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St. Mildred's-Lightbourn School:
The Our Kids Report > Academics
Grades JK TO Gr. 12 — Oakville, ON (Map)
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St. Mildred's-Lightbourn School:
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St. Mildred's-Lightbourn School ACADEMICS & EXTRACURRICULARS


Curriculum Progressive, Reggio Emilia

[Show definition of Curriculum]

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 SMLS: Progressive, Reggio Emilia

SMLS has a Progressive, Reggio Emilia approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).

[Show: About Progressive, Reggio Emilia?]

Our Kids definition: 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.

Compare SMLS's Curriculum with other schools on OurKids.net:
  Progressive - 34%
  Traditional - 41%
  Liberal arts - 13%
  Montessori - 11%
  Reggio Emilia - 0%
  Waldorf - 1%

SMLS has a Reggio Emilia approach to supplementary curriculum.

Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).


International curriculum & programs at SMLS: Duke of Edinburgh's Award

What SMLS says about their overall curriculum and approach:

SMLS is a dynamic learning environment designed to address the unique needs of girls from preschool to graduation. Our programs focus on the intellectual, social, emotional, physical, and spiritual development of girls, and are designed to develop our students to become courageous girls who challenge and change the world.


Approach

Focus Special needs
Academic Gifted

Pedagogies and subject courses:

  • Mathematics

    Equal Balance

    Mathematics approach at SMLS: Equal Balance

    SMLS has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).

    [Show: About Equal Balance?]

    Our Kids definition: These math programs feature an equal balance of “Traditional” and “Discovery” methods.

    Compare SMLS's Mathematics with other schools on OurKids.net:
      Equal balance - 69%
      Traditional math - 26%
      Discovery math - 5%

    What SMLS says:

    This information is not currently available.

    Textbooks and supplementary materials:

    This information is not currently available.

    Calculator policy:

    This information is not currently available.

  • Early Reading

    Balanced Literacy

    Early Reading approach at SMLS: Balanced Literacy

    SMLS has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive, Whole Language approach).

    [Show: About Balanced Literacy?]

    Our Kids definition: 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.

    Compare SMLS's Early Reading with other schools on OurKids.net:
      Balanced literacy - 54%
      Phonics-intensive - 45%
      Whole language - 1%

    What SMLS says:

    This information is not currently available.

    DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    What SMLS says:

    This information is not currently available.

  • Writing

    Equal balance

    Writing approach at SMLS: Equal balance

    SMLS has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).

    [Show: About Equal balance?]

    Our Kids definition: 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.

    Compare SMLS's Writing with other schools on OurKids.net:
      Equal balance - 80%
      Systematic approach - 9%
      Process approach - 11%

    What SMLS says:

    This information is not currently available.

  • Science

    Equal Balance

    Science approach at SMLS: Equal Balance

    SMLS has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).

    [Show: About Equal Balance?]

    Our Kids definition: 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.

    Compare SMLS's Science with other schools on OurKids.net:
      Equal balance - 69%
      Expository - 5%
      Inquiry - 26%

    Teaching approach:

    This information is not currently available.


    Treatment of evolution:

    SubjectOffered
    Evolution as consensus theory
    Evolution as one of many equally viable theories
    Evolution is not taught

    Topics covered in curriculum:

    SubjectOffered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

  • Literature

    What SMLS says:

    This information is not currently available.


    Program covers:

    SubjectOffered
    Canadian lit
    American lit
    European (continental) lit
    World (non-Western) lit
    English lit
    Ancient lit

  • Social Studies

    What SMLS says:

    This information is not currently available.

  • Humanities and Social Sciences

    What SMLS says:

    This information is not currently available.

  • Foreign Languages

    What SMLS says:

    This information is not currently available.


    Language instruction offered in:

    SubjectOffered
    Chinese-Cantonese
    Chinese-Mandarin
    French
    German
    Greek
    Italian
    Japanese
    Hebrew
    Latin
    Russian
    Spanish
    ESL

  • Fine Arts

    Equal Balance

    Fine Arts approach at SMLS: Equal Balance

    SMLS has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).

    [Show: About Equal Balance?]

    Our Kids definition: These programs have an equal emphasis on receptive and creative learning.

    Compare SMLS's Fine Arts with other schools on OurKids.net:
      Equal balance - 66%
      Receptive - 1%
      Creative - 33%

    Program offers:

    SubjectOffered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    Visual studio philosophy:

    Expressive
    Disciplined

    What SMLS says:

    This information is not currently available.

  • Computers and Technology

    What SMLS says:

    This information is not currently available.


    Program covers:

    SubjectOffered
    Computer science
    Robotics
    Web design

  • Physical Education

    What SMLS says:

    This information is not currently available.

  • Advanced Placement courses
    This information is not currently available.

  • Sex and health education

    Ontario curriculum

    Sex and health education approach at SMLS: Ontario curriculum

    SMLS has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).

    [Show: About Ontario curriculum?]

    Our Kids definition: The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

    Compare SMLS's Sex and health education with other schools on OurKids.net:
      Follows provincial curriculum - 58%
      Does not follow prrovincial curriculum - 42%

    Approach to sex and health education: Mostly value-neutral

    SMLS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
    [Show: About Mostly value-neutral?]

    Our Kids definition: 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.

    What SMLS says:

    This information is not currently available.

Preschool/K Curriculum Reggio Emilia

[Show definition of Preschool/K Curriculum]

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 SMLS: Reggio Emilia

SMLS has a Reggio Emilia approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Academic approach).

[Show: About Reggio Emilia?]

Our Kids definition: Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.

Compare SMLS's Preschool/K Curriculum with other schools on OurKids.net:
  Reggio emilia - 7%
  Play-based - 23%
  Montessori - 27%
  Waldorf - 2%
  Academic - 41%

What SMLS says about their preschool/K curriculum approach:

At SMLS, we use best practices from the philosophies of the Ontario 'Play Based' program, Reggio Emilia, inquiry based learning and direct teaching. We take this approach because we believe that providing a balanced program allows for the development of curiosity and the joy of learning in every child. Our process of instruction educates children in the fundamentals needed to go on to a successful academic career in the primary, junior, middle and senior programs. Our goal is to develop within students the core skills of a lifelong learner.

Language English

Learn about St. Mildred's-Lightbourn School's languages of instruction and enrolment.

SMLS offers English as the primary language of instruction.

Language of enrolment include: English

Online Learning

St. Mildred's-Lightbourn School's online learning approach and offerings. Learn about this school's online programs and courses offered, its course formats, and its teaching and learning approaches.

St. Mildred's-Lightbourn School offers online courses to students.


Course format

TypeOffered
Distance
Asynchronous
Synchronous

Academic support and services

TypeOffered
Dedicated teacher per course
Exam proctoring
Student progress tracker
Regular office hours
Additional support
Study groups
Special needs support

Curriculum Pace Standard-enriched

[Show definition of Curriculum Pace]

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 SMLS: Standard-enriched

SMLS has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

[Show: About Standard-enriched?]

Our Kids definition: 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.

Compare SMLS's Curriculum Pace with other schools on OurKids.net:
  Standard-enriched - 56%
  Accelerated - 18%
  Student-paced - 26%

What SMLS says about their curriculum pace:

At SMLS, students have opportunities for accelerated learning so they can thrive at their own academic pace. Our focus is on the individual learning of each student.


Flexible pacing style

Type Offered
Subject-streaming (tracking)
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
Differentiated assessment

What SMLS says about their flexible pacing:

This information is not currently available.

Academic Culture Rigorous

[Show definition of Academic Culture]

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 SMLS: Rigorous

SMLS has a Rigorous approach to Academic Culture (as opposed to Supportive approach).

[Show: About Rigorous?]

Our Kids definition: 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”.

Compare SMLS's Academic Culture with other schools on OurKids.net:
  Rigorous - 48%
  Supportive - 52%

What SMLS says about their academic culture:

We are rigorous in our academic culture, while at the same time supportive of girls of different learning styles.

Developmental priorities Intellectual

[Show definition of Developmental priorities]

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: Intellectual

The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

Secondary Developmental Priority: Balanced

Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.

What SMLS says about their developmental priorities:

This information is not currently available.

Special needs support No support

[Show definition of Special needs support]

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.

SMLS offers No support

SMLS offers no/limited support for students with learning difficulties or special needs.

What SMLS says about their special need support:

SMLS supports the emotional and social development of our students through our Student Success Centre, our social skills/guidance program and our onsite social worker.

A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:

Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
  • Learning disabilities
    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.
    Auditory Processing Disorder (APD)
    This is a sound differentiation disorder involving problems with reading, comprehension, and language.
    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.
    Dysgraphia
    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.
  • Developmental
    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).
    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.
    Down syndrome
    his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
    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).
    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.
    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.
  • Behavioral and Emotional
    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.
    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.
    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.
    Suicidal thoughts
    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.
  • Physical
    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.
    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.
    Muscular dystrophy
    Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
    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.
    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.
    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."
    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).
    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.
    Multiple physical
    Accommodating a wide range of physical conditions and disabilities.

Read our guide to special needs schools and special education


Academic support

TypeOffered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed learning disabilities

TypeOffered
Accommodations
Modifications
Extra support

What SMLS says:

Through our Student Success Centre, we provide additional support to students as needed.


Additional support

TypeOffered
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy

Gifted learner support Dedicated gifted school

[Show definition of Gifted learner support]

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.

Curriculum Delivery: Acceleration and enrichment

There is an equal emphasis on acceleration and enrichment.

In-class adaptations

Program Offered
Custom subject enrichment (special arrangement)
Custom curriculum compacting (special arrangement)
Guided independent study (custom gifted arrangement)
Cyber-learning opportunities (custom gifted arrangement)
Formalized peer coaching opportunities (specifically for gifted learners to coach others)
Custom subject acceleration (special arrangement)
Career exploration (custom gifted arrangement)
Project-based learning (custom gifted arrangement)
Mentorships (custom gifted arrangement)

What SMLS says about their gifted learner support:

This information is not currently available.

Extracurricular Activities

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.

Sports offered

St. Mildred's-Lightbourn School offers 10 competitive sports and 13 recreational sports.

  Competitive offered          Recreational offered
all sports]
  • Archery
  • Curling
  • Ultimate
  • Badminton
  • Baseball
  • Basketball
  • Canoeing/Kayaking
  • Cricket
  • Cross-country skiing
  • Cycling
  • Downhill skiing
  • Equestrian
  • Fencing
  • Field Hockey
  • Figure Skating
  • Football
  • Golf
  • Gymnastics
  • Ice Hockey
  • Ice Skating
  • Lacrosse
  • Martial Arts
  • Mountain biking
  • Racquet Ball
  • Rowing
  • Rugby
  • Running
  • Sailing
  • Skateboarding
  • Snowboarding
  • Soccer
  • Softball
  • Squash
  • Swimming
  • Tennis
  • Track & Field
  • Volleyball
  • Weightlifting
  • Wrestling

Clubs offered

St. Mildred's-Lightbourn School offers 26 clubs and extracurricular programs.

  Clubs offered           Clubs not offered
all clubs and programs]
  Foreign Language Club
  Habitat for Humanity
  Jazz Ensemble
  Math Club
  Musical theatre/Opera
  Ballet and Classical Ballet
  Online Magazine
  Outdoor Club
  Outdoor Education
  Paintball
  Photography
  Poetry/Literature club
  Radio club
  Robotics club
  Round Square
  School newspaper
  Science Club
  Scouting
  Student Council
  Yearbook
  Yoga
  Animation
  Art Club
  Astronomy Club
  Audiovisual Club
  Band
  Chess Club
  Choir
  Community Service
  Computer Club
  Dance Club
  Debate Club
  Drama Club
  Environmental Club

What SMLS says about their extracurricular activities:

  • Internationally recognized Robotics program Competitive sports Robust arts offerings (drama, music, etc.)
 

What people say about the Academics

Tailored academic support and small community

Observations from students and alumni suggest that the personalized academic guidance and close-knit community at St. Mildred's create an environment where each student receives individualized attention and support, fostering strong academic and personal connections.

Looking back at it now I would say that the one thing that differentiates it the most is the ability to kind of give students that one-on-one learning and kind of tailor everything to an individual. So for me, I was always super interested in science and whether it be I was in their AP programs and teachers were never I was that kid who would go at the end of class and ask so many questions, and I always wanted to know more. I would stay with my teachers at lunch, I would meet with them after school, and every time they were so willing to sit with me and talk me through things that they weren't even teaching in class.
—Melanie Peck, alum (see full interview)
New students and families might see the size of the campus and be surprised to find out that it feels really like a small, close-knit community despite the size. The teachers and staff go to great lengths to make sure that every girl is truly supported. And that extends to the classroom and to other areas of the school community and to the school experience, including clubs, sports, academic support, and more.
—Sarah Turner, alum (see full interview)
The graduating classes are very small, which is one of the best parts. I think my graduating class was 42 girls, and so that really gives you that hands-on one-on-one experience with your teachers. And I would say in my graduating class, there were a lot of STEM graduates who are going around Ontario and Canada and globally to study science related topics, but there were also a lot of people who pursued things in the arts and history and social sciences. But I would say that St. Mildred's has a really great STEM program. And that’s one of the reasons I was so motivated to go there. But we also definitely do have excellent art facilities and athletic facilities as well.
—Melanie Peck, alum (see full interview)

All-girls education fostering exploration and confidence

Insights from current and former students reveal that St. Mildred's all-girls environment provides a unique opportunity for students to explore their interests comfortably, leading to personal growth, confidence, and strong female friendships.

Our girls responded quite well to being at St. Mildred's. I saw them gaining the confidence to try things that they wouldn't otherwise try. Our girls have been there, since JK through Grade 12, and I really saw them step up to take on roles that they might not otherwise be thinking of doing. They participated in all kinds of things, from robotics to arts, to leadership councils, to global study experiences, to community experiences, and athletic roles. The school must be doing something right in terms of creating an environment for them to thrive.
—Samantha Cheung, parent (see full interview)
All-girls educational experience has just really allowed us to focus on our education and also build such close female friendships. Like I'm so close to my good friends from St. Mildred's and I really appreciate that. I think especially in those high school years and all, you're really just learning about yourself and who you are, and I think just having other women who are going through the same things really helped to make that transition easier and more comforting.  And now going into university and having more coed experiences, I know mostly who I am and I feel more calm being able to express myself and voice my opinions. 
—Jennifer Diamond, parent (see full discussion)
SMLS taught me to challenge myself, that also comes with gaining confidence—knowing when to push yourself and when to stand up for your opinions. That has definitely been something that I've used within my first two years of university, being in a male-dominated program. Sometimes it's harder to get your opinion out there or get your idea to push through on a project. But knowing what I've been taught at SMLS, I've never been afraid to say what I had to say and defend my opinion. That has been super important during my group projects, pushing our group to be the best. That aspect has been really vital throughout the first two years of my University life. 
—Juliet Nishimura, parent (see full discussion)

Diverse and global real-world experiences

Feedback from the St. Mildred's community highlights the school's commitment to providing diverse experiential learning opportunities, from volunteering and co-op programs to global studies, all designed to help students gain valuable real-world experience and cultural awareness.

The strength of the school lies in its global studies program and the work placement term. The global studies approach offered the girls opportunities to environments of different cultures and behaviours. I think their approach positions them well for integration into the real world.
—Samantha Cheung, parent (see full interview)
St. Mildred's is known for its strength of community, its excellent academics, and its outstanding global studies approach. Our girls had great experiences, such as a sailing trip in the Caribbean, and exploring marine biology.
—Samantha Cheung, parent (see full interview)
So I would say with it being an all-girls school, the one other thing that's really unique is their global studies program. We did a lot of trips at the beginning of every year, whether it be portaging canoeing, and it was that kind of experiential learning and kind of leaving the classroom and doing things outside that I had never had an experience before at other schools doing.
—Melanie Peck, alum (see full interview)

Comprehensive and innovative academic programs

Insights from the school community highlight that St. Mildred's-Lightbourn provides comprehensive and innovative academic programs, including robust global studies and work placement opportunities, preparing students well for university and real-world integration.

Both our girls thrived in academics and were given opportunities to stretch what they could do and the courses they could take. The school prepared them well for entrance into university.
—Samantha Cheung, parent (see full interview)
I definitely think that we've had a lot of international girls coming into the school, so don’t I think that coming into the school from a coed environment she would be missing out too much in that respect. Academic-wise, the IB Programme, of course, is very rigorous, but I do also think that St. Mildred’s provides a very intense and good education.
—Jennifer Diamond, parent (see full discussion)
It was a huge draw for St. Mildred's, knowing that their academics are really strong. And I think being the only-girl school in Oakville was a strong choice for us.
—Jennifer Diamond, parent (see full discussion)

Welcoming and empowering community

Insights from recent students and their families indicate that St. Mildred's offers a welcoming environment for new students, promoting a sense of belonging and providing ample opportunities for leadership and personal growth within a nurturing and respectful community.

St. Mildred's-Lightbourn School always had a really welcoming environment. Because of that, I felt I was really able to learn how to challenge myself. With that opportunity the teachers provided during my time there, I learned how to tackle problems head-on, take a different approach to them, look at them from different perspectives, as well as take breaks when needed. I definitely learned that through the various academic courses as well as some of the extracurriculars I participated in.
—Juliet Nishimura, parent (see full discussion)
I'm incredibly grateful to the school for the amazing education that I received at St. Mildred's-Lightbourn, and also the lifelong friendships that I had the pleasure of making during my time at the school.
—Sarah Turner, alum (see full interview)
I have loved St. Mildred's-Lightbourn since the time that I had the opportunity to attend, and that love and respect for the school has only deepened over time. To have graduated and to have developed even more of an appreciation for the quality of education the school provides, the lifelong friendships, I think you really realize, even more so, after you graduate from St. Mildred's-Lightbourn. And I think that's something that truly sets the school apart and is truly something that makes St. Mildred's-Lightbourn the exceptional place that it is.
—Sarah Turner, alum (see full interview)

Dedicated and engaging teaching

Students and parents highlight the dedicated teachers, fun learning environment, and small class sizes at St. Mildred's, making it a second home where students develop close relationships with faculty and enjoy the learning process.

The teachers there were really supportive and encouraging, helping with many of the problems that I felt I needed some help with. They would guide me to a solution that ultimately I myself would come up with. They would never give it to me straight out, which really helped with learning how to push myself. Now being away from the school for two years, I've definitely seen how I've been able to implement that through my academic coursework and the new extracurriculars I participate in. Learning how to overcome challenges and being able to push myself, or to reach out, or when I need to go to office hours, comes back to what I learned at SMLS and what those teachers taught me.
—Juliet Nishimura, parent (see full discussion)
My kids both say that they feel like St. Mildred’s is their second home. They really feel like how the teachers care about inspiring the girls and that’s because of the smaller classroom sizes, they really feel like the teachers know them really well. They think it's definitely hard work, but they love how St. Mildred's makes it a fun thing to learn.
—Jennifer Diamond, parent (see full discussion)

Core values and multicultural integration

Parents and administrators describe how St. Mildred’s upholds and integrates core values such as integrity, respect, and innovation into daily life, creating a diverse and inclusive environment that reflects the broader community.

The three words I would choose to describe SMLS as a person are confident, kind, and smart. So I said the school is confident because of the empowerment of girls to be leaders, to help them build their self-worth, their self-esteem, their self-confidence, and kindness. I really see it in Lily already and she's only been there a month. I think that the empathy towards peers, teachers, and their community as a whole are continuously reflective in the girls and the students, the alumni, the parents, the staff. Everybody just reflects the same type of values. And the school is smart for sure because I think there's a great standard of academic excellence that comes out of the school as well and prepares the girls for the post-secondary world.
—Jennifer Diamond, parent (see full discussion)
I think values are a huge theme at St. Mildred's, and I've always been so impressed with the way that they incorporate their core values into the kids' day-to-day life. And I see the value system being implemented at the school is really aligned with the value systems of the families at the schools I've come to know. I'll list five that I thought of: integrity, respect, innovation, compassion, and courage. Integrity because I think the expectation of the school is that the girls live with honesty and they show responsibilities for themselves, both inside the school and out in the community. Respect is a second one, and I think there are daily discussions at the school of respecting those around you. And I actually see the respect represented in the diversity of the school community and how the school teaches to honour. Innovation is the third thing I was thinking about, and I see it very present at the school. They're constantly incorporating new ideas and practices around the world. And I know that I and the other parent community really appreciate the school integrating technology and academics.
—Jennifer Diamond, parent (see full discussion)
I would say I expected that the school would deliver a high level of academics, and I've been happy to find this to be true. I also assumed that they would integrate technology into the learning, and I was really happy to see that they have done a really impressive job of combining both traditional learning with innovative technology skills. I was concerned that the school wouldn't be multi-culturally diverse and then all the students would be from an affluent background, but I've been really glad to see that neither has been the case. It is very multicultural and there are families there from every socio-economic background. And lastly, I didn't think there would be any involvement with male students, but I have been very pleased to see that they do have many opportunities to have exposure to boys from other schools, but in a productive way, like with extracurriculars or global studies, travel and so on.
—Jennifer Diamond, parent (see full discussion)

Adapting to contemporary teaching methods

Observations from parents and administrators emphasize that St. Mildred's-Lightbourn School’s commitment to flexibility and continuous evolution in teaching methodologies keeps the learning environment fresh and effective.

I am particularly impressed with the school's flexibility and continuous evolution in teaching methodologies. The teachers and faculty are constantly encouraged to adapt and learn new methods, keeping up with the changing times. They try to offer different experiences for each student, catering to individual learning needs effectively. They appreciate the teachers' efforts in bringing fresh and contemporary learning experiences, which are different from the education we received in our times.
—Juliet Nishimura, parent (see full discussion)
Lily is loving the program so far. She's loving the food, the teachers, and the technology. You know, I think she's missing the co-curriculars right at this very moment in time, but that's to be understood with any school right now. I think the school is doing an amazing job navigating these very uncertain times, giving the girls a full academic and social experience in a very safe way . So, yeah, Lily is saying only great things so far.
—Jennifer Diamond, parent (see full discussion)
At the onset of the COVID-19 pandemic, I was pleasantly surprised that the co-op initiative continued to offer opportunities. Despite some of the initial plans being cancelled, the school arranged for a virtual placement with another company, where she gained invaluable experience. The unexpected change turned out to be fruitful, showing the school's commitment to providing enriching opportunities even in unprecedented times.
—Juliet Nishimura, parent (see full discussion)

Encouraging leadership and growth

Feedback from students and parents highlight how the Global Studies program and various initiatives at St. Mildred's-Lightbourn School are helping to develop leadership skills and personal growth from an early age.

The older students serve as role models, instilling a sense of ambition and inspiration in the younger ones. This chain of inspiration creates a ripple effect, encouraging everyone to strive for better and pursue continuous learning.
—Juliet Nishimura, parent (see full discussion)
So, I would describe SMLS as a person as inspirational, exuberant, and enlightened. Inspirational, I would say, because I feel these students are being taught to put their all into everything. They're so aware of what it means to be kind. And my girls and the other girls that I know at the school really do inspire me to be a better person with their exceptional work ethic. I know that these girls will do amazing things. I use the word exuberance because I watch my girls enter the school on a daily basis with enthusiasm and energy. They're just always excited about something, whether it's going in and presenting a school project they're going to share with the class and parents, or they're leading a school chapel. There's just always something interesting that seems to be happening at St. Mildred's. And then the last thing I said was enlightenment. And I say that because I find that the girls are really made to be aware of what's going on in the world around them. They have been educated on relevant global issues. And I just think with their sharp minds and their truly empathetic hearts, they're being molded into the type of person who will actually truly make a difference.
—Jennifer Diamond, parent (see full discussion)

Empowering future-ready women

Conversations with students, alumni, and parents point out that St. Mildred's-Lightbourn School’s unique focus on challenging boundaries and stereotypes nurtures empowered and versatile individuals, prepared for various life pursuits.

St. Mildred's-Lightbourn School encourages girls to challenge boundaries and stereotypes, nurturing them into empowered and versatile individuals. They are taught to be agile and well-rounded, focusing not only on academics but also on developing critical thinking skills from an early age. This approach helps in raising young women who are empowered and well-rounded, prepared to excel in various aspects of life.
—Juliet Nishimura, parent (see full discussion)
 

THE OUR KIDS REPORT: St. Mildred's-Lightbourn School

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