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Wishing Well Schools ACADEMICS & Curriculum
Page Contents
Curriculum
[Show definition of Curriculum]
Curriculum approach at Wishing Well Schools: Progressive
Wishing Well Schools has a Progressive approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Progressive?]
What Wishing Well Schools says about their overall curriculum and approach:
Wishing Well Schools offers a rigorous, future-focused curriculum that blends advanced academics, STEAM, project-based learning, and leadership development. Our gifted-level approach challenges students beyond grade level, emphasizing critical thinking, problem-solving, and creativity in math, science, and language. We integrate AI education, coding, and ethics, ensuring students develop essential technological and analytical skills. Our hands-on, project-based learning approach encourages real-world problem-solving, collaboration, and innovation. Additionally, our outdoor education program at Quiet Waters enhances resilience, teamwork, and environmental awareness. Beyond academics, we prioritize character development, leadership, and a strong family-school partnership, ensuring students are confident, adaptable, and future-ready. Our small class sizes and supportive environment allow for personalized learning, helping each child reach their full potential. At Wishing Well, students don’t just excel academically—they develop the skills, mindset, and passion to become lifelong learners and leaders, prepared to thrive in high school and beyond.
Approach
| Focus | Special needs |
|---|---|
| Academic | Gifted |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at Wishing Well Schools: Traditional Math
Wishing Well Schools has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).
[Show: About Traditional Math?]What Wishing Well Schools says:
At Wishing Well Schools, we incorporate traditional math as a foundational pillar in our accelerated Ontario curriculum in Grades 1-8. We emphasize mastery of core algorithms and procedures through structured instruction, repetition, and drills, ensuring students develop strong computational fluency and accuracy. By following a logical progression, students first learn key mathematical methods before applying them to increasingly complex, real-world problems. This structured approach builds confidence, problem-solving skills, and long-term retention. We extend this approach to computer science and coding, where students first learn fundamental programming concepts and algorithms before applying them to projects, AI development, and problem-solving tasks. This ensures a strong technical foundation while fostering logical thinking and innovation. While we integrate STEAM and project-based learning, we recognize the importance of procedural mastery as a stepping stone to higher-level mathematical reasoning, computational thinking, and real-world applications.
Textbooks and supplementary materials:
Nelson Math, My Math Path and supplemental materials created by teachers and departments.
Calculator policy:
Calculators are used at more advanced levels of mathematics after students have learned important fundamental skills.
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Early Reading
Early Reading approach at Wishing Well Schools: Phonics-intensive
Wishing Well Schools has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What Wishing Well Schools says:
Our early years program is a Montessori program. The Montessori approach to phonics in Casa (ages 3-6) is a hands-on, sensory-based method that builds strong foundational literacy skills through systematic, sequential learning. Children first learn letter sounds (phonemes) before letter names, using sandpaper letters to connect tactile, auditory, and visual learning. Through movable alphabets, they begin forming words independently, reinforcing phonemic awareness and spelling skills. Phonics lessons progress from simple to complex, introducing blending sounds, digraphs, and phonograms in a natural, engaging way. Montessori phonics fosters independence and confidence, allowing children to explore language at their own pace. Multi-sensory activities, such as object matching, word-building, and reading simple books, make learning interactive and enjoyable. This approach ensures a deep understanding of phonics, enabling children to decode words effectively, build strong reading skills, and develop a lifelong love of literacy.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What Wishing Well Schools says:
This information is not currently available.
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Writing
Writing approach at Wishing Well Schools: Equal balance
Wishing Well Schools has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What Wishing Well Schools says:
We use an equal balance of the systematic and process approaches in our writing program. Students follow the Ontario Curriculum while also benefiting from the UK curriculum, which provides more advanced structure and depth in writing instruction. We ensure students have ample opportunities to write meaningful pieces, fostering a love of writing while also providing explicit instruction in grammar, sentence construction, and editing skills. Early on, students learn structured techniques such as paragraph organization, sentence variety, and revision strategies. As they progress, students apply these skills to creative, analytical, and real-world writing tasks, ensuring both technical mastery and expressive confidence. This balanced approach builds strong foundational writing skills while allowing students to develop their unique voice and creativity, preparing them for high-level writing expectations in later grades.
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Science
Science approach at Wishing Well Schools: Equal Balance
Wishing Well Schools has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]Teaching approach:
We take an equal balance approach to teaching science, blending expository instruction with inquiry-based learning. Students build a strong foundation in scientific facts, theories, and principles through direct instruction and textbook learning, ensuring content mastery and analytical thinking. At the same time, we emphasize hands-on experimentation, critical thinking, and real-world applications. Through labs, projects, and open-ended investigations, students develop hypotheses, design experiments, and analyze data, fostering a scientific mindset and problem-solving skills. Our STEAM and AI integration further enhances inquiry learning, allowing students to apply scientific concepts in coding, engineering, and environmental studies. Our outdoor education program at Quiet Waters provides additional opportunities for field studies and environmental exploration. This balanced approach ensures that students not only understand core scientific knowledge but also develop the skills, curiosity, and confidence needed to apply science in innovative and meaningful ways throughout their education.
Treatment of evolution:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
Literature approach at Wishing Well Schools: Equal Balance
Wishing Well Schools has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What Wishing Well Schools says:
Our literature program follows an equal balance approach, combining classical literature with contemporary works to develop critical thinking and cultural awareness. Beginning in grade six, students study Shakespeare, Dickens, and other classic authors, analyzing plot, themes, and historical context while exploring universal human experiences. We also incorporate contemporary fiction and texts that address social issues, encouraging students to examine diverse perspectives, equity, and historical narratives. Literature is used as a tool for both intellectual exploration and social reflection, fostering discussions on representation, bias, and ethical dilemmas. Our program, based on the Ontario Curriculum at an advanced level with UK influences, includes class discussions, critical essays, and cooperative projects. Students learn to appreciate literary traditions while developing empathy, analytical skills, and a global perspective, preparing them to engage thoughtfully with the world through literature.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Social Studies
Social Studies approach at Wishing Well Schools: Core Knowledge
Wishing Well Schools has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities, Thematic approach).
[Show: About Core Knowledge?]What Wishing Well Schools says:
Our elementary social studies program follows the Core Knowledge approach, providing a sequential and comprehensive understanding of history and geography. Students engage in research and presentations, allowing them to analyze significant people, places, and events while developing strong communication and critical thinking skills. Aligned with the Ontario Curriculum, our program develops students' ability to think critically, analyze historical events, and understand geographic concepts. By exploring key historical figures, civilizations, and global connections, students build a strong foundation in social studies that deepens as they progress through the grades. This approach ensures students gain broad knowledge, historical awareness, and geographic literacy, preparing them to make meaningful connections between the past and present. By integrating Core Knowledge with the Ontario Curriculum, we provide a rich, engaging social studies experience that helps students become informed, thoughtful, and active citizens.
Humanities and Social Sciences
Humanities and Social Sciences approach at Wishing Well Schools: Equal Balance
Wishing Well Schools has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What Wishing Well Schools says:
Our Grades 6-8 humanities and social sciences program follows an equal balance approach, integrating perennialist and pragmatic methods to develop critical thinking and real-world application. History is essential to understanding today’s world. Students explore historical events, civics, ethics, and philosophy, analyzing how past ideas and decisions shape society. They develop argumentative writing, debate, and research skills to engage with complex issues. At the same time, we emphasize contemporary social sciences, including geography, sociology, economics, and political structures, using case studies and real-world applications to connect history with current events. Civics ensures students understand citizenship, governance, and ethical decision-making. Aligned with the Ontario Curriculum at an advanced level, our approach helps students develop analytical, persuasive, and problem-solving skills, preparing them to be informed, engaged citizens in high school and beyond.
Foreign Languages
Foreign Languages approach at Wishing Well Schools: Equal Balance
Wishing Well Schools has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).
[Show: About Equal Balance?]What Wishing Well Schools says:
Our advanced French program in elementary follows an equal balance approach, blending audio-lingual and communicative methods to develop fluency, comprehension, and confidence. Unlike public schools, which begin Core French in Grade 4, our students receive daily instruction starting in Casa, providing a strong linguistic foundation. Students practice oral drills, repetition, and structured exercises to reinforce grammar, pronunciation, and vocabulary. At the same time, they engage in interactive activities, dialogues, cultural exploration, and real-world communication to make learning engaging and meaningful. This balanced approach ensures that students develop both accuracy and practical language skills, allowing them to speak, write, and understand French effectively. Aligned with the Ontario Curriculum at an advanced level, our program prepares students for high school French and beyond, fostering a lifelong appreciation for language learning and Francophone culture.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at Wishing Well Schools: Equal Balance
Wishing Well Schools has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).
[Show: About Equal Balance?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What Wishing Well Schools says:
Our arts program follows an equal balance between receptive and creative learning, ensuring students appreciate, analyze, and create across multiple disciplines. We offer acting, dance, drama/theatre, graphic design, music, and visual arts, providing a comprehensive arts education. Students explore art history, musical movements, theatre traditions, and design principles, analyzing artistic works and their cultural significance. At the same time, they actively engage in studio work, performance, and creative expression, developing their own artistic voice and technical skills. We celebrate the arts yearly with our Annual Winter Pageant, where students showcase their talents through music, dance, drama, and visual presentations, fostering confidence and a love for performance. Aligned with the Ontario Curriculum, our balanced arts program nurtures creativity, critical thinking, and artistic excellence, helping students build both appreciation and hands-on expertise in the arts.
Computers and Technology
Computers and Technology approach at Wishing Well Schools: Medium integration
Wishing Well Schools has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What Wishing Well Schools says:
In our Elementary program, we have a 1to1 iPad program and we are fortunate to have many opportunities to integrate technology into our curriculum. This technology is used to enhance the pedagogy and is curriculum driven. We teach coding from Grade 1 and Computer Science in Grade 7/8.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What Wishing Well Schools says:
We believe that Physical Education is the key to success. We have a mandatory 20 minute whole school DPA every morning and three to four gym classes per week. Our ski program is a six week program every winter and we are part of the SSAF.
Sex and health education
Sex and health education approach at Wishing Well Schools: Not Ontario curriculum
Wishing Well Schools has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]Approach to sex and health education:
Wishing Well Schools has a approach Fairly value-based (as opposed to Mostly value-neutral approach).[Show: About Fairly value-based?]Wishing Well Schools has a approach Traditional (as opposed to Progressive approach).[Show: About Traditional?]What Wishing Well Schools says:
We believe in teaching the curriculum at an age appropriate level and work with our families to determine suitability of content delivery.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at Wishing Well Schools: Montessori
Wishing Well Schools has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
What Wishing Well Schools says about their preschool/K curriculum approach:
At Wishing Well Schools, our Casa program follows the Montessori approach, fostering independence, curiosity, and a love of learning. Through hands-on, multi-sensory activities, children build strong foundations in literacy, numeracy, and practical life skills at their own pace. Our phonics-based reading program introduces letter sounds first, using sandpaper letters and movable alphabets to strengthen early reading and writing skills. In math, concrete materials like number rods and golden beads help children develop deep, intuitive understanding before abstract problem-solving. With small class sizes and individualized learning, Casa students gain confidence, critical thinking skills, and creativity, ensuring a smooth transition into our accelerated elementary program.
Montessori Approach
Wishing Well Schools's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
| Toddler | Primary | Lower Elementary | Upper Elementary | Middle | |
|---|---|---|---|---|---|
| Age groupings How children are grouped by age for each class.' |
18 to 3 | 3 to 6 | – | – | – |
| Uninterrupted work periods The longest uninterrupted work period for each class.' |
1.5 hours | 2.45 hours | – | – | – |
| Tests and assignments How often students are given tests or assignments in each class.' |
Never (Orthodox) | Never (Orthodox) | – | – | – |
| Graded work How often students have their work graded in each class.' |
Never (Orthodox) | Never (Orthodox) | – | – | – |
| Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.' |
10% | 10% | – | – | – |
Overall approach
Orthodox
29% of schools
Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.
Classroom practices
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Whole-class lectures
Orthodox
Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.
Moderately orthodox
Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.
Moderately non-orthodox
Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.
Non-orthodox
Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.
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Special education
Orthodox
External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.
Moderately orthodox
External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.
Moderately non-orthodox
External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.
Non-orthodox
External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.
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Specialist classes
Orthodox
We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.
Moderately orthodox
We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.
Moderately non-orthodox
We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.
Non-orthodox
We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.
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Modern-day technology
Orthodox
Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.
Moderately orthodox
Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.
Moderately non-orthodox
Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.
Non-orthodox
Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.
Teaching assistants
This school doesn't use teaching assistants.
What Wishing Well Schools says about teaching assistants:
We have two fully qualified teachers in our classes.
Language
Learn about Wishing Well Schools's languages of instruction and enrolment.
Wishing Well Schools offers English as the primary language of instruction.
Language of enrolment include: English, Mandarin
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at Wishing Well Schools: Accelerated
Wishing Well Schools has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).
[Show: About Accelerated?]
What Wishing Well Schools says about their curriculum pace:
Our accelerated curriculum challenges students beyond grade level in math, science, and language, focusing on deeper conceptual understanding, critical thinking, and advanced problem-solving. Through STEAM, AI, and project-based learning, students engage in higher-order tasks that promote independent inquiry, creativity, and real-world application.
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 Wishing Well Schools says about their flexible pacing:
This information is not currently available.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at Wishing Well Schools: Rigorous
Wishing Well Schools has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
What Wishing Well Schools says about their academic culture:
Our school fosters a rigorous academic culture while maintaining a supportive environment. We set high expectations, challenging students through an advanced curriculum that exceeds Ontario standards while nurturing curiosity and a love of learning. Students develop critical thinking, problem-solving, and independent learning skills, ensuring they are motivated by discovery rather than pressure. With small class sizes and personalized support, teachers provide the guidance needed for students to meet challenges with confidence. Our balanced approach ensures students achieve academic excellence while developing the resilience and work ethic needed for high school and beyond.
Developmental priorities
[Show definition of Developmental priorities]
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 Wishing Well Schools says about their developmental priorities:
At Wishing Well Schools, we take a balanced approach, nurturing intellectual, emotional, social, and physical growth equally. Our goal is to shape well-rounded individuals who are academically strong, confident, and socially responsible. Through an advanced curriculum, we challenge students to think critically, solve problems, and engage deeply in learning. We also foster leadership, teamwork, and character development through extracurriculars, outdoor education, and physical activity. Our supportive environment helps students develop confidence, adaptability, and a strong work ethic, preparing them to excel academically while leading with integrity. We strive to cultivate lifelong learners and engaged citizens, ready to contribute meaningfully to their communities and the world.
Special needs support
[Show definition of Special needs support]
Wishing Well Schools offers No support
Wishing Well Schools offers no/limited support for students with learning difficulties or special needs.
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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Learning disabilitiesDyslexia (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.DyscalculiaThis 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.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis 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 DeficitA 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.
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DevelopmentalAutismRefers 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 SyndromeOn 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 syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis 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 syndromeThis 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.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled 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 DepressionThis 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 anxietyThis 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 thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis 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.
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PhysicalMultiple sclerosisThis 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 palsyhis 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 dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis 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.BlindnessVisual 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."DeafnessHearing 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 FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
What Wishing Well Schools says:
Every child is unique and their strengths and skills should be determined on an individual basis.
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
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 Wishing Well Schools says about their gifted learner support:
At Wishing Well Schools, we support gifted learners through equal emphasis on acceleration and enrichment. Students work at least one grade level ahead, particularly in math, language, and science, while also exploring subjects in greater depth. Our advanced curriculum fosters critical thinking, problem-solving, and creativity. With small classes and individualized support, we ensure students are challenged, engaged, and inspired, developing both academic excellence and leadership skills.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 8, Wishing Well Schools students perform an average of 1.5 hours of homework per night.
| NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Wishing Well Schools | 0 mins | 0 mins | 0 mins | 0 mins | 30 mins | 30 mins | 45 mins | 60 mins | 60 mins | 90 mins | 90 mins | 90 mins |
| Site Average | 0 mins | 1 mins | 6 mins | 7 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins | 56 mins | 60 mins |
What Wishing Well Schools says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Lettered or numbered grades | Gr. 1 to Gr. 8 |
| Prose (narrative)-based feedback | Nursery/Toddler to SK |
| Academic achievement reporting | Gr. 1 to Gr. 8 |
| Habits and behaviour reporting | Nursery/Toddler to Gr. 8 |
| Parent-teacher meetings | Nursery/Toddler to Gr. 8 |
