455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
3300 Ninth Line, Oakville, Ontario, L6H 7A8, Canada
374.6 km
359.1 km
1978
1982
295
400
Nursery/Toddler to 8
Preschool to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional
15 to 20
18 to 19
Dedicated gifted school
In-class adaptations
$17,500 to $17,700
$11,177 to $24,550
No
No
0%
0%
None
None
$0
$0
23
33
0%
0%
80%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 8
No
No
information not available
information not available
Founded in 1978, Wishing Well is one of the older Montessori programs in the region, as well as the country, so has had a lot of time to develop its programs. Today it provides the foundational elements of the method, including a strong sense of place, as well as a wealth of opportunity to peer interaction. The Casa classrooms are of a size that the work well, allowing for mentorship relationships to develop naturally among the students. In addition, the administration has demonstrated a keen desire to develop the program with an eye to the kinds of things that students need when they advance to grade 9 and beyond, including a keen interest in developing 21st century literacies, including digital literacy and a robust science curricula. The extended care option, included in tuition, is understandably a very welcome feature for the families that enroll; it’s also a sign of the school’s attention to the needs of the parent community. The school has built a reputation on providing a strong, varied program based firmly in the ethos of the Montessori method, with an eye to educating students to be creative, confident, and social learners.
View full reportAt Fern Hill, academics are important, just as they should be at any school, but culture is important too, including a desire to capitalize on the individual strengths of the staff. Cross-curricular links are a focus, as is a desire to allow students to experience things that may, for the moment at any rate, seem to reside outside their immediate areas of interest. The program is focused on the development of confidence, skill, and social engagement.
View full reportinformation not available
information not available
"Delivering accredited Toddler and Montessori programs endorsed by CCMA, coupled with an accelerated Elementary program spanning Grade 1 to 8, our focus is on nurturing qualities like independence, creativity, collaboration, intrinsic motivation, and leadership. At Wishing Well Schools, students not only flourish in a supportive setting but also cultivate a sincere passion for learning. Upon completing their education, they carry with them the self-assurance to excel in academically demanding settings."
"Since 1982, Fern Hill's mission has been to graduate students ages 3-14 who are dedicated to excellence, feel a sense of personal worth and have confidence in their talents and abilities. Fern Hill's enriched curriculum is taught in a rotary system by qualified, subject-specific teachers who are passionate about their subjects. For 40 years we have seen the success of this approach reflected in the high level of engagement in our classrooms and the success of our graduates."
"Wishing Well Schools distinguishes itself through a holistic learning environment, comprehensive Grade 1 to 8 programs, integration of 21st-century skills, and a focus on character and leadership development. With a 45-year legacy, we offer a trusted and time-tested education that prepares graduates not only academically but also with the resilience, adaptability, and leadership qualities for success in the evolving world."
Information not available
"Families opt for Wishing Well Schools due to its advanced academic programs spanning Grade 1 to 8, coupled with a 45-year legacy of excellence. The institution's commitment to character and leadership development, along with an emphasis on collaboration and project-based learning, resonates with parents seeking a comprehensive and forward-thinking educational environment. Wishing Well's dedication to academic advancement solidifies its position as the preferred choice for families."
Information not available
"At Wishing Well Schools, families discover a strong community, individualized attention, innovative teaching methods, emphasis on emotional intelligence, a global perspective, opportunities for parental involvement, and a focus on lifelong learning. These unexpected aspects contribute to an enriching educational experience, surpassing initial expectations."
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"Families at Wishing Well Schools often witness the vibrant and collaborative community, but one aspect that may not be accorded sufficient significance is the Quiet Waters Outdoor Education. The serene outdoor setting serves as a unique extension of the learning environment. Families may not fully grasp the transformative impact of outdoor education on their child's holistic development, including enhanced creativity, resilience, and a deeper connection with nature. Emphasizing the significance"
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"1. 45-Year Legacy: Wishing Well Schools boasts 45 years of educational excellence.
2. Diverse Extracurriculars: From physical activities to enriching programs, we support holistic learning.
3. Global Perspective: We instill cultural awareness for a globally connected world.
4. Quiet Waters Outdoor Retreat: Exclusive outdoor educational facility on beautiful Georgian Bay
5. Academic Excellence, Character, Citizenship and Collaboration - the cornerstones of our student success"
Information not available
At Wishing Well Schools, we take pride in fostering an exceptional learning environment for our students. Within this nurturing environment, students not only achieve academic excellence but also cultivate confidence and a genuine enthusiasm for learning. Our objective extends beyond providing them with the academic accomplishments needed for entry into competitive programs post-elementary school; we also strive to instill in them the character and confidence necessary to emerge as successful leaders.
Our ongoing commitment to providing an enriched and forward-thinking educational experience for our students is continuously revised and enhanced. With so many emerging changes in the world, we aim to empower our students with a robust foundation, setting them on a trajectory towards academic excellence and success.
As we celebrate 45 years of educational excellence at Wishing Well Schools, we look forward to another 45 years marked by continued success, academic excellence, and the emergence of upstanding student graduates. Our enduring commitment to providing a nurturing and enriching environment sets the stage for an even brighter future, as we look forward to shaping the next generation of accomplished individuals. Here's to the ongoing journey of learning, growth, and success at Wishing Well Schools for the years to come.
Each child that walks through our door is valued for whoever they are and they immediately feel comfortable. Fern Hill is a place where academics are very important, but so are music, art, drama and sports. We are a school where the whole child is developed. We achieve this through small class sizes and having engaging teachers, who have a passion for their subjects, teaching our classes. We give our students a myriad of activities and we challenge them. Each of our schools are set on many acres of land and every aspect creates an vibrant environment that inspires learning and creativity. Fern Hill prepares our students for life. It gives them the strength to know who they are and explore their own interests. It gives them a sense of community and teaches them the importance of giving back and being positive contributors. Our students are given confidence knowing their talents and abilities have been nurtured. Unless you do that, you never know how high they can soar.
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.
Not applicable
Wishing Well Elementary School prioritizes individual student achievement within a culture of high standards. Our enriched learning environment, aligned with Ontario Curriculum guidelines, advances students one grade level ahead, as demonstrated by outstanding CAT 4 standardized testing results. Incorporating 21st-century tools, classrooms feature interactive devices like Chromebooks, iPads, Spheros, 3D printing, microbits, and 3D pens. Technology is seamlessly integrated, enhancing research, writing, creativity, and critical thinking skills. The Design Thinking/STEAM program stands out, fostering problem-based learning for real-world applications, such as a captivating naval ship redesign project for Grade 8 students. Lunchtime clubs, including sports, arts, and social justice, enrich extracurricular experiences, while bi-annual trips to Quiet Waters offer crucial outdoor education experiences. Graduates leave with a strong sense of citizenship, academic readiness for specialized programs, and a lasting joy for learning, propelling them beyond their academic journey. Explore our Outdoor Education Program for more insights.
Fern Hill School encourages independent thinking and cultivates individual talents in a supportive classroom environment. Students are encouraged to explore their unique interests while developing academic skills. We are dedicated to academic excellence and we nurture the development of self-confident and positive contributors. The enriched curriculum, taught by subject-specific teachers, stimulates and challenges students to demonstrate a sense of responsibility towards learning and to achieve their personal best. Fern Hill creates learning environments that are engaging and diverse; where talented, dedicated faculty and students are encouraged to interact in an atmosphere of mutual respect and trust. Students are well prepared for the future in a manner that enables them to discover the joys of learning and the importance of community.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
We employ diverse tools to reinforce mathematical concepts, ensuring both automaticity and a profound understanding of complex problems. Specialized math teachers cater to students from grades 6 to 8. Our Math curriculum integrates STEAM lessons, challenging students with problems approached through the engineering design process. Coding instruction begins in Grade 1 and extends to Grade 6, with a more intensive focus on computer science in Grades 7 and 8.
Fern Hill students develop a love of numbers at an early age. Our individualized program allows each student to be challenged at an an appropriate level to master fundamental skills before moving on to the next concept. Students develop not only computational skills but also critical thinking abilities and reasoning techniques. Those with a passion for mathematics work beyond the grade expectation and in Grade 8, these young mathematicians have the opportunity to graduate with an accredited high school credit in the Grade 9 Principles of Mathematics course.. Math contest preparation for Grade 3 to 8 students equips them for the challenges of the Math Centrum Canada-wide competitions.
Nelson Math and teacher generated gifted learning resources
Calculators are used at more advanced levels of mathematics after students have learned important fundamental skills.
Fern Hill students practice mental math techniques for addition, subtraction, multiplication and division, making calculators unnecessary as a regular tool. In Grade 7 and 8, our laptop program provides access to calculating tools that complement the advanced concepts being studied.
Phonics-intensive
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.
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.
Our students begin their journey to literacy in the Montessori years (ages 3 to 6), laying the foundation for the advanced academic program in Grade 1.
Students in Preschool are introduced to letters and numbers using fun, engaging materials. Pre-printing exercises are also introduced and fine motor skills are developed, Junior Kindergarten students improve competency with the printing process. They begin blending letter sounds and reading begins. Reading really begins to take flight in Senior Kindergarten with students working on individualized programs based on their progress with phonetic decoding and vocabulary strength.
No
Assessments are completed by the teachers on an ongoing basis.
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.
Thoughtful planning guides our writing curriculum, emphasizing the cultivation of technical proficiency and creative expression. Our diverse lessons encompass essay writing, media literacy, film analysis, poetry, songwriting, and creative narratives. Specialized Language Arts teachers, spanning Grades 6 to 8, nurture a comprehensive approach.
Subject-specific Language teachers work with students to develop their abilities to express themselves through creative writing, poetry and journal writing. This enables them to present their experiences, emotions and imaginative minds through properly structured written pieces. Concepts of sentence structure, punctuation, spelling and paragraphing are continually improved upon in preparation for essay writing in later grades.
Expository
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.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Science education at our school is dynamic, employing diverse materials and approaches in both inquiry-based settings, like our STEAM lessons, and traditional environments. Emphasis is placed on project-based learning, encouraging students to test hypotheses using the scientific method.
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
Zoology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
Literary exploration starts in Grade 1, introducing challenging classic novels, short stories, and acclaimed modern literature. Shakespearean studies commence from Grades 6 to 8. Our curriculum emphasizes fostering an appreciation for literature through the thoughtful deconstruction and analysis of both contemporary and classic novels, poems and plays. Committed literature instructors in Grades 6-8 delve into advanced language arts concepts, paving the way for Grade 8 students to excel in Grade 9.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
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).
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).
Our Social Studies curriculum adheres to the Ontario Curriculum while extending beyond by delving into a comprehensive exploration of global events and their intricate social and historical contexts. Carefully planned cross-curricular lessons foster a nuanced understanding of diverse cultures, historical periods, and contemporary issues.
Information not available
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Humanities and Social Sciences are instructed in accordance with the Ontario Curriculum, enriched by additional resources delving into current events and globalization. Employing Project-Based Learning and in-depth investigations, we empower students to explore global issues, fostering a profound understanding of their role within the world.
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
French instruction begins in the Casa years, guided by classically trained teachers fluent in European French. This approach ensures students develop the diction and fluency necessary for advanced language courses in secondary school and university. Our students emerge as confident, fluent speakers, entering Grade 9 well ahead of their peers.
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.
The arts are integral to elementary education as they enhance cognitive development, foster self-expression, and provide an engaging platform for learning. Exposure to diverse forms of art cultivates cultural awareness, while hands-on activities contribute to fine motor skills. Participating in the arts builds confidence, encourages teamwork, and develops critical thinking skills. Beyond academic benefits, the arts lay the foundation for a life-long appreciation of creativity, supporting the holistic development of well-rounded individuals with the ability to think creatively and empathetically.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Integrating diverse technology into lessons is vital as it enhances the learning experience, making it more interactive, engaging, and reflective of real-world applications. Technology provides tools for research, collaboration, and skill development, preparing students for a tech-driven society. However, it is crucial to recognize that technology is just one facet of effective learning. Traditional methods, hands-on experiences, and personal interactions are equally essential. A balanced approach acknowledges that students have diverse learning styles, ensuring a comprehensive and adaptable education that combines technological innovation with time-tested teaching methods for a well-rounded learning experience.
While regular computer classes in our technology lab are scheduled for all grades, it is Grade 6 before students begin integrating laptops into their daily routines. Even then, we still embrace traditional routines of spelling tests, cursive writing, grammar lessons and even the value of a well crafted hand written note.
Web design
Robotics
Computer science
Physical education is a crucial component of a well-rounded education for elementary children for several reasons. Firstly, it promotes physical health and wellness, helping to develop fundamental motor skills, coordination, and cardiovascular fitness. Regular physical activity is linked to improved concentration, cognitive function, and overall mental well-being, contributing to better academic performance. Additionally, physical education instills essential life skills such as teamwork, communication, and sportsmanship, fostering social and emotional development. It encourages a positive attitude toward a healthy, active lifestyle, establishing habits that can last a lifetime. Beyond the physical benefits, PE provides a break from the academic routine, revitalizing students and contributing to a more holistic and balanced educational experience.
Our Phys-Ed program teaches drills and skills needed to become adept with a rotation of sports throughout the school year. In Grade 4, students may begin representing the school in a variety of PSAA ( Private Schools Athletic Association) tournaments that include soccer, cross country running, basketball, floor hockey, softball, flag football, ultimate frisbee, and track and field.
Academic
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Our focus is to provide students with a stimulating and academically challenging education that is deeply committed to the Montessori principles so that they may reach their full potential with integrity and trust. Embracing the future, we further prepare our Montessori students for the enriched Elementary program by introducing STEAM, coding, and project based learning within our school day. Wishing Well Schools adheres to the CCMA guidelines and, as an accredited CCMA school, our standard of excellence is
Our Preschool class provides a safe and welcoming learning space for children who turn 3 by December 31st. Their busy and interactive days are filled with our early reading and numeracy program, along with an introduction to Mandarin, French, Music, Drama, and Phys.Ed. JK and SK build on this foundation, introducing writing and blending sounds so that reading blossoms and number sense becomes second nature. Very much a part of our school, our youngest students are active participants in school events and performances which creates anticipation and excitement about coming to school each day.
Accelerated
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).
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).
Students work at their individual level with subject-specific teachers supplementing and enriching the program to meet the needs of each student.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Our rigorous academic environment is further enhanced with a balanced, well planned curriculum, specialist teachers for Language, Math, Science and Social Studies and a firm foundation from the Montessori curriculum we offer. We expect our students to strive for excellence.
Information not available
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
We value citizenship and academic achievement. We aim to shape students into leaders of their communities, with character, grit and integrity.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
80%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 8
No
No
No
No
Yes: grades 1 - 8
Yes: grades Preschool - 8
Yes: grades 1 - 8
No
No
No
Students who strive for excellence and can cope with academic rigour, finding joy in learning, are ideal candidates for Wishing Well Schools.
Students in 3rd Year Casa (SK) to Grade 8 must spend a day to determine suitability for our program. Within the day visit, an entrance test will also be administered.
Completed Application Form
Photocopy of your child’s birth certificate / passport
Non refundable $250 ($300 international) application fee
Most recent school reports (if applicable)
PR Card (if applicable)
Immunization Record
Early Years Observation Report PS to Gr 1 (if applicable)
Confidential School Report Grades 2-8 (if applicable)
Entrance Assessment
Interview