1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
3410 Mainway ActivityPlex, Burlington, Ontario, L7M 1A8, CanadaIndirect Support:
1320 Yonge Street, Toronto, Ontario, M4T 1X2, Canada
3410 Mainway ActivityPlex, Burlington, Ontario, L7M 1A8, Canada
5,689.6 km
5,707.0 km
1965
2025
755
8
JK to 12
K to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, International Baccalaureate
Traditional
16 to 22
5 to 1
Learning
Learning, Developmental
$45,065
$25,500
Yes
No
2%
0%
9 to 12
None
$20,000
$0
50
1
0%
0%
20%
90%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
K, 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
information not available
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 reportOakHaven Academy for Diverse Learners is a small, nonprofit elementary microschool in Burlington. It's designed specifically for neurodiverse students and children who require more support than traditional classrooms can offer. With class sizes capped at five, the school offers multi-sensory instruction in literacy and numeracy, individualized success plans, and daily social-emotional learning, all supported by Ontario-certified teachers and skilled staff. Evidence-based programs, structured foundational skills, and real-world community excursions form the core of its approach. OakHaven serves students with or without diagnoses such as autism, ADHD, or dyslexia, helping them build confidence, independence, and meaningful academic progress in a calm, nurturing, relationship-based environment.
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 teachers at OakHaven Academy are truly exceptional!"
Deidre Santos - Parent (Oct 27, 2025)
In just one month, I’ve seen a complete shift in my child’s attitude toward school. He actually ... View full review
"This school has been truly transformative for our daughter."
Lisa MacInnis - Parent (Nov 11, 2025)
This school has been truly transformative for our daughter. From the very first day, she felt welcom... View full review
"The school exceeded my expectations. I had peace of mind..."
Stacey Bourbonnais - Parent (Nov 11, 2025)
My son liked the frequent "body breaks" and the ability to get up and move around when needed. The ... 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."
"As a non-profit, inclusive elementary school, OakHaven Academy supports neurodiverse students and those needing additional academic support in the GTHA. Using evidence-based, structured, multi-sensory instruction, we close learning gaps and build confidence. Our small group classes from JK–Grade 8 include academic support, social-emotional learning, and community excursions. Ontario Certified Teachers and skilled staff support students with or without diagnoses such as autism, ADHD, dyslexia, or other learning differences."
"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."
"At OakHaven Academy, we believe all students can thrive when supported in the right way. Our school is specifically designed for students with diverse learning needs, offering a supportive environment. Each student is assessed when enrolled to identify their strengths and areas for growth. We provide intensive remediation and direct instruction in literacy and numeracy to build strong foundational skills. With a low student-to-teacher ratio of 5:1, students receive personalized attention they need to succeed. Our individualized “Success Plans” replace traditional IEPs, targeting specific academic and developmental goals. We teach social-emotional skills using evidence-based programs and our students learn as a group. Learning extends beyond the classroom through regular community excursions using public transit to visit parks, libraries, museums, farms, and other local experiences that support real-world learning and engagement. We do not support full time one-to-one support."
"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."
"At OakHaven Academy for Diverse Learners, we focus on evidence-based, individualized support in foundational literacy, numeracy, and social-emotional development. This commitment requires intentional tradeoffs. By prioritizing depth over breadth, we do not offer extensive extracurriculars, competitive pacing, or traditional grade-level progression. Instead, we give students the time and support they need to build strong academic and emotional foundations.
Our small-group model and low student-to-teacher ratios create a nurturing, flexible environment, but we do not provide intensive one-to-one behavioral support for students with oppositional behaviour. Maintaining this structure ensures a predictable and emotionally safe setting for all learners.
We share these tradeoffs so families understand what we value most: foundational skills, individualized growth, and a calm, supportive learning environment. Families interested in exploring fit are welcome to participate in a three-day trial."
"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."
"OakHaven Academy for Diverse Learners was founded in response to the growing need for a learning environment that truly supports students with diverse learning profiles. As a new micro school in the GTHA, OakHaven was created by educators who saw firsthand how many bright, capable students were struggling in traditional settings that did not meet their individual needs. Our program was designed to focus on the core skills: literacy, numeracy, and social-emotional development—while also nurturing the whole child through afternoon programming in the arts, science, social studies, and healthy living. We believe that learning should extend beyond the classroom. Regular community excursions are a key part of our approach, helping students apply their learning in real-world contexts, develop independence, and build meaningful connections with their surroundings. OakHaven Academy continues to be guided by our belief that every student deserves to be seen, supported, and empowered to succeed."
"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."
"OakHaven Academy for Diverse Learners supports students who thrive in a personalized, nurturing environment. It serves those with learning differences like dyslexia, dyscalculia, dysgraphia, ADHD, or autism, as well as students needing more time, structure, or flexibility than traditional classrooms allow. Learners benefit from direct instruction in reading, writing, and math, and support for attention, processing, executive functioning, anxiety, or self-esteem challenges. With a 5:1 student-teacher ratio, individualized Success Plans, structured and multi-sensory literacy, math, and social-emotional instruction, students gain skills, confidence, and a love of learning. Experienced educators work alongside Child and Youth Care students to provide collaborative, hands-on support for each child’s success."
"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."
"OakHaven Academy for Diverse Learners may not suit families seeking a fast-paced, academically competitive setting, extensive extracurriculars, or a traditional, grade-focused curriculum. We don’t offer accelerated programs, heavy homework loads, or large-group instruction. Instead, we emphasize foundational skill-building, and social-emotional development. Our approach is ideal for families who value structure, flexibility, and relationship-based teaching. Those looking for academic rankings, rigid discipline, or conventional school models may find our individualized, slower-paced methods less aligned. With small class sizes, Ontario Certified Teachers and other experienced educators and therapeutic teaching strategies, OakHaven Academy is designed for students who need an alternative path to success rather than traditional academic pressure."
"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."
"Families choose OakHaven Academy for Diverse Learners because they want a school that truly understands and supports children who learn differently. Many come after their child struggled in traditional classrooms where their needs weren’t fully met. They value our small 5:1 class sizes, personalized Success Plans, and skilled, compassionate educators. Families appreciate our evidence-based literacy and math programs, direct social-emotional learning, and frequent, transparent communication that keeps them involved in their child’s progress. They also value our holistic approach, including community excursions that build real-world skills and independence. Unlike schools with rigid structures, OakHaven Academy adapts to each child’s needs, creating a calm, inclusive environment. This flexibility and individualized support is why families choose us over others that often prioritize standardized pacing or large class sizes."
"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."
"OakHaven Academy for Diverse Learners is seen in the community as a compassionate, inclusive school offering expert support for students with diverse learning needs. Known for its personalized, evidence-based approach, OakHaven Academy stands out for small class sizes, individualized instruction, and a nurturing environment. Ontario Certified Teachers and trained educators specialize in supporting neurodiverse learners, including those with dyslexia, dyscalculia, executive functioning deficits, ADHD, and autism. OakHaven Academy’s strong focus on social-emotional growth, real-world learning, and transparent parent communication fosters trust and collaboration. A parent-led Board of Directors helps guide the school’s mission, ensuring family voices remain central. Community members recognize OakHaven Academy as a supportive, relationship-based alternative to traditional education—where students build confidence, develop skills at their own pace, and feel truly understood."
"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."
"At OakHaven Academy for Diverse Learners, families may notice our frequent community outings—like library visits, daily walks to the local park, swim sessions, and city trips accessing public transportation—but could overlook their deeper purpose. These experiences are intentionally embedded in our curriculum to help students connect learning to the real world and foster a sense of community responsibility. What makes this possible is our small class sizes, allowing our experienced educator team to know each student well and communicate with families daily. With a parent-led Board of Directors, families play an active role in shaping our school. This strong, collaborative community is what makes real-world, meaningful learning thrive."
"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."
"Families may be surprised by how deeply student voice and well-being are woven into daily life at OakHaven Academy for Diverse Learners. You might see a student jumping on our small trampoline or sitting quietly with headphones on—and that’s by design. We encourage students to communicate their needs, and we listen. If they need movement, calm, or space, we provide it. We believe open, reciprocal communication is key to student success. That includes daily conversations with teachers and actively welcoming feedback from both parents and students. Our parent Board of Directors plays a vital role in shaping the school community, ensuring families have a meaningful voice. This strong partnership isn’t just valued—it’s essential to each child’s growth, progress, and achievement."
"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."
"OakHaven Academy for Diverse Learners has recently moved into a new learning space that reflects our commitment to student well-being, personalized learning, and inclusion. Our environment features flexible workspaces, and quiet zones where students can self-regulate and focus. Our flexible learning groups are intentionally small and designed to support multi-sensory learning, with tools and materials that meet a wide range of needs. This move allows us to expand our programming, offer more one-on-one support when required, and deepen our commitment to creating a safe, welcoming space for all learners. The location also strengthens our ability to host community excursions and real-world learning experiences using Halton Transit. Students thrive when their individual needs are recognized, respected, and supported. This new space is more than a building—it’s a reflection of the inclusive, student-centered learning we believe all children should receive from our experienced educator team."
"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."
"In the next five years, OakHaven Academy for Diverse Learners plans to expand, offering continued support for neurodiverse learners from childhood through adolescence. This will allow us to guide students through critical transitions with the same personalized, relationship-based approach. We also envision moving into a permanent learning space designed to reflect our core values—with calming indoor environments, flexible classrooms, and dedicated outdoor learning areas that support movement, nature-based education, and social-emotional growth. Our expansion will deepen our commitment to individualized learning, well-being, and real-world skill-building, ensuring students are not only academically prepared but confident, capable, and connected. As we grow, we will continue to centre student voice, strong family partnerships, and inclusive, strength-based teaching—creating a lasting community where every learner can thrive."
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.
Welcome to OakHaven Academy for Diverse Learners
It is my pleasure to welcome you to OakHaven Academy—a new, independent school in Burlington, Ontario, created with a clear mission: to provide a nurturing, structured, and inclusive environment where diverse learners can truly flourish.
Our dedicated team brings decades of experience in inclusive and specialized education. At OakHaven Academy, we believe every child deserves to be understood, supported, and challenged to reach their fullest potential. Our personalized approach, grounded in evidence-based teaching practices, helps students strengthen foundational skills, build confidence, and develop a genuine love of learning.
Our students are engaged communicators who can express their thoughts, ideas, and needs, and who enjoy learning alongside others in a positive, collaborative setting. They benefit from small group learning, individualized coaching, clear expectations, and a caring school community that encourages both independence and connection.
With over 30 years in education—including experience as a special education resource teacher within a local public school board and as principal of an accredited independent school—I have devoted my career to helping students who learn differently find success and joy in their educational journey. That mission lies at the heart of everything we do at OakHaven Academy.
We look forward to partnering with you and your family as we work together to help your child grow academically, socially, and emotionally in a supportive and connected community.
Traditional
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
OakHaven Academy for Diverse Learners provides a personalized, evidence-based curriculum designed to meet the needs of neurodiverse students and those requiring additional support. Our core focus is on building strong foundations in literacy, numeracy, and social-emotional development. We use structured, research-backed programs such as UFLI, Wilson, REWARDS, and Structured Word Inquiry, along with multi-sensory math instruction to ensure deep understanding and skill development. Each student follows a customized Success Plan, developed in collaboration with families, to target individual learning goals. Our low 5:1 student-to-teacher ratio allows for meaningful relationships, individualized attention, and responsive instruction. Social-emotional learning is taught explicitly through evidence-based programs like Social Thinking and Zones of Regulation, helping students build self-awareness, communication, and self-regulation skills. Afternoon programming expands learning into science, social studies, the arts, and healthy living. Weekly community excursions provide real-world learning opportunities, fostering independence and connection beyond the classroom. OakHaven offers a calm, inclusive, and flexible environment where students who haven’t thrived in traditional schools can build confidence, close learning gaps, and rediscover the joy of learning.
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.
OakHaven Academy for Diverse Learners programming follows the Ontario curriculum's overall expectations in mathematics focusing first on numeracy and number sense, with a primary focus of lessening any learning gaps the student demonstrates. Key topics are explored clearly and explicitly, with lessons and activities differentiated for each student's individual level. All learning in math builds upon earlier, foundational concepts. If students do not have a strong base in addition, they will struggle with subtraction. If they do not understand equal groups, they will not be able to understand multiplication and division. We help students to consolidate the foundational skills that they will need to unlock higher levels of math in secondary school and beyond.
Multi-sensory Math Jump Math Ontario curriculum spiralized to lessen learning gaps and build foundational skills
Students are encouraged to use learning tools and manipulatives.
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.
OakHaven's program is best described as phonics-intensive, using systematic, explicit instruction to teach students how to decode words by identifying letter-sound relationships and blending sounds. This structured, evidence-based approach is particularly effective for neurodiverse learners, who benefit from repetition, routine, and clear instruction. We recognize that many students struggle with spelling and printing, so we directly teach spelling conventions and patterns to support both accurate spelling and fluent reading. We believe that reading and spelling are deeply connected—automatic spelling strengthens word recognition and reading fluency. In addition to phonics, students receive instruction in: Cursive and print handwriting Common spelling rules and decoding strategies Paragraph writing and composition Grammar and proofreading This integrated literacy approach helps students become confident, capable readers and writers by reinforcing foundational skills across all areas of language learning.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We monitor progress using a variety of tools including Diebels and Woodcock Johnson standardized assessments.
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.
OakHaven Academy for Diverse Learners uses structured, evidence-based approaches to teach writing such as UFLI, Wilson and Rewards Reading and Writing which is particularly effective for neurodiverse learners, who benefit from repetition, routine, and clear instruction. We recognize that many students struggle with spelling and printing, so we directly teach spelling conventions and patterns to support both accurate spelling and fluent reading. We believe that reading and spelling are deeply connected—automatic spelling strengthens word recognition and reading fluency. In addition to phonics, students receive instruction in: Cursive and print handwriting Common spelling rules and decoding strategies Phrases, sentences and paragraph writing differentiated to individual students Grammar, and proofreading Learning to use assistive technology as a tool This integrated literacy approach helps students become confident, capable readers and writers by reinforcing foundational skills across all areas of language learning.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science is taught in the afternoon. Topics are generated from the Ontario curriculum and overall expectations are covered. We learn through inquiry and experimental learning, using hands-on experiments and student guided investigation. With multiple grades, we split students into smaller groups so they are learning their own curriculum expectations differentiated to their ability level. We also group together similar concepts so that students can work together across grades collaboratively.
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.
OakHaven Academy for Diverse Learners incorporate both of these approaches. It is vital for students to be able to decode and understand the purpose of a text for their reading comprehension and written composition. Many of our students struggles with written expression and our goal is to help them identify written elements and apply them to their own work. However, we want our students to feel competent and confident with literature.
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.
Social Studies are taught in the afternoon. Topics are generated from the Ontario curriculum and overall expectations are covered. Imagine your child is motivated to learn, not just for marks, but for the love of learning. Authentic learning ignites student interest and joy in learning by connecting what is taught in the classroom to real-world issues, problems and applications. "Learn by doing" is the core of OakHaven Academy's philosophy, as students practice foundational skills, whether they are engaging in authentic activities similar to a scientist, an artist, an engineer, or a writer. Future-ready skills such as problem solving, critical thinking, teamwork, observation, asking questions, and note-taking are consistently reinforced during authentic learning.
Pragmatism
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.
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.
Information not available
One of the best ways to help students learn to make meaningful connections to real-world experiences. This can help them to contextualize what they have learned and then apply their learning their own way.
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.
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.
Our students spend time exploring their abilities in the fine art of music and visual art each Friday afternoon. We frequently explore local museums including the Art Gallery of Burlington for a program.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
Computers and iPads are used as learning tools for assistive technology, inquiry and learning typing skills. We use computer games such as IXL to compliment our learning.
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.
Physical education is taught outside in the local park setting. We have access to fields and equipment. Students walk to the park each day and enjoy our structured games. Students swim at Goldfish Swim School once a week during the last term of the school year.
Play-based
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.
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.
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.
OakHaven Academy’s Kindergarten program blends play-based learning with gentle structure to support neurodiverse learners and those needing extra support. Through meaningful, hands-on play, we build foundational skills in literacy, numeracy, and social-emotional development. With a low 5:1 student-to-teacher ratio, each child receives personalized guidance and support. Learning is intentionally designed to target goals such as language development, fine motor skills, and emotional regulation, and are adapted to meet individual needs. Social skills are taught explicitly using programs like Zones of Regulation and reinforced through modeled play. Our calm, inclusive environment promotes confidence, communication, and a positive early learning experience that nurtures curiosity and builds readiness for future academic success.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
OakHaven Academy’s flexible pacing allows students to move forward when ready and revisit concepts as needed. Instruction is adjusted in real time based on student progress, not grade level or age. This ensures deeper understanding, reduces frustration, and supports lasting skill development across academic and social-emotional domains.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
At OakHaven Academy, we nurture self-aware, confident, and capable learners by equally supporting the learner's development. A key priority is helping students understand and embrace their own neurodiversity—recognizing how they learn best, advocating for their needs, and celebrating their strengths. Through personalized instruction, social-emotional learning, and hands-on supports, students build resilience, empathy, and self-esteem. Our classrooms foster a safe, affirming environment where differences are not only accepted, but deeply valued. We maintain high expectations while meeting students where they are, helping them grow into individuals who are curious, compassionate, and empowered. Ultimately, OakHaven strives to shape learners with a strong sense of identity, purpose, and the confidence to thrive—both in school and beyond—as proud neurodiverse individuals.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
At OakHaven Academy, we nurture self-aware, confident, and capable learners by equally supporting intellectual, emotional, and social development. A key priority is helping students understand and embrace their own neurodiversity—recognizing how they learn best, advocating for their needs, and celebrating their strengths. Through personalized instruction, social-emotional learning, and hands-on supports, students build resilience, empathy, and self-esteem. Our classrooms foster a safe, affirming environment where differences are not only accepted, but deeply valued. We maintain high expectations while meeting students where they are, helping them grow into individuals who are curious, compassionate, and empowered. Ultimately, OakHaven strives to shape learners with a strong sense of identity, purpose, and the confidence to thrive—both in school and beyond—as proud neurodiverse individuals.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At OakHaven Academy, our programming supports students through individualized accommodations, modifications, and therapeutic strategies. With expert educators, small class sizes, visual schedules, sensory-friendly spaces, and consistent routines, we create a supportive, structured environment. Accommodations may include assistive technology, extended time, movement breaks (like trampoline time), and adapted materials to meet students where they are presently at. For those needing modifications, we adjust curriculum expectations while keeping learning meaningful and engaging. We also provide remedial support in literacy, numeracy, and executive functioning through targeted small-group instruction. When appropriate, therapeutic support is integrated into the school day, including social-emotional coaching, and collaboration with speech-language and other specialists.
Information not available
At OakHaven Academy, we understand that learning needs can emerge or evolve over time. Our team is skilled in identifying and supporting students who develop learning difficulties while in our care. We provide individualized strategies, collaborate closely with families, and, when needed, connect with external professionals to ensure each child receives appropriate support. Students with clinically diagnosed learning disabilities thrive in our structured, supportive environment using evidence based programs. However, we are always honest about whether we can meet a child’s specific needs. If we believe a student requires resources beyond our scope, we will guide families toward a setting that is better equipped—always with the child’s best interest in mind.
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
K, 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.
At OakHaven Academy for Diverse Learners, we recognize and value the individuality of each student. Our mission is to provide a structured, supportive, and engaging environment where students can develop confidence, build essential skills, and achieve meaningful academic and personal growth. Students who experience success at OakHaven typically: - Learn best in small, supportive group settings that encourage collaboration and connection - Are developing independence and self-awareness, with guidance from a caring, experienced team - Respond positively to clear expectations, consistent routines, and a well organized environment - Demonstrate curiosity, motivation, and an eagerness to engage in learning - Have families who value open communication and active partnership in their child’s educational journey At OakHaven, we take a strengths based and individualized approach to education -helping each student progress at their own pace while cultivating a lifelong love of learning and a strong sense of self.
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.
At OakHaven Academy for Diverse Learners, we take great care in ensuring our program is the right fit for each child. Our admission process is designed to be thoughtful and collaborative, helping families and staff make informed decisions together.
1. Initial Phone Call
We begin with a conversation to learn about your child and introduce our program and philosophy.
2. Parent Meeting
Parents are invited to meet in person with our team to discuss their child’s needs in more detail.
3. Parent and Child Visit
Next, we invite both the parents and the child to visit OakHaven Academy together. This meeting allows the child to become familiar with the environment and gives our staff a chance to interact directly with them. It also helps us assess how the child engages in a new setting and gives the family a feel for our community culture. This meeting usually begins the three day trial period.
4. Three-Day Trial
Finally, to ensure the best possible match, the final step in our process is a three-day trial period. During this time, the child participates in our program under the observation of our educators and support staff. This allows us to assess how well the child responds to our structure, routines, and expectations, and to determine whether we can adequately support their learning and development.
At the conclusion of the trial, we meet with the family to review observations, share feedback, and make a collaborative decision about moving forward with enrollment.
Our goal throughout the admission process is to build a strong foundation for success by ensuring that OakHaven Academy is the right environment for each child’s growth - socially, emotionally, and academically.
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