411 Lawrence Avenue East, Toronto, Ontario, M3C 1N9, Canada
500 Queens Quay West, Unit 103E, Toronto, Ontario, M5V 3K8, Canada
1963
2013
450
16
JK to 6
Preschool to K
Coed
Coed
Day
Day
English
English
Academic
Traditional
15 to 18
8 to 16
Learning, Developmental
Learning, Behavioral
$20,300 to $30,300
$11,600 to $15,700
No
No
0%
0%
None
None
$0
$0
50
4
0%
0%
100%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
Preschool, JK, SK
Rolling
Rolling
Not available
Not available
Yes: grades JK - 6
No
No
No
information not available
information not available
The school was founded in 1980 with an eye to providing a strong, focused academic program for the lower grades. In the intervening decades it has very much kept with the times, including an early adoption of e-learning tools and texts, at times in partnership with national publishers. Student success is gauged through mastery of the course material, and the ideal student is one who is able to thrive within a supportive yet academically challenging environment. In 2001 the program was extended into the upper grades with the creation of the Crestwood Preparatory College.
View full reportFree Spirit Montessori Downtown, established in 2020 as a sister location to Free Spirit Montessori in Upper Beaches, offers a dynamic and nurturing environment for children's development. The school prioritizes creating a safe, clean, and fun atmosphere, recognizing the importance of a well-rounded education. The Casa program at Free Spirit Montessori adjusts lessons and their pace based on each child's aptitude, interests, and needs. The classroom is designed to nurture independence through a choice of activities, facilitating cognitive and social skill development. The Montessori Method at the school incorporates five learning domains: daily activities, sensorial, mathematics, language, and culture. These domains focus on developing practical skills, sensory perception, and academic foundations. Cultural learning covers geography, zoology, botany, science, art, music, and languages–a truly comprehensive educational experience. The school values partnership with families and communities, promoting belonging, well-being, engagement, and expression as foundational pillars for children's growth.
View full reportinformation not available
information not available
"Located in a picturesque, wooded valley in the Bayview/Post Road area, Crestwood School provides quality education to students in Junior Kindergarten to Grade 6. At Crestwood, we practise the traditional art of teaching-challenging young minds to learn and structuring experiences that make learning possible. At the same time, we are concerned with the "whole child," striving to balance a child's physical, social and emotional development. Smaller class sizes are maintained, allowing for individual attention and the fostering of effective communication between students and teachers in a friendly, caring, nurturing environment. Crestwood strongly promotes co-operative attitudes and behaviour, and is committed to the preparation of self-confident, self-disciplined individuals who respect the feelings and rights of others. Each teacher is the key. With a well-planned program, a positive rapport with each student, a close communication between home and school, and a sense of commitment and dedication, our goals are met!"
"We are a small, boutique-style private school (Licensed Child Care) located in downtown Toronto's harbourfront. We accept students starting from 2.5 years old, providing a warm and comfortable environment to help make the transition into the school system easier for children and their parents. We build a solid foundation for our students and encourage them to strive and advance with confidence and readiness for their future learning journey at age 6 to any private or public school."
Information not available
"We teach a mix of two of the most well known methods in the world - Montessori and play-based (kindergarten). We believe Maria Montessori's method and wooden teaching materials invites children to build an interest and love for learning. We believe it helps build up their confidence and independence without even realizing their hard work. We incorporate play based methods to help expand their learning and creativity in a different way, keeping the children's spirits free."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"When our families visit our school before registration, they fall in love with our boutique-style environment for their young children to start their first day. The warm and colorful setting is not overwhelming for parents and children. Parents trust to leave their children as they see that we can have an eye on all the children compared to in bigger classrooms. Our teachers are able to build a great rapport with each child individually and able to provide better direction for their learning."
Information not available
Information not available
Information not available
"We pay special attention to each child as an individual and help him or her to build a solid foundation. When learning certain skills at such a young age, they will carry it with them forever and use it in their adulthood. Some of these skills such as self-discipline, focus, concentration, and a joy of learning, can not be learned as easily in older age."
Information not available
"All our families are almost immediately amazed with the quick learning and development of independence in their children. The routines and daily activities and their beautiful absorbent mind create the perfect environment for growth with lots of love and fun. When the children need extra care in their first environment away from parents, they receive individualised attention without being lost in a big, scary classroom and so they are able to thrive."
Information not available
Information not available
Information not available
Information not available
Parents who want their children to receive a “good education” must concern themselves with what kind of education is best for their children and how their education will directly affect their growth into adulthood. It goes without saying that children should be competent in the 3R’s (reading, writing, and arithmetic) but at the same time, parents must look at long term goals for a lifetime of education.
One of the most important goals of education is to teach children how to learn. Children must be able to think critically in order to evaluate what they see, hear, and read. This is a skill which is paramount, not only to structured education, but to life in general. Another goal that must be achieved is to have children develop the necessary traits of a healthy personality. Self-assurance, self-respect, trust in others, and respect for others must be developed.
Next, we want the children to work well with others. Sharing with others, understanding the needs of others, and assuming responsibility for the well-being of others are important qualities one must have in our world today.
Finally, we want the children to work creatively in order to fully express themselves as the unique individuals they are.
I feel that when children are provided with a stimulating and nurturing environment, a positive attitude to education and to those around them results.
At Crestwood, our goal is to provide students with sound academic skills, while at the same time providing them with the framework from which they can develop the necessary lifelong skills which I feel encompass a “good education.”
Dalia Eisen
information not available
Information not available
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
Not applicable
We practise the traditional art of teaching - challenging young minds to learn and structuring experiences that make learning possible. At the same time, we are concerned with the "whole child," striving to balance a child's physical, social and emotional development. Smaller class sizes are maintained, allowing for individual attention and the fostering of effective communication between students and teachers in a friendly, caring, nurturing environment. Crestwood strongly promotes co-operative attitudes and behaviour, and is committed to the preparation of self-confident, self-disciplined individuals who respect the feelings and rights of others.
Information not available
Not applicable
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Not applicable
Information not available
Information not available
Information not available
Not applicable
Not applicable
Information not available
Not applicable
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Not applicable
Information not available
Not applicable
Not applicable
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Not applicable
Not applicable
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Not applicable
Information not available
Not applicable
Not applicable
Information not available
Information not available
Not applicable
Not applicable
Information not available
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Not applicable
Not applicable
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Not applicable
Information not available
Information not available
Web design
Robotics
Computer science
Information not available
Information not available
Montessori
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Junior and Senior Kindergarten are often a child’s first introduction to “formal education.” Therefore, these years are the foundation upon which attitudes towards all subsequent education are built. The early learning curriculum involves mathematics, reading, written and oral expression, environmental studies and an introduction to French. It also includes activities that develop social, physical, and creative skills. Every child’s style of learning is identified through close observation, attention to the child’s needs, and most importantly, individual time with the teacher.
We teach the children with Montessori method and materials and prepare them for early elementary school while we have free playtime for them to relax and want to be back to learning again. We believe this way children can take advantage of both methods to be more well rounded socially and in the same time built and increase the self- sufficiency and confident in them. A trained Montessori teach and guide each child individually in learning and working with material and our ECE teachers are involved in all the play based activities and show and guide the children with creativity, problem solving and other social aspect as role models.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Information not available
Information not available
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
---|---|---|---|---|
Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (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. | ||||
Dyscalculia This 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. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This 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 Deficit A 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. | ||||
Developmental | ||||
Autism Refers 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 Syndrome On 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 syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This 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 syndrome This 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. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled 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 Depression This 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 anxiety This 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 thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This 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. | ||||
Physical | ||||
Multiple sclerosis This 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 palsy his 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 dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This 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. | ||||
Blindness Visual 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." | ||||
Deafness Hearing 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 Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
100%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
Preschool, JK, SK
Rolling
Rolling
Not available
Not available
Yes: grades JK - 6
No
No
No
No
No
Yes: grades 1 - 6
No
No
No
No
No
At Crestwood our students are responsible, cooperative, respectful, honest and courteous.
There is one time nonrefundable fee of $125.00 and one month deposit at the time of submitting your application. The deposit will be calculated as last month payments a the time of withdrawal or graduation.