Our curriculum plans for children’s development based on the skills that they are ready to learn as they develop at their own rate. We offer a variety of experiences which foster the overall growth and development which promote the success of each unique child. We customize our curriculum based on appropriate developmental goals for children and their learning needs, reflect the interests of the children, provide opportunity for children to learn social, cognitive, physical, creative, emotional, language and self-help skills. We offer Reggio-inspired activities, in a co-learning multi-age setting where children are given the opportunity to actively explore the environment. Children are provided with a portfolio at the end of the term/year to commemorate their successes.
To view the school year curriculum and program planning, please click here.
Preschool Prep Program
Sept to June: Monday to Friday (Minimum of 2 days a week)
9am - 12pm
Recommended for toddlers ready for a preschool learning environment
"Our vision is to instil a love of exploring and to inspire children and all learners through the wonder of learning."
Healthy Space
VOC Free Painted Walls
Asbestos Free
32 Feet High Ceilings
Natural Sunlight
Child care space designed by renowned architect Ye Chu
Licensed Facility
Licensed by CCFL
Staff Ratios
1:8 (Pre-K Age 3- 5)
1:4 (Todds Age 2- 3)
Qualified Teachers
ECE, ECEA
Psychology|Sociology backgrounds
Specialized performance arts teachers
Grade 10 RCM for piano
Teaching Philosophy
Reggio Emilia inspired
Child-led & Collaborative learning
Inquiry-based & Project-based learning
Emergent learning
Ready to get started?
Contact us to book a virtual tour today!
Come join us for a virtual tour and meet with the Director and teachers!
We are happy to answer any questions you may have about our centre, program, and policies. This gives you a chance to get to know us more and find out about what we have to offer. The virtual tour is a requirement before registering for any of our Child Care Learning Centre programs.
