Lynn-Rose Schools logo
Lynn-Rose Schools:
The Our Kids Report > Key Insights
Grades Preschool TO 12 — Mississauga, ON (Map)

Lynn-Rose Schools:

Lynn-Rose Schools KEY INSIGHTS

Each school is different. Lynn-Rose Schools's Feature Review excerpts disclose its unique character. Based on discussions with the school's alumni, parents, students, and administrators, they reveal the school’s distinctive culture, community, and identity.

What we know

  • Despite the perceived academic rigour of the IB, all levels of students are supported to succeed at Lynn-Rose. 
  • This is a small, close-knit school with a family feel.
  • The school embraces technology and offers unique opportunities for students.
Read our Feature Review of Lynn-Rose Schools

Our editor speaks about the school (video)

Handpicked excerpts

In many ways, the story of Lynn-Rose is one driven by an internal fire and commitment to offering quality education in this area of Mississauga. Though now an International Baccalaureate (IB) World School with a stellar reputation, the school was started as an academic preschool by founders Tara Bullock and Marie Attard. The school has always embraced a holistic approach to education, meeting the needs and personal goals of each student—this has not changed as the school has grown and evolved.

Lynn-Rose encompasses a Primary Years Programme (PYP), Middle Years Programme (MYP), and a high school that offers the Ontario Secondary School Diploma (OSSD) and the world class IB Diploma.

The school’s small size means that everyone is seen and known. Students of all ages greet each other in the halls. Teachers stop to chat with former students who have long since moved on to higher grades. This school rightfully prides itself on its academic program, but most visible when you step inside its doors is that relationships matter here. A lot.

Head of School Sara MacDonald is a passionate educator who started at the school in 2005, in the role of a grade 7/8 teacher before moving into administrative roles— this speaks to the school’s continual striving for excellence and advancement for both its staff and students. MacDonald says that staff at Lynn-Rose all embrace the belief that every child wants to learn, belong to a community and do their best, no matter what behaviour may be seen on the outside. “Every child has a right to a good education and every child has a right for the teacher and the school to get to know them as an individual and see them succeed. When children feel seen, they start to enjoy the work,” MacDonald explains, “Some of our students come from places where that wasn’t the case before, and when they see that in this environment teachers want to know them, and their needs, they start to engage and want to be a part of the process. Parents tell us how thankful they are to see that change, whether it be because their child was struggling or because they were excelling and not being challenged enough.” 


MacDonald describes the school as a place of “joy and enthusiasm.” Every room we entered contained kids who were busy, talkative, engaged, and plainly enjoying their tasks. One group of primary students we met were practically giddy with excitement over talking about their school. We were struck by their openness, and readiness to share. Not lost to us, however, were quite sophisticated interpersonal skills— spoken language, recognition of each other’s non-verbal cues, encouragement for the quieter students to speak up, and an ease with adults not always seen in the youngest learners. Joy and enthusiasm indeed. As one parent puts it, “I trust this school and these teachers entirely with my child’s education and well-being. The kindness and care is evident everywhere. This place feels like home.”


At the start of each school year, children take the Canadian Test of Basic Skills (grades 1-8, except in grade 4 when the Canadian Cognitive Abilities Test is used). Once graded externally, school staff use results as a reflection of where each student is, and what gaps might need to be addressed. “We work collaboratively as a staff and with families to meet each child’s needs, bringing in specialized programs to help fill those gaps,” explains MacDonald. 

As students progress through the school there is an increased emphasis on independent thinking, personal and community responsibility, a global mindset, and interdisciplinary learning. Lynn-Rose students are expected to embrace service and make a positive difference in the lives of others. Grade 8 English teacher John Berney emphasizes that the MYP approach goes well beyond content knowledge. “In my area, I’m not really marking them on knowledge. How much can they know about literature and the world at this age? I focus more on conceptual understanding, on how to think and analyze and reach reasoned conclusions. The thing is, you can control knowledge. You can control memorization. But you can’t control a free-thinking child! I want to know what a student thinks and why and whether their position is defensible. That makes for a very lively classroom and, I’m guessing, some interesting conversations at home when kids assert their views with their parents.”

One strength of the IB curriculum is how well it interacts with a balanced emphasis on science, technology, engineering, art/design and math (STEAM). For students to be future innovators and leaders, they will need to be adept at drawing from and making connections between these areas. Lynn-Rose offers a dedicated music room, and a media/design lab (with a green screen) in its junior campus to be sure it’s developing student creativity and expression as much as proficiency with the core academic subjects. The high school also provides similar specialized spaces, including a recording studio.

The music program starts in Kindergarten, where students begin using Orff (percussion) instruments until Grade 3, at which point they are introduced to the recorder. In Grades 4 and 5, students are trained on the ukulele. Starting in Grade 6, they select their own band instrument (with guidance) and can carry on with music throughout their high school years if desired. Technology is integrated into the curriculum for all students who use computer programs for practice and compositions.

When we talked to students, we were struck by the range of interests they showed—this school is not a hot house for future mathematicians and engineers (though there are some of those). One student was indeed very happy with the advanced math program, and another was excited about design and considering a future in structural engineering. Others were into English, creative writing, geography, science, and music. They agreed about a few things, though: how much they love their school trips (such as to Onondaga Camp and Washington, DC) and what the teachers are like. “They really care about how we’re doing,” explains one student. “They want you to understand before moving on to the next step. Basically, the teachers push you. But you don’t get left behind if you get stuck. Someone in your class or your teacher takes the time to explain things another way until you get it.”


The school also offers a variety of clubs, which can change on a yearly basis depending on student interest. This year, some of the offerings were spelling bee, dance/yoga, public speaking, robotics, debate, recorder, choir, and newspaper. 


The three campuses—Main for the primary students, Eastwing for the junior grades, and the College for the high school—are located in the heart of Meadowvale. There are many parks and green spaces nearby that have been incorporated into the school’s programming—including sports fields. The addition of the high school—in 2018— is an exciting change for the older students, who get to have their own school with just a bit of a distance from the youngsters, along with new classrooms and labs, more space, and greater access to sports fields.


The students confirmed the high degree of individual attention they receive, and the parents we spoke to told stories of support and how quickly teachers and administrators respond to issues. They also talked about frequent communication from the school regarding their children. Lynn-Rose doesn’t just send out report cards every term. Teachers use technology that allows them to post homework, test dates, and other pertinent information. Parents can then “see” what’s happening in classes every day. Teachers also communicate by email if asked and always do a monthly phone call. Basically, with an ongoing partnership between school and home, there are no surprises when the report card arrives. In short, student wellness is a theme that runs through both the IB learner profile and the practices of the school. With small classes, an intimate physical environment, and an emphasis on relationships, no student can fall through the cracks here.


Lynn-Rose benefits from starting out as an enriched, academically oriented preschool with equal parts reflection, compassion, and high standards of learning. Through its expansion over the years and its adoption of the IB curriculum, it has remained wholeheartedly itself. Families appreciate that consistency, and faculty stay on because they believe in what the school stands for. “If I had to describe the purpose of this school,” says one parent, “I would say it’s unlocking the potential in kids. Teachers do that by making learning exciting, by letting kids explore. A kid can be whoever they want to be here, and everyone helps them find out who that is. As a parent, that’s what I want for my children.”

THE OUR KIDS REPORT: Lynn-Rose Schools

Next steps to continue your research:

 Add to shortlist

By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2022 All right reserved.