• Private Schools
• Advice Guide
• Applying to Schools

No more. Many private and independent schools today receive far more applications than they have places. Unlike public schools, which must accept students living in their attendance zone, private schools can—and often do—select only those students they consider the “best fit.”

Marilyn Andrews, who has worked 27 years at The York School in Toronto, recalls the days when “parents could trek from school to school, interviewing us to find their school of choice.” Today, demand outpaces supply at many grade levels. Families often apply broadly and take whatever offers come.

“Everyone loves the admissions process when a child gets in,” Andrews says. “When they don’t, parents complain the process is flawed.”

By early May, York had filled nearly all spots for fall 2002—except occasional enrollment in individual grades. “It’s like chess,” Andrews says. “In coed schools, we also consider gender balance. Sometimes capable students must wait a year.”

“All you can do is encourage parents to look around,” Andrews advises. “Sometimes one hears through the admissions network about an unexpected opening. The worst-case scenario is turning down an earlier offer and later finding no place remains available.”

As a parent, your first step is to contact admissions offices at your target schools early to understand their timelines. Many schools advise applying at least one year ahead.

For instance, Elmwood School in Ottawa states: “Applications are welcomed year-round. However, we recommend parents apply one full year before the anticipated entry date.”

Most Canadian independent schools don’t mandate a formal entrance exam. Among those that do, testing formats and weightings vary.

Janet Lewis, executive director of the Canadian Association of Independent Schools (CAIS), explains that each of its 74 member schools sets its own policy. “Many schools use a mix of past academic records, standardized or in-house exams, and an interview. When inquiries exceed capacity, exams often help pare the candidate pool to those selected for interviews.”

The Secondary School Admission Test (SSAT) is used by 29 Canadian schools—mostly in Ontario, with a few outside (e.g., Lower Canada College in Montreal, and Balmoral Hall in Winnipeg). Some schools require it for scholarship candidates; others for all applicants. Outside Ontario, the Canadian Test of Basic Skills is also common. It benchmarks students relative to peers of the same age and helps assess fit for the academic program.

Ruth Ann Penny, Director of Admissions & Communication at Branksome Hall, cautions parents that exam scores are only one component. “It’s part of a broader portfolio—interview, samples, reports, context all matter.”

Branksome’s admissions package includes an interview, student work samples, transcript review, and, for those from specialized or gifted backgrounds, additional documentation. “The interview is important—not to test them, but to make human contact,” Penny says. They look for a balance of spontaneity and insight—for example, asking how a student spends weekend time or reflecting on a travel experience.

At Branksome, Penny spends ~10 minutes alone with the student and ~45 minutes with the family. She sees two extremes: parents overly pushing for admission and ones taking the long view: “a bright, curious child will find great opportunities, with or without acceptance here.”

Marilyn Andrews notes that some families become consumed by the admissions chase: children driven from activity to activity, intense prep, waiting lists. “When they don’t get in, they feel crushed—especially after years of effort,” she says. “Parents sometimes plead for reconsideration. I don’t meet many children who aren’t ‘gifted’ in their parents’ eyes.”

Admissions tests can help—but being test-ready is not the same as long-term growth. Andrews says York's test includes questions requiring personal reflection, not rote answers: “We want to know what matters to the student.”

Among ~200 schools in Canada affiliated with the Association of Christian Schools International (ACSI), exam requirements vary. Some use assessments to inform placement, not to exclude. Anne Rauser, regional director for the West, emphasizes that religious schools aim to support students without rigid admission barriers. Assessment helps match students to appropriate pathways, not auto‑reject them.

Mark Kennedy, ACSI’s Eastern Canada counterpart, notes that some schools design evaluations combining math and language skills. The goal is to diagnose any gaps and guide support, not penalize a student for weaker areas. “A student who has struggled may simply need a better environment than their previous school offered.”

Jim Christopher, CEO of the Canadian Education Standards Institute (CESI), points out that once admission criteria are publicly stated, schools should follow them consistently. He warns against informal “back‑door” admissions based on favouritism. Accredited schools are expected to act transparently and fairly.

Christopher also cautions parents against feeling pressured into early enrollment simply to improve future acceptance odds: “You are paying for a service. If a school suggests you register children years ahead, check carefully why.”

Some systems—for example, IB schools—make entrance exams optional. Schools may decide whether to require them or not.

In the Montessori world, admissions generally happen before age four, with no formal exam. Schools admitting older students often require prior Montessori experience and use interviews rather than tests.

One exception: Town Centre Montessori School in Markham offers assessments for some grades. Students who don’t meet benchmarks may be offered remediation or alternate pathways. Admissions aim for holistic fit, not purely academic metrics.

For example, assessment in reading, writing, comprehension and math is tailored to the grade and timing to avoid age advantages. Students weak in one area aren’t automatically refused; gaps may guide initial support. With younger children, the school emphasizes emotional and social readiness and family matching rather than academic scores.

Sean Farrell, the vice-principal, says tests help place students rather than gatekeep them. “Weakness in one subject doesn’t disqualify. We use it to plan early support.” Schools look for strengths, not just weaknesses.

When a school admits based on factors other than academics—athletics, character, curiosity—it’s critical that those criteria are transparent and aligned with the school’s mission.