1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
19533 64th Avenue, Surrey, British Columbia, V3S 4J3, CanadaIndirect Support:
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
19533 64th Avenue, Surrey, British Columbia, V3S 4J3, Canada
5,528.8 km
7,648.0 km
1992
2024
425
730
JK to 8
K to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
10 to 18
18 to 25
Learning
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$23,550 to $25,950
$11,315 to $26,920
No
No
0%
0%
None
None
$0
$0
39
56
0%
0%
80%
32%
information not available
K, 1, 2, 3, 4, 6, 9, 10, 11, 12
information not available
information not available
Rolling
Jan 15, 2027
Not available
Not available
No
Yes: grades K - 12
No
No
information not available
information not available
Turnbull was founded by Mary Ann Turnbull in 1992, guided by a commitment to Caring and Excellence. Its history, in a sense, dates back to the Turnbull Learning Centre, established in 1981. The Centre offered academic services, and Turnbull’s success there led to the creation of the school. The setting is idyllic. Since 1996, it has occupied a 5.5-acre parcel in the Central Experimental Farm area of Ottawa, a National Historic Site that is easily accessible from all parts of the city. The location is within Ottawa, yet retains a rural community feel, which itself is a draw for many families. The school has grown over the years and is a good size today, allowing for a nice breadth of programming while retaining a personal, community feel. As initially intended, the school's values—cooperation, character, and reasoned reflection—inform all its activities, fostering a safe, nurturing, and welcoming environment for students and their families. Parental involvement in the school's life is welcomed, as is consistent and informal communication between families and school administration.
View full reportCrescent Heights Academy is an inclusive, future-focused independent school dedicated to developing well-rounded, globally minded learners. It combines strong academic foundations with a vibrant community spirit. An IB PYP and MYP candidate school, Crescent Heights combines inquiry-based learning with personalized attention, supported by small class sizes and affordable tuition. The school’s CARE philosophy (Character, Abilities, Relationships, and Exploration) guides its holistic approach, nurturing both intellect and empathy. Students benefit from arts, music, theatre, and outdoor education programs, as well as digital literacy and Advanced Placement (AP) courses, which are offered in senior grades. With a new, purpose-built 110,000-square-foot campus planned for 2027, the academy is poised to expand its offerings while maintaining a close-knit environment where every student is known and valued.
View full reportinformation not available
"Communication with parents is thoughtful and consistent, and we’ve always felt informed, supported, and heard."
vivienne Wang - Parent (Jul 16, 2025)
Our daughter has had a truly positive and enriching experience at Crescent Heights Academy. What she... View full review
"The school focuses on guidance rather than punishment, helping students learn from their mistakes while still maintaining clear expectations."
Betty Li - Parent (Jul 23, 2025)
Our child has had a very positive experience at Crescent Heights Academy. From the beginning, we’v... View full review
"It’s clear that they genuinely care about each student’s well-being and development, and lead with both heart and vision."
Elizabeth Garner - Parent (Aug 08, 2025)
Our experience at Crescent Heights Academy has been incredibly positive and transformative for our c... View full review
"Turnbull School is dedicated to academic excellence in a caring environment. Students benefit from highly qualified teachers, small class sizes, daily physical education, organization and study skills, enhanced French, award winning science, computer technology & robotics, dynamic music, visual arts and drama programs, intramural and extra-curricular sports, clubs and special events, in a modern facility. Our leadership and character development programs enhance the school culture of excellence and caring."
"Crescent Heights Academy prepares future-ready citizens. Students engage in arts programs, including music, drama, and visual arts, fostering creativity and self-expression. Experiential learning opportunities, such as class trips, community engagement, and project-based learning, further enrich the student experience. Our holistic approach ensures that students are well-prepared for post-secondary education, with a 100% acceptance rate into universities and colleges."
"At Turnbull School, we focus on a well-rounded approach where children are not just exposed to a rigorous academic program, but also a strong focus to character development, study skills, arts and music, and athletics. We truly get to know our families and have a strong sense of community and belonging."
"Crescent Heights Academy stands out not only for our commitment to academic excellence but also for our emphasis on fostering a strong sense of community and parent partnership.
We cultivate a learning environment where every student feels acknowledged, heard, and respected for their unique identity. We prioritize building strong relationships between teachers, students, and families, creating a sense of belonging and trust that allows for deeper connections and a better understanding of each child’s needs.
Our CARE philosophy aims to nurture well-rounded individuals who not only excel academically but also possess strong Character, essential Abilities, meaningful Relationships, and a deep understanding of the world through Exploration,"
"With our focus on providing a strong academic foundation, we do not have the resources to support serious academic and behavioural concerns. As a result, we are unable to accept applications for students with these profiles."
"At Crescent Heights Academy, we prioritize academic excellence by focusing our resources on a select number of core subjects. This strategic approach allows us to provide exceptional teaching and personalized learning experiences that best support our students' growth and development. Our emphasis on fostering a sense of belonging involves investing in inclusivity and community-building initiatives. While these efforts may occasionally take precedence over highly specialized programs, they are integral to creating a supportive and cohesive school environment where every student feels valued and connected. We are committed to making thoughtful and ethical decisions, even when they require more time or resources compared to quicker, less rigorous alternatives. This commitment ensures that our students receive an education grounded in honesty, responsibility, and respect, preparing them to navigate the complexities of the world with strong moral principles."
"In 1996, Turnbull School moved from office space to its original, newly constructed and permanent home. In 2003, in order to meet growing demand and improve programming, the senior school was constructed which included a full-size, double gymnasium, science lab, and visual arts room. In the fall of 2019, a modern and fully equipped music hall was added to the school, which also included the renovation and updating of designated drama and visual arts rooms. More recently, in 2025, a STEM lab was added to the senior building for our coding and robotics program."
"Crescent Heights Academy was established in 2024 through the merger of Fraser Valley School and Diamond School, both esteemed independent institutions in Surrey, BC. This union reflects a shared commitment to fostering an inclusive, academically rigorous environment that emphasizes character development and community engagement. Looking ahead, Crescent Heights Academy is excited to announce plans for a new, state-of-the-art campus, set to open in fall 2027. The proposed 110,000 square foot facility will accommodate students from Kindergarten through Grade 12. This development underscores the academy's dedication to providing a dynamic and supportive learning environment for all students."
"Well-rounded children with an open mind and willingness to learn, with average to above average learning profiles do very well at Turnbull School."
"At Crescent Heights Academy, we cultivate a learning environment where students are encouraged to explore their curiosity, feel a strong sense of belonging, and uphold integrity in all their endeavors. Our ideal students are inquisitive, collaborative, and open-minded individuals who embrace challenges and value diverse perspectives. They are adaptable, globally aware, and committed to both academic and personal growth. Families who resonate with our mission actively support their children's development, fostering a community that values inclusivity, character, and partnership in education."
"We would advise families who have children with serious learning needs and/or behavioural issues to explore other school options."
"At Crescent Heights Academy, we recognize that our focused academic offerings and personalized approach may not align with every family's educational preferences. Families who prioritize a more traditional educational model, seek specialized programs we do not offer, or prefer a larger student body may find other institutions better suited to their needs. Additionally, as a small school, we currently lack the resources and capacity to support students with extensive learning needs. By being transparent about our unique offerings and limitations, we aim to ensure families can make informed decisions that align with their values and goals."
"Over the years, parents have shared with us that they selected our school based on reputation, reliability, communication with families, and a warm, welcoming environment of caring and excellence."
Information not available
"Turnbull School is a highly regarded and a sought-after elementary school. Children are excited to come each day, and they return home happy."
"At Crescent Heights Academy, we are committed to ensuring that each student not only understands themselves but is also genuinely recognized and valued. We strive to create a safe and nurturing environment by fostering meaningful relationships among a diverse and inclusive community of internationally-minded learners. Through a collaborative and supportive atmosphere, we encourage inquiry, healthy living, and a passion for lifelong learning."
"Families come to Turnbull School for an excellent education; however, during their time with us, they are exposed to so much more beyond the curriculum. When a Turnbull student leaves us, that child enters the world having gained new experiences and opportunities that will last a lifetime."
"At Crescent Heights Academy, we prioritize student agency by offering a diverse array of co-curricular activities that evolve with our students' interests. From language acquisition and design to math support, our programs are designed to support students' passions and foster a sense of belonging. Senior students play a pivotal role in producing events, contributing to theatre productions, and designing our annual yearbook, ensuring that our co-curricular offerings remain dynamic and student-centered."
"Families are always impressed with the true sense of community, as well as the amount of care and communication they receive from our faculty."
"At Crescent Heights Academy, families quickly recognize our welcoming atmosphere and strong sense of community. Parent-led committees actively plan and volunteer at school events, fostering a collaborative environment. Teachers and school leaders are approachable and eager to engage with families, partnering in their child's education. This sense of belonging is central to our educational philosophy. When students feel truly known—understood for their strengths, challenges, and unique qualities—they experience a deep sense of acceptance and confidence. Research indicates that students in schools with a strong sense of community are more likely to be academically motivated, act ethically, and develop social and emotional competencies"
"At Turnbull School, we are consistently reviewing and updating our resources and programming. In particular, we are very excited about our new Tech Lab and technology program."
"Crescent Heights Academy has introduced several enhancements to enrich the student experience. These include the introduction of new athletic uniforms and the expansion of team-based divisional offerings, providing students with a balanced and engaging program that complements their academic pursuits. We will continue to expand the junior and senior athletic programs as our school grows."
"While we do not foresee any significant changes to our current structure, we remain committed to providing current and relevant curriculum and experiences for our students. We are also committed to adhering to the values and guiding principles that have shaped our school over the years."
"Crescent Heights Academy is set to unveil a purpose-built campus designed by KMBR Architects, scheduled to open in fall 2027. This forward-thinking facility will embody our commitment to collaboration, innovation, and sustainability, aligning with our core design principles of fostering relationships, community, natural light, and wellness. The design reflects contemporary educational trends, emphasizing flexible, adaptable spaces that promote health and well-being. By integrating renewable materials and creating environments that inspire new ways of learning, the new campus aims to provide a supportive atmosphere where students and faculty can thrive in an ever-evolving educational landscape. As Crescent Heights Academy continues to grow, the development of our new purpose-built facility will enable us to expand and diversify our course offerings. This expansion aims to provide a broader range of academic programs, enhancing the educational experience for our students."
At Turnbull School, we are committed to fostering excellence in a caring and supportive environment. As an independent coeducational school for students from Kindergarten to Grade 8, we offer a comprehensive academic program, as well as an abundance of extra-curricular activities, that nurtures curiosity, confidence, and a lifelong love of learning.
We believe that a strong educational foundation built during the elementary years is one of the greatest gifts we can offer a child; one that will benefit them for a lifetime.
To learn more about our school and what makes Turnbull a special place to learn and grow, we invite you to visit our website or contact us directly. We would be happy to answer your questions.
Thank you for your interest in Turnbull School!
Choosing the right school is a significant decision, and we trust that the information on our site will help you determine if Crescent Heights Academy is the best fit for your family. When you select our school, you join a community of students, parents, faculty, and staff who share common values and a collective vision. Please know that in this nurturing environment of CHA, our students are known and cared for; this is our core mission.
At Crescent Heights Academy, we pride ourselves on fostering a caring community that adopts a holistic approach to your child’s education. Our learning environment spans from Kindergarten to Grade 12, and we are committed to preparing future-ready learners for their next steps in growth and contribution beyond our halls. Our faculty and staff possess the expertise to meet the diverse learning needs of early learners, adolescents, and mature high school students alike.
Through our caring philosophy, we focus on all aspects of your child’s development. Our unique programming emphasizes character development with intentional attention to international mindedness, global and indigenous perspectives, and a strong expectation of respect. As a parent, it is essential that a school’s values align with your family’s values and support your efforts to nurture your child. As you peruse this website, we hope that you see our values shared and lived.
Additionally, Crescent Heights Academy places a strong emphasis on building healthy relationships, ensuring that our students thrive socially and emotionally. Through varied strategies for building wellness, self efficacy and agency, and through exposure to learning engagements that require collaboration and teamwork, our learners emerge with a good sense of self. In essence, they know themselves, and have learned to care for themselves.
We value and expect contributions from our learners, believing that their input enhances both their classrooms and their friendships. We aim for them to become individuals of positive impact, starting at a young age and expanding that influence as they mature. Our hope is that each graduate develops an intrinsic desire to act and contribute meaningfully to their communities. At Crescent Heights Academy, we strive to develop change makers; we believe our graduates will strengthen their region, province and ultimately our country of Canada.
We encourage you to visit our school and ask questions to further understand and appreciate this learning environment and how it may be the best fit for your child and your family.
Laurel Middelaer
Head of School
Progressive
International Baccalaureate
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.
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.
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.
Since 1992, Turnbull School’s small classes and exceptional teachers have provided a comprehensive and enriching academic program, where emphasis is placed on caring and excellence. Our well rounded curriculum ensures a balance between all subject areas, and students enjoy the application of the content to cross-curricular activities and projects, so what they learn has more relevance and application. We value our parents as collaborative participants in their child’s education. Regular communication is a given and the staff all recognize the importance of keeping parents well informed. Accountability and accessibility are key attributes of every member of the faculty and leadership team. From a young age, Turnbull students are taught the essential learning skills of study strategies, time management and organizational techniques. As a result, our students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success.
We follow the International Baccalaureate (IB) Primary Years Programme (PYP), from kindergarten to grade 5. Crescent Heights Academy is a candidate school* for the MYP. This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our mathematics program goes well beyond the Ontario Ministry of Education’s curriculum and provides students with an advanced program that covers greater breadth and depth of concepts and reasoning skills than is normally experienced or expected. With specialized teachers and small classes, every Turnbull student can be enriched, yet help is readily available if concepts need additional reinforcing. More frequent and meaningful teacher-student interactions result in immediate individual feedback. The approachable nature of our teachers and that personal connection with every student is a huge factor in student engagement in the learning process. Our “spiral curriculum” approach to mathematics ensures a continual review of previously taught concepts so students are revisiting and retaining the material while moving on to new areas. In this way, they develop strong mathematical competence and see the relevance of one topic to the next.
Information not available
The Nelson My Math Path program, powered by the Singapore Math framework, is the main resource used. Jump Math is used as a supplement, as well as other problem solving and critical thinking resources.
Information not available
Calculators have a place in the upper grades when numeration is not the main objective of a topic being studied. When a child struggles with numeration skills, and a calculator can be used as a tool to help, students will not be left behind when working within another strand.
Information not available
Whole Language
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.
Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
At Turnbull School, we believe that for children to become proficient readers, they need to develop a wide range of knowledge and skills. These include a strong base of oral language, a strong general knowledge background, an understanding of print concepts and knowledge of letters and words. Children also need to learn comprehension strategies and higher order thinking skills, such as the ability to infer meaning from texts. We incorporate activities to develop all of these competencies on a daily basis in our overall literacy program. A balance of direct instruction, guided instruction, independent learning and practise are important elements of our early reading program. We also value frequent assessment and evaluation of reading levels and skills, and use the recently updated Nelson PM Benchmark, to track each child’s progress.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use the recently updated Nelson PM Benchmark to track each child's reading progress, along with other important related skills.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Primary students use the Six Traits Writing model, where they learn and practise using the six traits of effective writers. Students learn to write personal and expository texts, poetry and report writing. They also learn basic editing skills. Junior students continue to expand on their understanding and use of the Six Traits of Writing model. Students learn to write personal and expository texts, poetry and report writing. They complete more formal spelling and grammar lessons on a regular basis, develop editing skills and learn to use the writing process as a tool to fine tune their writing skills. Senior students focus on the importance of following the writing process: brainstorming, planning, organizing, revising and editing. We emphasize both creative and expository writing along with the ability to develop and express ideas in clear and effective prose. Students are also given a strong grounding in grammar.
Information not available
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Children best acquire scientific knowledge through experimenting, manipulation and exploration with science materials. We promote children’s natural curiosity for the scientific world through interactive, hands-on learning, offering many opportunities for experiments, labs and exploration. We go far beyond what is normally expected in the Ontario curriculum. Turnbull students graduate very motivated and with the advanced competence to pursue sciences.
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
Physics
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Our students experience a very enriching literature program of novels, poetry and short stories, but we also emphasize the importance of developing strong basic skills of grammar, decoding, spelling and technical writing. Our students are set up for success beyond their time at Turnbull School, as they learn to communicate well both orally and in writing, and develop strong critical reading, creative writing and research skills.
Literature at Crescent Heights takes a global, inquiry-driven, and analytical approach. Students are encouraged to explore texts from diverse cultures, genres, Indigenous perspectives, and historical periods, while building strong skills in critical thinking, interpretation, and effective communication.
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
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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 goal of our social studies program is to educate students about their local, national and international communities, and their place within these societies. Combining the disciplines of geography and history, we help students develop into informed citizens in a culturally diverse and interdependent world, while instilling an understanding and appreciation of our unique Canadian identity and experience. Through these studies, students acquire broad-based skills that are vital to future success. These skills include identifying and solving problems, critically evaluating different points of view, making informed decisions on a variety of issues, and engaging in articulate expression and debate. By exploring various points of view and evaluating a variety of evidence, students practise achieving a balanced perspective when making decisions on issues relevant to their world.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Grade 7 history covers Canadian history from the earliest inhabitants to the War of 1812. As well as covering the factual material, the students have opportunities to research elements of our past. In geography, the Grade 7's learn about earth sciences and the physical geography of Canada. In the Grade 8 program, students learn about the history of Canada from the War of 1812, through the important events surrounding Confederation, and ending with World War I. Their geography course continues the citizenship strand, exploring the nature of world human geography.
Information not available
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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.
Turnbull School strives to graduate students from Grade 8 with a strong level of conversational and every day, pragmatic French, while also achieving solid skills in French reading, writing and grammar. In addition, the students will have the desire and confidence to pursue further French studies beyond the basic requirements of high school. The achievement of this goal is dependent on the number of years the student is at Turnbull School, as well as the language aptitude and motivation of the student. There is a French only environment in French class, with an exception for students newer to French. Motivation and enjoyment of French always drive and enhance our program objectives.
Beginning in Kindergarten, students engage in core French instruction as part of the foundational curriculum. Beyond this, co-curricular opportunities to explore additional languages are available, fostering both linguistic development and intercultural understanding. By Grade 12, students may further refine their skills through the French Language Acquisition elective, supporting advanced proficiency and global awareness.
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
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
Music, drama and visual arts are all recognized as essential elements of a child’s development for all grades at Turnbull School. Weekly fine arts classes are taught to students in Grades 4 to 8 by teachers who have specialized training in these disciplines. The Turnbull School Concert Band has been in existence since 2005. As an extracurricular ensemble, students from Grades 5 to 8 have the opportunity to further explore their love of music beyond their regular music classes with woodwind, brass and percussion instruments. The members enjoy the chance to gain performance experience through playing for special events at the school and in the community. Students in grades 6 to 8 may also decide to audition for a role in the annual school drama production. This extracurricular activity has included as many as 80 students, and rehearsals typically begin in October with the final performance in May.
Involvement in the arts fosters a deeper understanding of cultural and historical contexts, promoting an inquiring and empathetic worldview. It challenges and enriches personal identity, while also building awareness of aesthetics in a real-world context. This encourages a well-rounded and culturally aware perspective.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Every student has regular computer technology classes and a curriculum which reinforces a variety of skills through cross-curricular assignments that deepen their learning. These include Robotics, Internet safety, research, web animation, graphic design, video editing, publishing, graphing, coding and keyboarding. Having access to enriching and engaging technologies, such as a new STEM lab with a 3D printer, several portable Chromebook stations, SmartBoards, scan-and-project devices, eInstruction’s Classroom Response System, and a wide range of educational software are only a few ways in which we deepen the learning activities for our students.
It is our goal that our learners are thoughtful with technology as a tool for inquiry, for the collection of evidence, for innovation and as a foundation for presentation. It inspires critical thinking that enables us to problem solve and take responsive action.
Web design
Robotics
Computer science
All students at Turnbull School take part in daily physical education classes taught by physical education specialists. Our program focuses on participation, skill development, fair play and healthy living. These objectives are met by providing the students with the opportunity to participate in a wide variety of sports and activities. Turnbull School offers an Intramural sports program to all students from grades 1 to 8, where children can participate in more competitive game play, keeping fun and sportsmanship the priority. Children from the Junior and Senior divisions have the opportunity to try out for various sports teams, where they will play in games and tournaments with other schools within the Ottawa Independent Schools Athletic Association (OISAA), as well as other schools in Ontario and Quebec.
Information not available
Academic
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.
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.
Every child is deserving of a safe, nurturing environment to express and develop his/her unique interests, creativity and abilities. It is in Kindergarten where Turnbull students first learn to respect and care about each other, to feel unique and special, but to see others that way too. The junior and senior kindergarten curriculum reflects the importance of early literacy and numeracy activities, as well as self-initiated inquiry-based pursuits. Our broad program also includes daily physical education, French language classes, as well as science, creative arts and computer time.
Play in our kindergarten classroom is adaptive to learners’ needs, involves choice, promotes agency, provides rigorous opportunities for inquiry into both important concepts and personal interests, and develops social skills. Opportunities for play are balanced between open ended free play and centers for reinforcing specific learning (which may include literacy and numeracy centers).
Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Grades 4 to 8 French classes are streamed into two levels per grade. The students working within the advanced level of French are working beyond grade level and using Francophone resources. Highly motivated students who graduate from this level may enter French Immersion in high school.
In numerous subject areas, rubrics—comprehensive frameworks outlining criteria aligned with specific learning objectives—are employed to guide instruction and assessment. By articulating clear expectations, these rubrics empower students to reflect on their progress, identify areas for growth, and engage more deeply with challenging learning opportunities.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Turnbull students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success. The children make a personal commitment to do their very best to further their own growth. This includes taking responsibility for their work, being prepared, and caring about the growth of others through participation and respect.
Our academic culture emphasizes strong foundational skills alongside alignment with provincially measured rubrics. Students are expected to demonstrate consistent effort, accountability, and a commitment to growth in all subject areas. We prioritize literacy, numeracy, and critical thinking, ensuring students meet or exceed grade-level expectations while developing confidence and independence. Clear expectations, structured support, and regular feedback help guide student progress. At the same time, we encourage curiosity, resilience, and a willingness to take on challenges. This balanced approach supports both academic achievement and the development of lifelong learning habits.
"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."
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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Turnbull School emphasizes a competence based approach where each student can apply skills, acquire knowledge, develop creative problem solving skills, become an effective communicator, and acquire strong social and leadership skills. Time management and organizational skills are viewed as an integral part of their curriculum and essential to their future success. Turnbull School students also show care for others within and beyond the school. We aim to graduate students who are very well prepared for high school, academically, emotionally and socially.
We take a balanced, whole-child approach that prioritizes each student’s emotional, social, and physical well-being alongside their academic growth. At Crescent Heights Academy, students are encouraged to develop self-awareness, confidence, and a strong sense of personal responsibility. They learn to understand their needs, build healthy relationships, and care for themselves and others. We recognize that, at times, students may face challenges that require additional support, and we value the importance of accessing appropriate care when needed. Our goal is to nurture resilient, empathetic, and self-aware individuals who are equipped to navigate life with confidence and integrity.
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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| 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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At Turnbull School, we occasionally have students who require some form of accommodation (i.e. ESL). These accommodations may arise from recommendations listed in a psycho-educational assessment. All forms of accommodation are discussed with parents ahead of implementation.
We provide a modest level of academic support designed for students who are able to work with a high degree of independence. When learning challenges emerge, we collaborate with families to monitor progress, implement classroom strategies, and recommend external supports where appropriate. Our goal is to ensure each student is set up for success within our program. If a student has a clinically diagnosed learning disability that requires significant or specialized intervention, we would have an open and honest conversation with the family to determine whether our setting is the right fit. In some cases, a program with more comprehensive support services may be better suited to meet the student’s needs.
If a student were to exhibit learning difficulties while at Turnbull School, we would proactively work with the parents to develop the best possible outcome for their child.
We provide a modest level of academic support designed for students who are able to work with a high degree of independence. When learning challenges emerge, we collaborate with families to monitor progress, implement classroom strategies, and recommend external supports where appropriate. Our goal is to ensure each student is set up for success within our program. If a student has a clinically diagnosed learning disability that requires significant or specialized intervention, we would have an open and honest conversation with the family to determine whether our setting is the right fit. In some cases, a program with more comprehensive support services may be better suited to meet the student’s needs.
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
0%
7%
$0
$0
80%
32%
K, 1, 2, 3, 4, 6, 9, 10, 11, 12
Rolling
Jan 15, 2027
Not available
Not available
No
Yes: grades K - 12
No
No
No
No
No
Yes: grades 1 - 12
No
Yes: grades 11 - 12
No
No
Turnbull School students show care for each other and the community at large. They are motivated to do their personal best in their academics and extra curricular activities.
Crescent Heights Academy is not just a school; it's a transformative journey where education meets compassion, knowledge meets character, and students emerge not only academically proficient but also socially conscious, empathetic, and ready to make a significant impact on the world. Students and families who embody the values of belonging, resilience, integrity, collaboration, kindness, and service exemplify the core principles that align most closely with the foundational values of Crescent Heights. Enrollment is typically extended to students who have demonstrated a higher level of academic and social understanding through our assessment process.
Turnbull School has a multi-step admissions process. For children applying to Grades 1 to 8, we begin by gathering information from report cards, confidential letters of reference and formal assessments (if any). This is followed by a visit day in a classroom of the child's current grade. Occasionally, if more information is needed, an individual standardized assessment may be administered by an educational consultant.
The Application Process
Kindergarten
Applicants who are not offered admission will be placed on a waitlist for cancellations and considered for Grade 1 for the following academic year.
Grades 1 to 12
Applicants to grades 1-12 are assessed before an interview. Not all applicants receive a Candidate Offer and proceed to the interview stage. The process ensures a suitable match for our program.
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