified our commitment to global, inquiry-based education.
The early 2000s, with passionate faculty, saw the launch of signature programs like Challenge Week, Integrated Canadian Experience (ICE), a one-to-one laptop program, and international service trips. In 2023, we launched the Embrace Curiosity strategic plan. The York School celebrated its 60th anniversary in 2025, marking six decades of curiosity, challenge, and community."
Information not available
"The York School is a great fit for students who are curious, collaborative and enjoy academic challenges. Students who are ready to take risks, think critically and contribute to our welcoming and inclusive community are well-suited to thrive here. Our graduates consistently score well above the IB World average and receive offers from prestigious universities in Canada and around the world."
"Families who prioritize bilingualism, strong academics as well as a caring and nurturing environment for their child(ren) are an ideal fit for our school. Because we welcome parent involvement (guest speakers, science fair judges, board members, various committee and events), parents who like to take an active role in their child(ren)'s school also enjoy this aspect (though, involvement can be as limited or as in depth as individuals time permits)."
"We invite all interested families to learn more about a York School education. Our world-leading IB educational framework emphasizes inquiry, critical thinking and problem solving, and sets the student in the centre of learning through a robust curriculum that is contextualized with global concepts. Our programs develop knowledgeable, caring young people who are engaged citizens of the world."
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"97% of our parents selected The York School to enhance their child's academic abilities.
91% say they enrolled their child at The York School to help them find their passions.
92% selected The York School because of the opportunities that they will have once they graduate from The York School."
Information not available
"We’re known as a co-ed, forward thinking, inclusive school with strong academics and a global outlook. Families and educators respect the future-ready education we offer, our welcoming community and our commitment to student wellbeing. We’re known for a University Counselling program that matches each student with a counsellor as soon as they enter Senior School. This enables the counsellor to develop a good understanding of the learner’s academic goals, career aspirations and extracurricular interests, and helps the student identify post-secondary environments where they’ll thrive. We’ve built a strong reputation for innovation, inquiry and preparing students not only for university, but for life."
Information not available
"The York School is the first school in Canada accredited to offer the International Baccalaureate (IB) from Junior Kindergarten to university entrance. We have a strong working relationship with the International Baccalaureate Organization (IBO), allowing us to be on the cutting edge of IB innovation. Our graduates consistently score well above the IB world average. As Canada’s first one-to-one laptop school, we embrace technology that ensures students in every grade will be future-ready."
Information not available
"Since our founding in 1965, we've offered students an innovative, contemporary education. We’ve evolved to ensure our curriculum is informed by the latest research and gives students opportunities to explore solutions to current world problems. In the early days, our school uniforms were formal and traditional. Today, they’re more casual, practical and comfortable. In another nod to our modern approach to teaching and learning, our school motto Experience Teaches is no longer in Latin."
Information not available
"The York School offers the highly respected International Baccalaureate (IB) Diploma Program for the final two years of Senior School.
We recently introduced the Personalized Pathway Program to give students greater flexibility. Students receive the IB course transcript and an Ontario Secondary School Diploma (OSSD). They complete most courses, but benefit from greater flexibility in choosing a course composite that meets their needs. This pathway is ideal for students who wish to focus intensely on subjects (e.g., three senior Science courses) or for competitive athletes needing scheduling flexibility.
In recent years, we've developed open, flexible campus spaces that encourage collaboration and connection. Currently, we are renovating our Junior School campus to create a larger cafeteria, a second gym, a community lounge, an outdoor classroom, and a new library, further supporting learning."
Information not available
"Over the next five years, we will invest in our learning environments so we can continue to infuse innovative technologies into our programs in meaningful ways. We plan to deepen our work in wellbeing, belonging and global citizenship, and to grow our signature programs and develop partnerships with industry leaders. Professional development for teachers and new support systems for students will keep our community strong and connected. Our goal is to make sure every York student is future-ready—academically, emotionally and socially. We will continue developing a culture of philanthropy so our community can help build York’s Financial Assistance (FA) program, allowing us to welcome more talented students whose families require tuition flexibility."
Information not available
The York School is an International Baccalaureate, coeducational, non-denominational school located in midtown Toronto. The International Baccalaureate curriculum, in simple terms, helps guide students in the junior grades to ask lots of questions, in the middle grades to question their understanding of the world, and in the senior grades to challenge themselves to be the very best version of themselves as they look towards the opportunities available at The York School and beyond.
We work hard to ensure all of our students embody our mission statement which is to “develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.”
Please read more about our fantastic programming and opportunities on our website. I encourage you to make an appointment with our Admissions team to come in and experience The York School's inclusive, international and exceptional community.
Our mission at Westboro International Academy is to provide a truly bilingual and exceptional education, in a community-focused and nurturing environment. What makes us special is our approach to educating and developing the whole child in a true partnership with their parents and guardians. At Westboro International Academy, we know that happy children learn best and every teacher and staff member is proud to be a guardian of our supportive and engaging culture where children are known and loved. When people enter our building, they instantly notice the warm and familial feel of our school. Everything we do is geared towards promoting and maintaining our founding core values of Excellence, Integrity and Respect. Our students love to come to school every day and it is evident in their smiling faces but what truly makes us unique is our focus on the purest form of bilingualism. In addition to half day French and English, both languages are spoken in the hallways, at recess, on field trips and during student council events. French language arts is not a course, it is a part of who we are. Students here don’t just learn French, they learn in French from teachers who are themselves, native French speakers. Therefore, when students leave Westboro International Academy, they are fully confident in both English and French. Our students have a reputation for having the highest level of bilingualism of any students in Ottawa when they graduate from our program.
In addition to the above, Westboro International Academy is a small community of 160 students. Grades 7 & 8 students know and engage with our youngest students, help supervise them at lunch and lead them during student council and house events.
With an average of 17 students per class, our students have tailored supports and challenges. Our students love learning while they are challenged academically. At Westboro International Academy, it is “cool” to be friendly, kind and work hard.
We simply have so much to show you. Therefore, I encourage you to experience the Westboro International Community for yourselves. The elementary years of a child's life are magical times, and I warmly invite you to come in and see with your own eyes why the Westboro community is the perfect place for the whole family to enjoy these early years where a better beginning leads to a better future.
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
Our curriculum meets both the Ontario Ministry of Education and International Baccalaureate Programme requirements. Our IB approach is cross-curricular and project-based, which means that from English, to Arts, to Science and Technology, our students are studying similar themes and concepts that equip them with future-ready skills. We’ve also developed signature programs across all grade levels that engage, inspire and challenge students.
Westboro Academy offers a rigorous academic program built on a truly bilingual model for learning. Achieving personal excellence with a strong work ethic, and reaching your best in a supportive environment are keys to success. Students are expected to be critical thinkers and problem solvers who can collaborate with others and work towards a common goal. We build a strong community that fosters a culture of learning and celebrates differences. By using the Ontario English curriculum, and the French first language curriculum from Québec, we ensure a truly bilingual learning environment. Junior and Senior Kindergarten are full-day programs taught in French only. The program from grades 1-8 places equal emphasis on French and English. Our students are privileged to learn from dedicated and trained specialist teachers in Music, Art, Science, and Health and Physical Education. Our class sizes are small, and there is only one class per grade. With an average of 15 students per class, our students have more opportunities and are given more attention. Our students love learning and are challenged academically.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems. Students intrinsically appreciate the fascination of mathematics and explore the world through its unique lense. Students often describe themselves as “authors” or “artists”; a school’s programme should also provide students with the opportunity to see themselves as “mathematicians.” In the IB Primary Years Programme (PYP), mathematics is viewed as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that students become competent users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to memorize.
Information not available
Information not available
Information not available
Phonics-intensive
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
The development of language is not only fundamental to communication but also supports and enhances our thinking and understanding. Language permeates the world in which we live. The language learning process in the Junior School involves learning language, learning about language and learning through language. Students are provided authentic learning experiences to support their growth in oral communication, reading, writing and media literacy.
Information not available
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
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.
Information not available
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Information not available
Equal Balance
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.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
At The York School, there is an emphasis on authentic contexts and fluency.
Information not available
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.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
At The York School, our approach to technology is not about gadgets and gizmos – it is about a progressive approach to education and a school-wide commitment to innovation. We offer a culture of creativity that inspires teachers and students to think differently, explore confidently and adapt skillfully. This approach means that we are constantly searching for technological opportunities that will enhance learning. When exploring options and making choices about technology in the classroom, we focus on ways to enrich the IB inquiry method and to empower students and teachers to access the full potential of their imaginations. Led by our Learning, Technology & Innovation department, the school constantly adapts to technological opportunities that arise and responds with new initiatives and programmes. We regularly assess the needs of our community and participate in a rigorous process of goal setting and reflection each year.
Information not available
Web design
Robotics
Computer science
Physical education is more than just students participation in sports and games. The focus is on developing transferrable skills that promote physical, intellectual, emotional and social development. One of the main goals of the physical education programme is develop an appreciation and understanding of the importance of living a healthy lifestyle.
Through the Physical Education program, Westboro Academy aims to foster and develop a life-long love of sport and healthy and active living. We have a strong inclusionary approach to athletics where all students participate equally, regardless of skill or experience. We do not have try-outs for teams. Students are encouraged to participate to their full capacity and to develop skills. Westboro Academy experiences great success in inter-school althletics and remains highly competitive within the league, within the context of a non-competitively focussed approach.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Our play-based, inquiry-driven, full-day, all-inclusive Kindergarten program empowers young children to become agents of their own learning. Inquiry-driven learning guides students to ask questions, research, experiment, think critically and draw conclusions. This approach promotes independent thinking, problem-solving and lifelong learning.
Our students are exposed to French, right from the beginning. We offer a full day Junior and Senior Kindergarten program although no prior experience with French is necessary. Children develop the base they need for a strong foundation in the bilingual program that starts in grade 1. At Westboro Academy, we encourage the intellectual, emotional and creative capacities of the children while instilling strong values, social skills and a sense of self. We make it a priority to provide an environment for our youngest students that is warm and nurturing, stimulating and engaging, and one where they can grow to meet their full potential.
Standard-enriched
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.
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.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “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”.
The rigorous academic program is built on a truly bilingual model for learning. Achieving personal excellence with a strong work ethic, and reaching your best in a supportive environment are keys to success. Indeed, we believe that it is within a supportive environment that academic rigour can thrive and grow. Academic growth and achievement are key priorities for our school, and our reputation for academic excellence is strongly embedded.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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.
Each student deserves to achieve their very best. Our curriculum emphasizes critical thinking, problem-solving, and strong study skills in preparation for high school and life-long learning.
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 | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Westboro Academy is a enriching learning environment for children and students of various abilities and with a variety of learning styles. The program is rigorous and challenging, yet support and accommodations are regularly made available for those that need it.
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
9 - 12
2%
0%
$20,000
$0
20%
90%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
Dec 01, 2025
Rolling
Not available
Not available
Yes: grades 6 - 11
Yes: grades JK - 8
No
No
No
No
Yes: grades 2 - 11
No
No
No
No
No
- Demonstrated ability to thrive in an academically rich and challenging environment. - Evidence that the applicant will add value to The York School community and their aspirations and expectations align with The York School’s mission. -Open minded and curious; enjoys trying new things; recognizes that failing is often part of learning and growth.
Westboro Academy seeks to admit students who are eager to learn and who can handle a challenging bilingual academic environment. Students who embody the school pillars of excellence, integrity and respect are a strong fit for the school.
Prospective families are encouraged to visit The York School's website to view the complete list of application requirements. Applications are started online by clicking "Apply Now" on the website.
Apply to Westboro Academy online.
Application Checklist:
We do not have entrance exams/tests, but assessment visits.
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