Brighton is a private school which was founded in 2003 to serve students who learn best in small classes, or are one or more years behind academically, or have an LD (Learning Disability) diagnosis, or have difficulty with attention, anxiety, motivation, memory, language, reasoning, spatial or sequential ordering or graphomotor functions. Brighton is fully inspected and accredited with the Ontario Ministry of Education.  Brighton is a member of OFIS – the Ontario Federation of Independent Schools and Spectra - Association of Special Education Schools of Ontario.

Click here for more information on our Elementary Programs.
Click here for more information on our Secondary Programs.

Class Structure and Size – Students start each day in Homeroom classes of between 8 - 12 students. Our Primary homeroom is for grades 1, 2 & 3; our Junior homerooms are for grades 4, 5 & 6; our Intermediate homerooms are for grades 7 & 8.  Our Secondary students have homeroom as part of their first class.

Learning Groups - Teaching of our core subjects in the elementary school is done in small Learning Groups of between three and six students.  Students are assessed and assigned to their groups according to their ability levels in each subject. This allows students with uneven learning profiles to have their needs met in all subject areas, whether they are above grade level, at grade level, or lower than grade level. Secondary students are in small classes of three to eight students and both credit and non-credit courses are available. 

Individualized Instruction – Students are assessed upon entry to Brighton and a personal learning plan is prepared for them, with goals and methods described. Each student is monitored throughout the day through ongoing faculty and staff discussions so that problems can be identified and adjustments made quickly.

Differentiated Instruction – Learning goals are adjusted to the abilities of each student. The teacher will vary the content (what the students learn), the process (how they learn, or the activities they do) and the products (what the student is required to produce to demonstrate mastery of the concept). Differentiated instruction allows students of different abilities to participate in class study at different levels.

Balanced Day Schedule – Our ‘Balanced Day’ timetable is a change from the traditional hour-long lunch with two short recesses in the morning and afternoon. Instead, our day is divided into three 90 minute learning blocks, separated by two 45 minute breaks. The two extended nutritional and exercise/play breaks mean that students get a chance to eat their snack or lunch and still have substantial time left to play and burn off energy before coming back to focus on lessons in the classroom.

The school day starts at 8:30 with general recreation outside or in the gym. This is designed to provide a transition time between home and classroom learning. It allows students to discharge some energy and provides an opportunity for social connection. The first instructional period starts at 9:00 and lasts for 90 minutes (3x30 minute periods) during which one, two or three subjects may be covered.

The first break (“recess”) occurs at 10:30 for a 45 minute period in which the students are encouraged to have a snack and engage in some structured or non-structured recreation and exercise. At 11:15 the second work period begins until 12:45 when students break for a 45 minute lunch period. The last full work period of the day begins at 1:30 and ends at 3:00.

During the recess and lunch break periods, students are engaged in co-curricular activities. These activities are designed to be fun and foster new skills, while practicing teamwork and social skills. From 3:00 until 3:30 the elementary school participates in homework club where students can get assistance with tests, projects and assignments. Please visit the curriculum section of our site to view a sample schedule, and the student life section to view our co-curricular activities.

Physical Education – Research has proven that physical activities enhance learning ability. Brighton School is fortunate to have a large, bright, well-equipped gymnasium and opportunities each day to use this facility. Our playground is equiped with basketball and soccer nets, and a climber for active play at recess and lunch. Students are encouraged to participate in both organized and free play basketball, soccer, hockey and other team and individual sports and games. DPA (Daily Physical Activity) is built into each recess and lunch, and twice a day, the PA announces a quick DPA break for all of our students. We have equipment such as stepper machines and BOSU balls situated in all our classrooms for students who need a to disperse some energy before working, or who need to take a quick break.  

Homework Policy – Teachers will first help the student learn how to work and study successfully before assignments are sent home.
Progress Reports – The partnership of students, teachers and parents requires regular and frequent feedback about progress. Short reports can be provided each day in the student’s daily agenda. The staff meets regularly to discuss each student, and is readily available by phone or email to parents at any time. While report cards are issued for each child, at Brighton we believe that a report card should be a summary and not a surprise to parents and students.

Assistive Technology - All students have opportunities to use computers in the classroom. We have state of the art assistive technology available to all students as needed, who can access Co: Writer 6 from any computer on our network. Co:Writer 6 includes word prediction software and a sophisticated graphic organizer.  iPads are also available for use in the classroom in conjunction with a wide array of educational, curriculum-related apps.

Lunch – Nourishment is essential to learning. We encourage students to bring lunches that are healthful, include protein, and are low in sugar. Students have (supervised) use of a microwave for a hot meal.

Students Requiring More Support – Brighton supports meaningful integration of students with different abilities in the classroom. Brighton will consider students who require a higher level of support such as 1:1 or 1:2 teaching assistance.  Please contact the Principal & Executive Director for information and tuition fees.