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Alive Montessori & Private School

   
2 Wembley Road, Toronto, Ontario, M6C 2E9

ADD TO SHORTLIST   Website
Curriculum:
Montessori
Grades (Gender):
Preschool to K (Boys); 1 to 8 (Girls)
Tuition:
$7,500 to 14,500/year
Main Language:
English
Avg. Class Size:
10 to 16
Enrolment:
Day: 5 (Gr. PS - K)

School Address
2 Wembley Road, Toronto, Ontario, M6C 2E9

About this school:

highlights

Located in Forest Hill one short block north of Eglinton at Bathurst. PRE-SCHOOL TO GRADE 8. Children get off to a very fast start to their education in a safe, family-like environment. Early reading at ages 3, 4 and 5 develops into fluency at a young age with our extremely effective reading program. Very strong emphasis on the Basics of Reading, Writing and Math to give a solid grounding for all other learning. Watch your child's confidence grow as he or she demonstrates competence and ability. MAKES LEARNING FUN! — Visit school website




Reviews:

highlights

The Our Kids review of Alive Montessori & Private School

our takeJulia Simon founded Alive Montessori in 2001, and she remains very much the head and hands of the school today. She established the school as a means of delivering the Montessori principles, prime among them being the provision of a family-like atmosphere in which to learn. Families who enroll here are drawn to the small size of the school, allowing students to gain a heightened sense of their place within the life of the school. Instruction is personal, with pacing cues taken from the individual students, and a close attention to the talents, perspectives, and interests that they bring with them to the school each day. Students are encouraged to have a voice, and to use it in their daily lives. Numeracy and literacy are important, though passion is, too, something that Simon has rightly built the Alive program around.  





Principal's Message

principal

Julia Simon, Principal

At Alive Montessori & Private School our mission is based on the following premises:

• The word “educate” comes from Latin roots meaning “to lead out”. As such, we believe that it is our duty as educators to bring out the innate skills and talents of the children in our charge.

• Every child is a unique individual deserving of the best education possible.

• Every child has an innate desire to learn that must be cultivated, not blunted.

• Every child has his or her natural interests and strengths.

• Learning occurs at varying rates and every child learns at his or her own optimum pace.

• The Basics of Reading, Writing and Arithmetic are vitally important as these still form the foundation for all future learning.

• The goal of education is to give every child the tools he or she will need to become self-reliant and successful in life.

• Education does not have to be a dreary and dull activity. Done properly, learning is fun.

Our goal at Alive Montessori & Private School is to provide the best possible start to our children through proper education, thereby instilling a life-long love of learning in every child. We aim to create a safe, caring and fun environment where every child will learn and will become more and more confident as he or she gains in abilities.

Julia Simon

(Principal)


Academics


Curriculum Montessori

Primary Curriculum: Montessori

Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Lessons are highly decentralized: children typically work individually (though sometimes with others) on specialized "Montessori materials" -- without interference from the teacher. The materials are self-correcting and teach the student something about the subject at hand. The method's goal is to develop children's innate desire to learn, while freeing up time for teachers to help children individually, as needed.

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.


What school says: The Montessori method provides hands-on learning in a stimulating school environment that enables children to learn more quickly and thoroughly. With far more interesting material than a traditional classroom, children are allowed much more opportunity to explore and develop their own interests and abilities. Learning occurs at their own pace in small classrooms and is geared towards developing competence – and thus, confidence. The mixed age groupings encourage children to cooperate with and help each other, while enabling the older children to learn responsibility and leadership.

  • Montessori offered:
    Program = offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School
  • Approach:
    Focus
    Academic


  • Pedagogies and subject courses:

  • Mathematics Traditional Math

      Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
      Learn about the different mathematics approaches  


    • What school says: The Montessori program uses lots of hands-on material such as counting beads, wooden rods, geometric shapes, and other objects children can handle to make mathematical concepts real and develop the child's understanding. After the concepts are fully understood, drilling and practice are done on the basics to achieve competence.

    • Textbooks and supplementary materials: Montessori materials.

    • Calculator policy: We expect our students to become very competent in performing math in their heads or on paper before we introduce calculators. This has the added benefits of developing mental discipline and confidence in their own abilities to solve problems.


    Early Reading Phonics-intensive

      Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
      Learn about the different early reading approaches  


    • What school says: Maria Montessori believed that the ideal age to teach children to read is between 4 and 6. Using her materials (sandpaper letters, moveable alphabet, metal templates), we consistently have children reading at age 4 (some as young as 3)

    • DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.

    • What school says: This information is not currently available.


    Writing Equal balance

      Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
      Learn about the different writing approaches  


    • What school says: Maria Montessori wrote, "Contrary to the usually accepted idea, writing precedes reading." This is because the child must re-create something to be able to understand it. Thus she developed a very strong program for writing, utilizing sandpaper letters, metal templates, and drills to complement her reading program. We develop the child's ability first, to print, and then to be able to do cursive writing.


    Science Equal Balance

      Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
      Learn about the different science approaches  


    • Teaching approach: Montessori again uses lots of hands-on materials, including flash-cards for specific branches. All of the sciences are touched upon in the early grades.

    • Topics covered in curriculum:

      Subject = offered
      Biology
      Chemistry
      Ecology
      Geology
      Meteorology
      Physics
      Physiology
      Zoology
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature Traditional

      In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
      Learn about the different literature approaches  


    • What school says: With a faster start to sure and confident reading, our children naturally gravitate to stories and literature.


    Social Studies Core Knowledge

      Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
      Learn about the different social studies approaches  


    • What school says: The Montessori materials are very well laid out and contain lots of pictures and activities to increase knowledge and understanding.


    Humanities and Social Sciences Perennialism

      Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
      Learn about the different humanities and social sciences approaches  


    • What school says: In a multi-cultural society like Canada, it is important to have a broad view of the different cultures, including a world view of history and geography. We also engage the students by examining and participating in different cultural events and holidays to explore music, folklore and art.


    Foreign Languages
    • What school says: Although not offered as a subject of study, Hungarian is my native language and we have had Hungarian-speaking children in our school.

    • Languages Offered: This information is not currently available.


    Fine Arts Creative

      Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
      Learn about the different fine arts approaches  


    • Program offers:

      Subject = offered
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • Visual studio philosophy:

      Expressive
      Disciplined
    • What school says: Our children are doing creative activities every day, whether it is painting, drawing, sculpture, drama, dance, music, singing, story-telling, crafts, etc. We try to expose them to as many disciplines as possible and give them an understanding of basic techniques.


    Computers and Technology Light integration

      Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
      Learn about the different computers and technology approaches  


    • What school says: We believe strongly that computers should not replace the training and disciplining of the mind required to fully master the basics of Reading, Writing and Arithmetic. It is much more important for young children to develop the spatial discernment and fine motor skills required for writing than the ability to punch letters on a keyboard. While this concept may seem quaint or “old-fashioned”, it results in children who can easily and rapidly translate these skills over into using a computer when the time comes.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What school says: We are saddened when we see physical education programs


    Sex and Health Education Doesn’t follow Ontario curriculum
    Topics covered in sex and health education: We don’t cover any topics in sex and health education

    What school says: This information is not currently available.

    Approach:
    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.


    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.

    Traditional

    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.

    Progressive

    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.


    What school says: We will NOT be introducing the new Ontario sex education curriculum. Our personal conviction is that this material is being brought in much too soon, sexualizing our children when they have not yet reached puberty and have little reason to be overly interested in sex. We should be using these precious early years to instill a strong foundation for all future learning.



    Montessori ApproachModerately Orthodox

    CLASSROOM PRACTICES
    SCHOOL POLICIES: This information is not currently available.

    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.



    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.



    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.



    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.



    Overall approach : Whick option best describes your overall curricular approach?
    • Orthodox
      38% of schools

      Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

    • Moderately Orthodox
      34% of schools

      Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

    • Moderately Non-Orthodox
      12% of schools

      Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

    • Non-orthodox
      16% of schools

      Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.


    Teaching Assistants: This school uses teaching assistants.

    Preschool/K Curriculum Montessori

    • Play-based
    • Montessori
    • Waldorf
    • Reggio Emilia
    • Academic

    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.

    If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

    What school says: With devoted teachers, proper Montessori methods, and one-on-one instruction, we consistently teach our students to read at age 4 (many at age 3). Gaining this ability so early does wonders for a child's confidence that spills over into other subjects and activities.


    Curriculum Pace Accelerated

    • Standard-enriched
    • Accelerated
    • Student-paced

    The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).

    Flexible pacing:

    Flexible pacing style = 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 school says about flexible pacing: The Montessori method takes advantage of every child's innate desire to learn. Thus, allowing the child to learn at his or her own pace is not "slow" as some might envision. At times, it can be very fast.


    Academic Culture Rigorous

    • Rigorous
    • 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”.

    What school says: Our primary focus in the early grades centres around increasing the abilities of the children to read fluently, to write coherently and well, to be skilled at arithmetic and math, and to demonstrate competence in every activity they undertake. By so doing, they gain confidence that translates into their future learning and careers.


    Developmental Priorities Balanced, Intellectual

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    Secondary Developmental Priority: Intellectual
    Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

    What school says: We are dedicated, caring teachers creating an extremely safe, caring, family-like environment. Class sizes are very small with lots of individual programming and attention to each student. We make learning FUN!


    Special Needs Support High

    High

    school provides a high degree of support for special needs students.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Accommodations
      Modifications
      Extra support
    • What school says: Our belief is that children are being given labels at an alarming rate, and that most "learning" or "developmental" disabilities stem from causes that have nothing to do with anything being inherently wrong with the child. Previous poor teaching, poor diet, lack of exercise or discipline can cause non-optimum behaviour that can be corrected; we have done so many times.

    • Support for moderate-to-severe special needs:
      Special needs
      Learning disabilities
      ADHD (moderate to severe)
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Dyscalculia
      Dysgraphia
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Developmental
      Autism
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Physical
      Dyspraxia (Developmental Coordination Disorder)
      Blindness
      Deafness
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Psychotherapy
      Speech-language therapy
    • Summary: We are opposed to drugging our children with psychiatric drugs that have been proven to be dangerous yet are being diagnosed on nothing more than opinion (there are no medical tests of any kind for the conditions listed).

    • What school says: Our belief is that children are being given labels at an alarming rate, and that most "learning" or "developmental" disabilities stem from causes that have nothing to do with anything being inherently wrong with the child. Previous poor teaching, poor diet, lack of exercise or discipline can cause non-optimum behaviour that can be corrected; we have done so many times.


    Gifted Learner Support In-class adaptations

    Dedicated gifted programs:

    Program = offered
    Full-time gifted program (parallel to rest of school)
    Part-time gifted program (pull-out; parallel to rest of class)

    Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)

    In-class adaptations:
    Practice = 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 school says: With our small classes, caring teachers, strong Basics program, and exceptionally fun environment, we expect all of our students to be gifted learners!

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 8, Alive Montessori & Private School students perform an average of 45 mins of homework per night.

    Nightly Homework
    PSJKSKK12345678
    school0 mins0 mins0 mins0 mins0 mins15 mins30 mins30 mins30 mins45 mins45 mins45 mins
    Site Average2 mins5 mins7 mins6 mins16 mins18 mins24 mins29 mins34 mins40 mins54 mins58 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Habits and behaviour reportingJK to 3

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesPSJKSKK12345678
    Non-lunch recessFrequency 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day
    Location Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside
    Amount 30 30 30 30 30 30 30 30 30 30 30 30
    Lunch recessAmount 60 60 60 60 60 60 60 60 60 60 60 60

    What school says: This information is not currently available.

    Non-lunch recesses: All of this school’s non-lunch recesses take place between classes or academic periods. Recess segmentation: This school segments recesses by grade

    What school says: This information is not currently available.



    Extracurriculars

    principal
    What school says:
    • We teach many practical life skills to keep children interested in learning … • Taking care of plants and animals • Music • Art • Cooking & Nutrition

    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Ice Hockey
      Lacrosse
      Rowing
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
      Gymnastics
      Running
    • Clubs Offered
      Chess Club
      Choir
      Dance Club
      Drama Club
      Musical theatre/Opera
      Outdoor Education

    Tuition & Financial Aid

    Tuition

    Day Day (Half day)
     
    PSJKSKK12345678
    Day$14,500$13,500
    Day (Half day)$8,500$7,500
    What school says: 50% discount for the first 3 months if ... Your child is enrolling in grades 1 to 8 for the first time at Alive Montessori & Private School Payment for the first three months is made in full, along with registration and materials fees for the year Your child remains enrolled at the school for the entire year at full rates (or the next year if applying mid-year)

    Discounts

    Discount TypeEnrollment TypeAmount
    Early paymentall students10%
    2nd child (sibling)all students10%
    3rd child (sibling)all students20%


    Need-based financial aid

    Grade range that need-based aid is offered: JK to 8
    Percentage of grade-eligible students receiving financial aid20%
    Average aid package size$2,000
    Percentage of total enrollment on financial aid20%
    Total aid available$10,000

    Application Deadline:
    Rolling deadline

    More information:
    www.aliveprivateschool.ca

    Application Details:

    This school works with other. for processing financial applications
    As determined on an individual basis.



    Merit based Scholarships

    New Grade School Enrollment (Grades 1 to 8)
    Amount: 50%
    Other
    Deadline: Rolling
    Eligibility Details: Students grade 1 to 8—

    50% Discount applies to the first three months for new enrollment of Grade School children when paid in full.

    Application Details:

    Your child is enrolling in grades 1 to 8

    Your child is enrolling for the first time at Alive Montessori & Private School

    Payment for the first three months is made in full, along with registration and materials fees for the year

    Your child remains enrolled at the school for the entire year (or an additional seven months if applying mid-year) at full rates

    For more details, visit: aliveprivateschool.ca/school-fees/

    Enrollment

    Total enrollment 5
    Average enrollment per grade0
    Average class size10 to 16
    Gender (grades)Preschool to K (Boys); 1 to 8 (Girls)
    Boarding offeredNo

    Student distribution:

    PSJKSKK123
    Day Enrollment5109666

    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    InterviewPS - 3
    SSAT
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    Rolling


    What Alive Montessori & Private School says: ACADEMICS: None. We are usually able to turn around a child's failed education within a short time. (Our view is that almost all "Learning Disability" comes from improper teaching and can be corrected.) Reading comprehension and math testing will be done before enrolment to assess the correct starting point. BEHAVIOR: As with academics, our experience is that virtually all "ADHD" and behaviour-type problems are "learned" behaviours (often caused by a poor learning environment itself) and are not signs of deficiencies within the child. We have turned around many students with a little bit of discipline and by creating a stimulating, caring school that makes learning fun.

    Acceptance

    Acceptance Rate:

    95%

    Type of student Alive Montessori & Private School is looking for: Students who are willing to challenge themselves and learn and whose parents want them to excel.



    Student Entry Points

    Student TypePSJKSKK12345678
    Day Acceptance
    (Acceptance rate)
    0 - 2 (80%)0 - 8 (95%)0 - 8 (95%)0 - 8 (95%)0 - 8 (95%)0 - 8 (95%)0 - 8 (95%)0 - 6 (95%)0 - 60 - 60 - 60 - 6

    Stories & Testimonials

    News

    Testimonials

    “Before my son started going to Alive he didn't like school; he hated to write and didn't like math very much. He had started not caring much anymore. Julia got him back excited about life and now he loves to write and is a year ahead in all subjects.” [A.W.]

    “I love the experience at Alive Montessori school. My daughter is doing so well. She gets the benefit of a safe environment for which I am truly grateful.” [C.W.]

    “My two children (11 and 9) adore Julia not only as an educator but also as a person. They love spending their time at Alive Montessori & Private School and if they had a choice, they would even spend the nights at her school. Julia’s ability to connect with her students and her talent at teaching simple concepts, as well as more advanced topics, are both truly superior.” [G.B.]

    “Our son spent the past year at Alive Montessori. He is 4.5 years old; however, as a result of the exceptional level of attention shown by Julia Simon, his ability to do simple math, reading, and writing are beyond our expectations ... There is a level of care and attention that is shown to the children that you simply do not see in other schools.” [J.B]

    “When we arrived at your school, as parents we were frustrated and upset with the public school system and their lack of commitment to our children’s learning success. Since working with you, we have seen immediate improvement and positive changes in their confidence and our children’s attitude towards learning. Their ability to comprehend and use what they are learning continues to be visible.” [D.G.]

    “Ms. Julia is no ordinary teacher. She stands out because she genuinely loves children ... I wish every school could be like Ms. Julia’s school; our world would be better for it.” [H.W.]

    “My initial sense of the school proved well-founded and I am happy to have stumbled upon Alive. It is an excellent institution of learning and provides a caring and loving environment.” [Dr. P.I.]

    “Before [in public school], getting them to do homework was a battle; now at Alive Montessori, they do their homework as soon as they come home. When they are done, they do extra math and reading on their own; when they go to bed, they say that they can’t wait for tomorrow to go to school ... The improvement in their reading is amazing (and this has happened just in two months).” [T.S.] 

    “When I came to this new [high] school I already knew most of the curriculum, all thanks to Miss Julia and her amazing teaching ability. She really brings out the best in people.” [A.J. – Former Student]

    “I am the mother of a 9-year-old girl who was having many problems in the public system when we moved back to Canada. The school thought my 9-year-old daughter may have had learning disabilities, dyslexia or ADD. I truly believed that there was an issue with the school’s system of teaching and subsequently enrolled her at Alive where Mrs. Julia took her under her wing. My daughter jumped from not knowing the alphabet to reading and loving going to school ... Julia has had a very positive effect on my daughter and for that I will always be in debt to her.” [M.M.]

    “I worked for 16 years with the Dufferin-Peel Catholic School Board as a Head Secretary and 6 years as a Human Resources Manager ... l have observed Julia working at her school and she is an excellent educator. The children at the Alive school are happy under her care. She provides an ideal environment for children to learn. The environment is kept very safe, clean and organized. The children at Julia’s school learn remarkable life skills and academic curriculum. Julia and her teachers make learning interesting and fun.” [V.H.]

    “I have met many teachers in my career and even have a number of teachers in my immediate family, but the passion that Julia has for educating her students, her dedication to the kids and their families, and the personal attention she gives to all her kids to ensure that they get the best education is next to none.” [L.S.] 

    ...



    In the News

    News

    November 30, 2016 - OUR STAFF

    We are pleased to introduce our new staff for the 2016/2017 school year. ...


    January 17, 2016 - re: New Sex Ed Curriculum in Public Schools

    "Sex-Ed Too Soon" ... Our Letter to the Editor as it appeared in the Toronto Sun. ...



    Associations

    Associations
    • The Ontario Federation of Independent Schools (OFIS) Associations


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