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Trafalgar Castle School is an all-girls, independent day and boarding school for grades 4 through 12. Located in Whitby, Ontario, we’ve been educating girls since 1874 within a warm and progressive community that offers exceptional academics and prepares young women to make a difference in the world.
It really is a castle, and the interiors are as striking as the exterior: turrets, arches, wood and stone. The school is also genuinely old, having been founded in 1874, though the building pre-dates the school. Yet, as ever, appearances can be deceiving, or at least can risk being made too much of. Trafalgar administration has, throughout its long history, consistently revised the curriculum and programs with an intention of providing, in a very literal, sense, the best the world has to offer. That includes the adoption of the Singapore math and science curricula; Mandarin instruction; the "i-Think" integrated problem solving initiative developed the Rotman School of Business; and writing instruction based on the program developed at the University of Chicago. Trafalgar offers an up-to-date, creative, and intentional program for girls preparing for university.
Gallery showcasing school life and general photos of Trafalgar Castle School.
Gallery showcasing specific locations and facilities found at Trafalgar Castle School.
Since 1907, Trafalgar Castle School's May Court Festival has been one of Whitby’s oldest and most celebrated traditions. Guests are immersed in the School’s wonderful diversity through varied cultural dances as they gather together to welcome the spring season and observe the official crowning of the May Queen and her Court. The public is invited to the annual May Court Festival, which includes pop-up shops, an interactive animal show, dunk tank, rock climbing wall, a strawberry social, horse-drawn carriage rides, delicious food and more!
| Focus |
|---|
| Academic |
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
| Subject | offered |
|---|---|
| Biology | |
| Chemistry | |
| Ecology | |
| Geology | |
| Meteorology | |
| Physics | |
| Physiology | |
| Zoology |
| Subject | offered |
|---|---|
| Evolution as consensus theory | |
| Evolution as one of many equally viable theories | |
| Evolution is not taught |
| Subject | offered |
|---|---|
| Acting | |
| Dance | |
| Drama/Theatre | |
| Graphic Design | |
| Music | |
| Visual Arts |
| Expressive | |
| Disciplined |
| Subject | offered |
|---|---|
| Computer science | |
| Robotics | |
| Web design |
| Flexible pacing style | 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 |
Students remain in a regular classroom for the whole day, and periodically receive break-out support (individually or in small groups) within the classroom from a qualified special education teacher.
| Subject Ttype | offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
| Subject Ttype | offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Read our guide to special needs schools and special education
| Program | offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
Curriculum delivery: This information is not currently available.
| 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) |
| Sports Offered | Competitive | Recreational |
|---|---|---|
| Badminton | ||
| Baseball | ||
| Basketball | ||
| Field Hockey | ||
| Football | ||
| Ice Hockey | ||
| Lacrosse | ||
| Rowing | ||
| Rugby | ||
| Running | ||
| Soccer | ||
| Softball | ||
| Swimming | ||
| Tennis | ||
| Track & Field | ||
| Volleyball | ||
| Cross-country skiing | ||
| Downhill skiing | ||
| Ice Skating |
| Clubs Offered |
|---|
| Foreign Language Club |
| Photography |
| Poetry/Literature club |
| Robotics club |
| Science Club |
| Student Council |
| Yearbook |
| Yoga |
| Art Club |
| Band |
| Choir |
| Community Service |
| Dance Club |
| Debate Club |
| Drama Club |
| Environmental Club |
| 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
| Day | $22,545 | $23,200 | $25,830 | ||||||
| Boarding (Domestic) | $54,395 | ||||||||
| Boarding (International) | $59,515 | ||||||||
Discounts
| Discount Type | Enrollment Type | Amount |
|---|---|---|
| Full payment | all students | 10% |
| 2nd child (sibling) | all students | 10% |
| 3rd child (sibling) | all students | 10% |
| 4th child (sibling) | all students | 10% |
| Grade range that need-based aid is offered: | |
| Percentage of grade-eligible students receiving financial aid | 0% |
| Average aid package size | $0 |
| Percentage of total enrollment on financial aid | 0% |
| Total aid available | $0 |
This information is not currently available.
| Grades | Gender | Living Arrangement | Enrollment | |
|---|---|---|---|---|
| Group 1 | Gr. 4 to Gr. 12 | All girls | Day | 140 |
| Group 2 | Gr. 7 to Gr. 12 | All girls | Boarding | 80 |
| Total enrollment | 220 |
| Average enrollment per grade | 24 |
| Average class size | Varies |
| Gender (grades) | Gr. 4 to Gr. 12 (All girls) |
| Boarding offered | Gr. 7 to Gr. 12 |
| % in boarding (total enrollment) | 36% |
| Percentage of students are international students | |
| Number of different nationalities within student population | 0 |
| Five-day boarding programs offfered |
| Assessment | Required | Grades |
|---|---|---|
| Interview | 4 - 12 | |
| SSAT | ||
| SSAT (out of province) | ||
| Entrance Exam(s) | 4 - 9 | |
| Entrance Essay | ||
| Application Fee |
Day students: Rolling
Boarding students: Rolling
Trafalgar Castle School operates on a rolling admissions process however spaces fill early. Prospective students are required to submit the following components as part of the application process:
Day students are also encouraged to spend a day with us to experience first-hand the possibilities of a Trafalgar Castle School education.
Student Entry Points
| Student Type | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|
| Day Acceptance (Acceptance rate) | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Boarding Acceptance (Acceptance rate) | 0 | 0 | 0 | 0 | 0 | 0 |
| Services | Offered |
|---|---|
| Career planning | |
| Internships | |
| Mentorship Program | |
| University counseling |
| Key Numbers | |
|---|---|
| Average graduating class size | 34 |
| *Canadian "Big 6" placements | 17 |
| **Ivy+ placements | N/A |
*Number of students in the past year who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.
**Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)
What Trafalgar Castle says:
Below, find stories and testimonials about Trafalgar Castle School.
Alumna, Laurel Anderson, Class of 1986 has recounted how Trafalgar Castle helped save her life.
Click here to read Laurel's article.
...
Grade 11 student shares unique learning opportunity with alum outside the classroom.
Nicole Park, Class of 2004, was among the six alumnae panelists who joined us for Trafalgar Castle School’s I-Think discussion back in December where she shared her experiences and the path that has led to her exciting career in research.
Nicole’s interest in cancer research began at the age of nine when a cousin was diagnosed with osteosarcoma. “A few years later I happened to look down a brightfield microscope and saw for my first time, human chromosomes in metaphase,” said Nicole. “I was so inspired and truly felt my passion for genetics ignite at that moment.”
For the past ten years, Nicole has been actively working toward becoming an educator and leader in cancer research completing a Bachelor of Science Honours in Molecular Genetics at Queen’s University in Kingston; a Masters degree in Pathology at Western University in London; and is now completing her Doctoral studies with Dr. Peter Dirks, a pioneer in the brain cancer stem cell field at the Hospital for Sick Children (Sick Kids) in Toronto. Upon completion of her PhD, Nicole will apply for a post-doctoral fellow where she will work to establish herself as an independent cancer researcher. After a couple of post-doctoral positions, she plans to apply for an assistant professor position at a university.
Nicole’s passion and personal experiences really resonated with Grace a Grade 11 student, who had been learning about molecular biology and genetics in her classes at Trafalgar. Coupled with her existing interest in research and medicine, Grace took the time to speak with Nicole following the panel discussion and the idea of a site visit evolved.
“It was really inspiring to see alumnae share what their Trafalgar experience meant to them and to learn how this experience influenced their career path,” said Grace. “They were all wonderful role models and great examples of the power of women in the workforce.”
On what would have otherwise been a regular school day, Grace recently commuted downtown to the Peter Gilgan Centre for Research and Learning, a brand new state-of-the-art facility in Toronto, where Nicole conducts her research along with all the researchers for Sick Kids.
“It was so cool to have a current Trafalgar student shadow me for the day,” said Nicole. “It felt as though I already knew Grace – as if the Big Sister/Little Sister program was in full effect! I think the experiences that we share as Trafalgar students are so unique and special that it really unifies us in an eternal way.”
They began their day with an overview of Nicole’s research on glioblastoma, the most common and aggressive adult brain cancer. Her research aims to better understand the biology of glioblastoma and normal brain stem cells to ultimately improve treatment options for patients fighting this devastating disease. Following the research overview, Grace donned a lab coat and entered the Tissue Repair Room with Nicole where they spent the next two hours exploring glioblastoma cells from two different patients. In their experiment, they introduced a well-known stem cell pathway drug into the culture media to see how the cells responded.
“The idea is that by stopping the pathways in the cells that promote stem cell behaviour the cells will become mature cells and no longer divide,” said Nicole. “Once the drug was added we put the cells onto a plate so that I can measure the difference in the number of cancer cells treated with or without the drug a week from now.”
“The entire day was incredible and well beyond my expectations,” said Grace. “One of the highlights for me in the lab was that I was actually able to apply some of what I had been learning in class to a real-life lab setting.”
Next on the day’s agenda was a short walk to the University of Toronto for a seminar on molecular biology where Grace sat in on a presentation by two students who shared their own research and experiences.
Back at the lab, Grace’s visit culminated in a one-hour session with Nicole’s mentor, Dr. Dirks, Staff Neurosurgeon at Sick Kids, specializing in the surgical treatment for childhood brain tumours and brain vascular malformations.
Throughout their discussion Dr. Dirks talked about some of his own research, highlighted some of the greatest discoveries in neuroscience in general, and shared a number of resources for Grace to go away with to explore on her own.
“Dr. Dirks shared his passion for research and explained how it offers him new ways to do what he does in surgery every day, but also stressed that everything in the lab is sparked by your own interests, so you have to truly love what you do,” said Grace.
Grace, who plans to pursue a career in the Life Sciences, set out for the day hoping to gain some insight into the world of research and found herself in a boardroom; university lecture hall; world-renowned lab; and sitting down with one of the leading researchers in pediatric neurosurgeons. Not bad for her first day at ‘work’!
When Nicole was asked about her experience as an alumnae mentor, she had this to say: “A truly important aspect of this collaboration was the ability for me to give back to Trafalgar in some way. I am here today because of my experiences at Trafalgar. To inspire and lead a current Trafalgar student, in a way, completes the circle for me. It was there where I found my inspiration for the sciences and developed leadership skills through opportunities unique to Trafalgar. What I would say to any alum considering this is simply: DO IT!!!! It’s one day to potentially make a huge impact on someone’s life. And what better opportunity than to inspire one of our own.”
...
Let it be known that I am no camper, I enjoy the comforts of urbanization such as lattes and duvet covers. Yet as a part of every role I have held in schools throughout my many years in education, I have been expected to camp with a cohort of students each year. I have camped in the mountains and on the beach. I have camped in tents, hostels and even “camped” at a Hilton in Macau. I have camped in the pouring rain and treacherous heat. Each year when camp days loom before me, I instinctively shutter with dread consumed with thoughts of being outside my comfort zone having to sleep in an uncomfortable bunk bed and eat dreadful camp food. The ironic part of all this negative thinking is I am yet to have a bad experience on these camping trips. In fact, upon reflection (from the comfort of my own home) following each trip I realize I actually had a good time. Of course this doesn’t make me enjoy camping any more.
So, keeping in mind that I am not a natural camper, one would assume I had those same feelings of in trepidation prior to camp. However, this time the lead-up to camp was completely different. There was something special about the preparations for camp that were different from any past camp experience. The girls with their vivacious grins, speaking feverishly all at the same time whilst hardly being able to control their excitement while filling me in about air bands, polar bear swims, dining hall dancing, house colour costumes, campfires and on and on. Truthfully, I was intrigued by their giddiness and wondered how this camp was any different to all the camps I had attended in the past.
Early morning and the bagpipes echoed across the misty lake as the risk-takers raced to the tower on a challenge mission to jump into the glassy, frigid lake water. Enjoying each meal with different friends and the food was edible, if not enjoyable fare. We shared in the singing and dancing throughout the meals as Bon Jovi rocked the dining hall and students were encouraged, if not expected, to dance on the tables. Nervous girls tried new activities such as stand-up paddle-boarding, canoeing and learning how to ride a bike. Their faces lit up when they were successful and discovered the fun of it. Students in each House came together to learn and perform 3-5 minutes of nothing-less-than-first-place air band routines, while cheering each other on during the performances regardless of the goal to earn house points. Witnessing a senior student tuck a junior student under her wing and comfort her as she sheds a few homesick tears only to wipe them away and giggle at whatever silly story the senior used to make her feel better. You are also surprised to see dusk because the day went by too quickly. Then the entire community circles around a campfire to hear tall tales and giggle. Listening to the girls’ beautiful voices sing in unison, just above a whisper as their bodies sway to and fro, arms wrapped around one another’s shoulders. They are completely in the moment with their friends.
Sure the days were packed with standard camp activities, usual camp challenges and the counselors sang standard camp songs, but this camp was unique. I witnessed firsthand, the power of the sisterhood thread that runs through the fabric of the culture of Trafalgar. To be told the traditions of camp is one thing, but to see how the older girls lead the younger girls entrusting them with the legacies of camp to share in future years was truly beautiful. There were no greater moments than the ones where I was the audience to demonstrations of friendship, collaboration, teamwork, leadership, empathy, kindness and spirit. The girls set the bar at a whole new level as a school community. Ultimately, schools take students to camp to do exactly this—form bonds, develop skills and build character. Truthfully, our girls taught me a thing or two about these outcomes. As usual, I returned from camp exhausted, but at the same time exhilarated AND somewhat uncomfortable. What is this strange paradox of feelings I am experiencing? Uh oh… I think I may like camp!
...
Welcome from the Head of School
Trafalgar Castle School is a warm and welcoming community with a history of educating girls and young women since 1874. We are a proud part of Whitby, and welcome students from across Durham Region, the Greater Toronto Area, and around the world.
Our beautiful campus and historic setting is a hub of activity each and every day. World-class curriculum alongside a full complement of extra-curricular activities creates an environment that inspires and encourages growth. Arts, athletics, debating or robotics – wherever her curiosity leads, dedicated and caring faculty are there to ensure the opportunities for each and every girl are truly endless.
At Trafalgar Castle, we care deeply about how girls learn. The value of our all-girls’ setting is present in our classrooms where students from grades 4 to 12 engage in meaningful and authentic learning, all the while growing in confidence, learning to lead with integrity, and making friendships that last a lifetime!
When our graduates leave us, they are confident young women who know, without question, their possibilities are endless.
I invite you to come for a visit. We look forward to providing you and your daughter with a tour of the school, and extending a warm Trafalgar welcome!
Dr. Leanne Foster, Ph.D.
Head of School
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