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Our School Story

 Our Story 

In 1953, James Thompson Elementary School began as a two-room annex to Grauer Elementary School, in a rural area, situated on part of the original Thompson farm.  

The current building, including an addition in 1991, is in a residential area, serving families residing in homes to #1 road in the south, the Dyke to the north, Railway Ave. to the East and Granville to the South. We are thankful for this place on the traditional territory of the First Peoples of the hən̓q̓əmin̓əm̓ language group, close to the water and rich in nature, that provides us with so many learning opportunities to nurture our bodies, minds and hearts.

We have approximately 210 students from Kindergarten to Grade Seven and the building also hosts the Discovery Montesorri School and the Strong Start program for young children.  Thompson Tigers pride themselves in being active participants in many school and district - based activities such as track and field, basketball and volleyball, choir, band, chess club, craft club and school service. Educators and students are curious learners, eager to develop their knowledge and skills, especially through the Core Competencies of thinking, communicating and personal and social awareness

We believe that effective communication is crucial to building and maintaining a positive working relationship between home and school. The parents and caregivers at Thompson Elementary are supportive and active partners in learning.

Thompson prides itself on being a welcoming school with a strong sense of community.  Our motto “Thinking, Learning and Caring” is a strong part of school culture.   Social relationships are nurtured and a strong sense of social responsibility is supported through a school wide STRIPE matrix.


Please see Our Focus and Our Learning tabs for detailed updates of our school’s current learning story.



At Thompson Elementary, we are committed to creating a supportive and inclusive learning environment that fosters not only academic growth but also the personal development of our students. Our school focus this year centers on three key areas identified during a scan of various data: improving student self-regulation skills, addressing concerns about inappropriate language, and enhancing feelings of belonging and positive self-concept.

  1. Enhancing Student Self-Regulation Skills and Goal Setting: We believe that self-regulation is a fundamental skill that empowers students to be in control of their learning and day to day responsibilities. Through a comprehensive approach, we aim to teach students how to set meaningful goals, manage their time effectively, and persevere in the face of challenges. By providing students with the tools and strategies to self-regulate, we are helping them become more independent and resilient learners, preparing them for success both inside and outside the classroom. Professional learning will focus on Self Regulation Strategies and Executive Functioning Strategies (from the work of Nancy Perry and Sara Ward)
  2. Creating a Respectful and Inclusive Environment with a particular focus on strength based language: We recognize the importance of promoting a culture of respect and empathy within our school. We have identified a concern about the use of put-downs and inappropriate language among our students. To address this, we are implementing proactive measures such as weekly intentional acts of kindness that encourage the use of positive and respectful language on and off the playground. We will provide guidance and support to foster an environment where everyone feels safe and valued.
  3. Increasing Feelings of Belonging and Improving Students' Positive Self-Concept: A sense of belonging is crucial for student well-being and academic success. We are committed to creating a school community where every student feels like they are an integral part of our family. Through initiatives like Student Council, buddy classes, parent education, and a school wide focus on belonging and kindness that promotes inclusivity, peer support, and a strong sense of community, we aim to enhance students' positive self-concept and overall well-being. By nurturing these aspects, we will empower students to not only believe in their abilities but also to celebrate their unique qualities.




Learning : In the Spring of 2022 Thompson staff shared some observations during a scan of their students’ communication skills, and created a list of needs and wants for their students:

  • Encourage students to talk/ discuss with one another 
  • Start conversations among peers who might not typically talk together 
  • Build oral language skills for English language learners 
  • Build collaboration/ communication skills among grade groups
  • Teach students to meaningfully participate in group project activities
  • Transfer strong verbal communication skills to written expression 
  • Learn how to utilize our newly purchased technology (Apple Pencils, New ipads, Podcasting Kit) 

These observations, along with ongoing scanning and reflection, became the rationale for our current school focus. Please see the action and evidence posts for examples of our learning.