Nurturing Young Minds. At Glenn Arbour Academy, our belief is that an exciting, challenging curriculum, combined with a supportive, nurturing educational environment enhances the student's ability to develop the positive attitude "I can do it!" We encourage and support our students to achieve to their fullest potential. Our commitment is to foster the development of academic excellence, confident children, life long learners, creative analytical thinkers, and skilled problem solvers.
Glenn Arbour positions its approach to instruction within a sense of possibility, building from a student’s sense of what they’re capable of and then extending it. Students feel that they are at baseline and building from there, rather than feeling that they are below baseline and reaching up to achieve it. Perhaps it’s a fine point, but the lived experience, for many students, can be transformational. The goal is academic excellence and personal confidence, and Glenn Arbour has built its reputation on delivering students into their high school careers with both of those. Families are also drawn to an impressive roster of extracurricular activities, one that is somewhat remarkable for a school of this size. As such, students not only have access to the activities of their choice, they are also challenged to try others that they may not consider in other environments.
Physical Education 3 times a week as well as numerous opportunities to be active daily. Through seasonal sports, intramurals, and their own outdoor skating rink, students are active and develop sportsmanship and confidence.
Specialized French, Music and Computers and Technology classes begin as early as Junior Kindergarten.
Appreciation for the Arts is fostered right from the beginning with participation in music, drama and art classes.
Opportunities for students to develop public speaking skills through our student led daily Opening Assembly, our annual Oratorical Competition, and 2 whole school concerts.
Access to a variety of learning environments and technology to enhance their development
In addition to a stimulating academics program, we offer many different clubs, sports and after school programs.
Programs are tailored to the individual learner and focuses on discovery, inquiry, imagination and real-world skills.
Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.
Curriculum approach at GAA : Traditional
GAA has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional?]
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 uni?ed 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.
Curriculum at schools on OurKids.net
Traditional - 41%   Liberal arts - 16%   Progressive - 28%   Montessori - 14%   Reggio Emilia - 0%   Waldorf - 1%
What GAA says: Our curriculum integrates multifaceted learning opportunities with instructional technology and hands-on discovery. It is a rich curriculum program that encompasses all disciplines in ways that encourage and support student curiosity, growth and learning. Students at Glenn Arbour Academy are engaged in dynamic learning experiences throughout their school day.
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.
Mathematics at schools on OurKids.net
Traditional math - 27%   Discovery math - 5%   Equal balance - 68%
What GAA says: The mathematics program at Glenn Arbour Academy is challenging and already proven to be successful. Lessons are presented in a structured hands on style. Emphasis is placed on developing a strong foundation for computational skills and problem solving strategies.
The concepts and skills presented are never neglected. Every component of the math program is constantly reinforced. Frequent assessments are used as important valuable diagnostic tools to measure individual progress.
Daily homework sheets reinforce the skills taught during the day, and also require the student to apply previous knowledge and understanding to complete a varied collection of problems. A high level of accuracy is promoted. Each student is encouraged to demonstrate an understanding of the steps involved to arrive at his/ her solution.
• Number sense and numeration
• Geometry and spatial sense
• Patterning and algebra
• Data management and probability
Textbooks and supplementary materials: The core textbook materials used throughout all grades in the Math program are based on the Saxon Math Program. Supplementary materials include Jump Math resources.
Calculator policy: Calculators are permitted for use of students with Individual Education Plans and also during computation testing areas for the Canadian Test of Basic Skills (CTBS).
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.
What GAA says: The Reading program at Glenn Arbour Academy focuses on the development of reading skills, which will encourage students to become avid readers, both for knowledge and enjoyment.
In the Primary Grades a very structured, strong phonetic based program is presented. Application of reading strategies to read unfamiliar words and acquiring automatic recognition of words is emphasized. Attention is given to programming to meet the individual needs of the student. As students become involved in the reading of short stories, a description of the plot, characters and settings is required.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What GAA says: This information is not currently available.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
What GAA says: At Glenn Arbour Academy students are challenged to think creatively and set the high standard of his or her personal best for their writing assignments.
A solid foundation of the knowledge and understanding of the basic writing skills is developed through our writing program. Students become confident writers expressing their ideas and opinions in the written form.
Frequent opportunities are made available to write for a variety of purposes, for example: poetry, creative stories, formal letters, postcards, and invitations.
The writing process requires the students to draft, review, revise, edit and proof read their work.
Teachers and peers continually monitor, provide suggestions, instructions and guidance to help students advance in their writing skills.
Teaching approach: Visit a classroom at Glenn Arbour Academy during a science inquiry and you will observe curious learners actively participating in investigations and experiments. Through group discussions students share their observations, predictions and conclusions.
Students engage in the Scientific Inquiry process to observe, predict and discover exciting information and learning.
Our “hands on” style of programming for science, physical science, Earth and space give the students opportunities to develop a deeper understanding of the world around them. Critical thinking and problem solving techniques are strengthened through the study of science.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Literature at schools on OurKids.net
Equal balance - 73%   Traditional - 23%   Social justice - 4%
What GAA says: In the Primary Grades a very structured, strong phonetic based program is presented. Literature studies are based on reading materials that enhance phonetic decoding skills and build reading fluency. The concepts of plot, characters and settings are introduced in exploratory and hands on formats that may involve dramatic play or cooperative learning.
In the Junior Grades students are involved in progressively higher more complex reading selections. Emphasis is placed on fluency and expression. An application of a higher level of thinking skills, reflecting upon personal experiences and previous knowledge will be required to further reading comprehension skills.
In the Senior Grades students have the opportunities to engage in higher level independent novel studies, both fiction and non-fiction. Answers to reading assignments involve including detail and information from the text to support their answers. For completion of research projects students become engaged in analyzing higher-level reference material to support their results.
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).
What GAA says: Students begin learning about the world around them through an interactive, engaging, and comprehensive social studies program in kindergarten and continue through to grade eight. Students have an opportunity to work collaboratively and independently, to explore aspects of community, culture, history, and geography. Research skills and oral presentation skills are developed through social studies. Field trips, guest speakers, models, and audio visual presentations, enhance student learning.
What GAA says: In the Humanities and Social Sciences Program, Senior School students (grades 7/8) explore the deeper meanings behind important historical events and eras. Students examine primary and secondary resources in order to gain thorough understandings of historical significance and consequence and engage with material through reading, writing, debate and dialogue activities.
What GAA says: The core French program at Glenn Arbour Academy begins in Junior Kindergarten. The Junior and Senior Kindergarten program emphasizes oral and aural communication through listening, speaking, singing songs and interactive activities. Students in grades 1-8 continue oral and aural communication but also focus on written communication and eexpression.
What GAA says: Our arts curriculum is made up of visual and dramatic arts. The visual arts include drawing, painting, sculpting, design as well as other fine arts components. Visual arts foster creativity and imagination. We strive to provide the ability to communicate through visual arts. Dramatic arts provides students with an opportunity to develop an understanding of themselves and others. Through drama, students will learn about different people, cultures, places and times.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Computers and Technology at schools on OurKids.net
Heavy integration - 31%   Light integration - 21%   Medium integration - 48%
What GAA says: At Glenn Arbour, our Computers and Technology program begins in Junior Kindergarten. Students are taught the Microsoft Office suite as well as website development, coding, keyboarding, ipad use, digital photography and the proper use and care of technology.
A major component to our program is safety. In age appropriate lessons, students are taught about the possible dangers associated with online communication, online presence and how to saferguard themselves, website and research evaluation and virus/malware protection.
Our senior school students (Grades 7/8) participate in a Laptop Program where their lessons and work are done entirely on a laptop.
What GAA says: Our physical education program is an integral part of the curriculum. Students are instructed and challenged to develop effective motor skills, work co-operatively with others and demonstrate good sportsmanship.
Activities are age appropriate. Lessons focus on instruction to acquire co-ordination and control over their movements. As students demonstrate progress they advance to more complex movement skills.
Students are engaged in activities such as basketball, baseball, soccer, volleyball, tennis, skating and skiing. They also will have the opportunity to participate in Varsity teams competing with other schools.
Glenn Arbour offers extra-curricular athletic activities both compettive and developmental.
Sex and health education approach at GAA : Ontario curriculum
GAA has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]
The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.
Sex and health education at schools on OurKids.net
Follows provincial curriculum - 54%   Does not follow prrovincial curriculum - 46%
Approach to sex and health education:
GAA has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.
GAA 's approach to sex-ed: This information is not currently available.
Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)
Preschool/K Curriculum approach at GAA : Academic
GAA has an Academic approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Reggio Emilia approach).
[Show: About Academic?]
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.
What GAA says: The Junior and Senior Kindergarten Curriculum is strongly based on the importance of integrating young student’s two passions, learning and play. The students work in groups, and are encouraged to problem solve collectively and learn how to be a team player. The students are actively engaged through hands on learning opportunities that integrate cross curricular authentic learning experiences. Kindergarten students are involved in all areas of the program. They begin French, Gym, Music Computers and Technology in Junior Kindergarten. Students are involved in both the Christmas and Spring Concerts, and Choir hosted throughout the year.
This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.
Curriculum Pace approach at GAA : Standard-enriched
GAA has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
What GAA says: Our belief is that an exciting challenging curriculum combined with a supportive nurturing educational environment enhances the students ability to develop the positive attitude “I CAN DO IT!”
Flexible pacing style
Flexible pacing style
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
What GAA says about flexible pacing: Pacing is tailored to the unique learning profile of students in order to accelerate their comprehension and understanding. Diagnostic assessments enable teachers to quickly identify areas of enrichment and areas of need in order to appropriately pace learning in the classroom.
Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.
Academic Culture approach at GAA : Supportive
GAA has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Academic Culture at schools on OurKids.net
Supportive - 51%   Rigorous - 49%
What GAA says: In Glenn Arbour Academy's supportive academic culture, the contributions of all students are valued and reflected in curriculum as well as extra curriculars. Students are supported to put forth their best efforts and maintain high standards of achievement for themselves. All are reflected and included in an academic culture that values diversity, achievement and inclusion.
Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.
Primary Developmental Priority: Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Secondary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
What GAA says: Glenn Arbour Academy maintains a balanced approach to the development of our students, which encompasses both academic and emotional priorities. Our holistic approach is used to nurture each student's individuality, self esteem and academic competence. Our rigorous academic program enhances the intellectual development of students that are challenged and engaged in curriculum materials in order to achieve their best. In this way, the emotional and intellectual health and development of all students are prioritized.
Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.
What GAA says about their special need support: At Glenn Arbour Academy, our trained teachers integrate learning needs into classroom teaching and assessment. A diagnosed student will receive the academic and emotional support needed to nurture their academic and emotional well being. Frequent parent meetings and close teacher communication ensure that learning plans are followed and adapted to meet changing learning priorities. Small class sizes and an adaptive curriculum approach ensures that students with learning difficulties experience a positive school climate and academic culture.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
Mild but clinically diagnosed ADHD:
Summary: At Glenn Arbour Academy, the learning needs of all students are prioritized. Students with learning difficulties are assessed and the appropriate modifications and accommodations are implemented to ensure that high level learning is supported.Individual Education Plans are used as a teaching tool in order to provide support across the curriculum. Frequent parent communication is a vital component of special needs support, as learning priorities are communicated to maintain a strong home and school connection.
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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.
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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).
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.
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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).
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.
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.
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.
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.
This involves persistent thoughts about ending one's life.
Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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.
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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."
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
Accommodating a wide range of physical conditions and disabilities.
Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.
Dedicated gifted programs:
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)
Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)
What GAA says: Gifted learners thrive in our accelerated learning climate with customized curriculum materials and challenging subject design. Gifted learners are provided with opportunities for leadership development and academic growth through individual and peer learning pursuits based on higher level engagement and thinking.
Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.
In grade Gr. 8, GAA students perform an average of 45 mins of homework per night.
What GAA says about their flipped classroom policy: This information is not currently available.
While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.
While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.
What GAA says:
Me to We Charity Fundraising
Full School Choir
Model UN Team
Highlander Debate Team
Art Club - We offer Junior and Senior Art Clubs so that students can learn age appropriate skills and techniques and further their passion and creativity.
This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).
What GAA says about their tuition: Included in the tuition fees are workbooks, textbooks, and daytime school trips.
Not included in the tuition fees are the milk program, lunches, uniforms, school supplies
and musical instruments.
2nd child (sibling)
3rd child (sibling)
Need-based financial aid
Glenn Arbour Academy does not offer need-based financial aid.
Merit based Scholarships
Glenn Arbour Academy does not offer merit-based financial awards.
Private schools come in all shapes and sizes. Some larger schools have enrollment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrollment. For instance, here you can learn about a school’s enrollment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrollment per grade.
JK to Gr. 8
Average enrollment per grade
Average class size
JK to Gr. 8 (Coed)
Percentage of students are international students
Number of different nationalities within student population
Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.
JK - 8
SSAT (out of province)
Day students: Rolling
Offer mid-year entry:
Application fee: N/A
Registration fee: N/A
What GAA says:
Please visit website for admission requirements
Acceptance Rate: 100%
This is the percentage of applicants typically accepted into the school. So if 50 students are admitted out of 100 applicants, the school has an overall acceptance rate of 50%.
Student Entry Points
Day Acceptance (Acceptance rate)
Type of student GAA is looking for:
Glenn Arbour Academy seeks students who are motivated, enthusiastic and open to new and challenging learning opportunities. We value self-discipline, respect for self and others and inclusion. Students who balance healthy social, emotional and intellectual development will add to the collaborative and inclusive culture at Glenn Arbour Academy. Strong study habits, listening skills and willingness to contribute to extra-curricular activities and clubs are highly sought after qualities. Inquisitiveness, intellectual curiosity and perseverance will ensure student success at Glenn Arbour Academy.