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Beyond Montessori School
Beyond Montessori School
17 Welland Avenue, St. Catharines, Ontario, L2R 2M1
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Contact name:
Mrs. Erin Tyler

Phone number:
(905) 937-0700×
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Beyond Montessori School
 

Beyond Montessori School

17 Welland Avenue, St. Catharines, Ontario, L2R 2M1

Curriculum:
Montessori
Grades (Gender):
Nursery/Toddler (18 months) to 8 (Coed)
Tuition:
$8,500/year
Main Language:
English
Avg. Class Size:
5 to 15
Enrolment:
Day: 80 (Gr. NS - 8)

Get more information

Contact Name:
Mrs. Erin Tyler

Phone Number:


  • Athletics facilities
  • Athletics facilities
  • Athletics facilities
  • Campus
  • Campus
  • Classrooms
  • Classrooms
School Address
17 Welland Avenue, St. Catharines, Ontario, L2R 2M1

About this school:

highlights

Bilingual Montessori Programs, small classes & individualized curricula promotes a love of learning. A proven alternative to traditional education Toddler to Grade 8. Enriched Montessori Academics nurture each child's creativity, confidence & educational success. Visual Arts, French, Music, Sports, EcoEd &Community Involvement. Extended care available. BMS looks forward to welcoming your family to our school community.


The Our Kids review of Beyond Montessori School

our takeThere is of course a great range within the world of Montessori education, from schools with a high fidelity to the approach as Maria Montessori expressed it, to those who use it as a starting point for their own unique program. As the name suggests, Beyond Montessori in some senses is within the latter end of that spectrum, seeking to create a program that is responsive to the needs of the community it serves as well as the passions of the faculty. There is a very faithful adoption of the core of the Montessori method, though the school has developed its own personality as well. Families are drawn to BMS for its empathetic approach to instruction, one that seeks to build interpersonal awareness and a sense of environmental stewardship.



Principal's Message

principal

Ms. Erin Tyler, Head of School

.


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 Beyond Montessori School says: At BMS, our vision is to Nurture the Whole Child in a loving, community oriented and authentic Montessori environment. \n\nMontessori Academics are enriched with a well-rounded, creative curriculum carefully specialized to meet the needs of Toddler, Primary and Elementary-age students. Our Accredited Montessori Teachers place an emphasis on nurturing the child\'s imagination, spirit and physical vitality.\n\nBMS prides ourselves on the uniqueness of the school and the passion with which we teach. \nWe offer Niagara Families:\n• Core-French Elementary Classroom\n• Small ratios (teacher to student)\n• Individualized Program for each child\n• A calm, nurturing, fun and safe environment for your child to grow and learn \n• Competitive pricing \n• Bright, inviting and spacious facilities, including a full gymnasium\n• Accredited Montessori Teachers and RECE\'s (Registered Early Childhood Educators) \n• Partial Bursaries Available for Financial-Aid\n\nIt would be a pleasure to introduce your family to our wonderful school community!\n

  • Montessori offered:
    Program = offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School
  • Approach:
    Focus Language-based
    Academic French immersion


  • Pedagogies and subject courses:

  • Mathematics Discovery Math

      Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
      Learn about the different mathematics approaches  


    • What Beyond Montessori School says: Mathematics When learning math within the Montessori classroom, the aim is to begin with concrete materials that the child can see and touch and slowly move to a more abstract way of learning. Using these materials the children learn addition, multiplication, subtraction and division. Students learn the “foundation” of math, instead of rote memorization. Elements of our Mathematics curriculum include; • Numeration • Estimation • Place Value • Mental Math • Fractions/Decimals • Graphing/Charting • Measurement • Money • Problem-solving • Time • Geometry

    • Textbooks and supplementary materials: This information is not currently available.

    • Calculator policy: This information is not currently available.


    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 Beyond Montessori School says: Language When a child first learns phonetic sounds they begin to recognize the sounds in everything they see and hear. Through this process, they begin to associate the sounds with written words and gradually every word takes on meaning in a sentence and leads the ability to read. With this new skill they begin to enjoy all things associated with language including cursive writing.

    • DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    • What Beyond Montessori 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 Beyond Montessori School says: Language Language is an important part of our curriculum. As a child first learns a phonetic sound, they begin to associate that sound to everything they see and hear. By the time a child reaches the elementary level, reading has turned into understanding every word in a sentence and their grammatical role. The goal is to ensure that children understand the functions of both written and oral language. Elements of our language enriched curriculum; • Reading • Oral Language • Poetry • Creative Writing • Grammar • Research Skills • Sentence analysis • Handwriting • Vocabulary • Literature • Punctuation • Spelling/word structure


    Science Inquiry

      Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
      Learn about the different science approaches  


    • Teaching approach: In Science the students learn about the way things work scientifically in our world. The Scientific Method, Power Sources, Electronics, Past/Current/Future Technologies, Scientific Theories, Stars and Constellations, Food Chains, Pollution, States of Matter, and Elements of Electricity will help students to get a better understanding of how Sciences changes lives. Including: • Science and Technology • Scientific Method • Astronomy • Ecology • Matter and Energy Studies include a view of the world as a whole and to see the interdependence of all life (Geography, History, Botany, and Zoology). This area of the classroom provides insight to a child to help understand the "bigger picture".

    • 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 Equal Balance

      These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
      Learn about the different literature approaches  


    • What Beyond Montessori School says: This information is not currently available.


    Social Studies Expanding Communities

      The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
      Learn about the different social studies approaches  


    • What Beyond Montessori School says: The study of History focuses further on concepts of time and cultures. Our studies will include Pre-history, Archaeology, Ancient Civilizations, Early Exploration and Settlements, as well as an introduction to Politics. Elements of our History curriculum; • World History • Canadian History Geography is the study of our home, the Earth. The information is organized from the general; beginning of the universe, to the specific; Earth, Country, City, Town. Students will not only develop an appreciation for the people of the world – their similarities and differences – but will see the inter-relatedness of all things, particularly themselves and the environment. Elements of our Geography curriculum; • Physical Science • Earth Science • Physical Geography • Political Geography • Geography Resources


    Humanities and Social Sciences
    • What Beyond Montessori School says: This information is not currently available.


    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  


    • What Beyond Montessori School says: BMS prides itself on continuously offering families in the Niagara Region opportunities to enrich their children’s lives. New in September 2015, and unique to this Region, is a dual language Elementary Montessori Classroom. Students in the Lower Elementary will benefit from a fully bilingual Montessori Education. The Montessori curriculum will be taught in both French and English. Not only will the students continue to benefit from an authentic Montessori education, the bilingual environment will help students develop lifelong critical thinking and cognitive abilities, a greater sensitivity to language, and a better ear for listening. ***The Toddler Montessori Classroom is fully bilingual. ***All other Classrooms received regular French Classes.

    • Languages Offered: • French


    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 Beyond Montessori School says: Music In addition to our Music Instructor’s weekly specialized lessons of music from around the world, the classroom embraces music daily. The students are exposed to a broad range of percussion instruments, history and encouraged to explore and create their own rhythms. Art With access to a variety of art materials, children can create on their own time, a masterpiece, using paint, pastels, clay, etc. Elements of our Art curriculum; • Creative Expression through Art Materials and Tools • Artistic Awareness • Art Appreciation


    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 Beyond Montessori School says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What Beyond Montessori School says: As children are growing they need an outlet for their increasing energy. Our program will respond to their physical needs and their love for movement. Our goal is to promote fitness, and encourage a positive attitude toward exercise. With organized activities to build confidence and athleticism, children will participate in physical education three sessions per week. Emphasis on cooperative games, teambuilding, sportsmanship, and individual challenges will build the foundation for the program. The study of nutrition and the human body are included in our curriculum. BMS Elementary Athletic Programs include: • Lacrosse (Specialist Instructor) • Zooga (Specialist Instructor) • Basketball • Ball Hockey • Dodgeball • Soccer • Badmington • Skating, etc…


    Religious Education
    • Approach to teaching religious and secular curricula

      Completely segregated
      Mostly segregated
      Completely integrated
      Mostly integrated
      Not applicable
    • Approach to teaching religion

      Scripture as literal
      Scripture as interpretive
    • What Beyond Montessori School says: This information is not currently available.


    Sex and Health Education Doesn’t follow Ontario curriculum
    Topics covered in sex and health education:
    Topics We begin covering this topic at: Begins in Ontario
    Body parts JK Gr. 1
    Nutrition JK Gr. 1
    Human development SK Gr. 1
    Puberty Gr. 3 Gr. 4
    Sexual health and hygiene Gr. 1 Gr. 4
    Reproduction Gr. 1 Gr. 5
    Pregnancy Gr. 1 Gr. 7
    Sexually transmitted infections Gr. 4 Gr. 7
    Sex and decision-making Gr. 4 Gr. 7
    Contraception Gr. 4 Gr. 8
    Consent Gr. 4 Gr. 9
    Sexual orientation Gr. 4 Gr. 8
    Gender identity Gr. 4 Gr. 8
    Misconceptions relating to sexuality Gr. 3 Gr. 10
    Relationships and intimacy Gr. 1 Gr. 8
    Bias and stereotyping about sex Gr. 1 Gr. 12
    Sexual harassment Gr. 4 Gr. 9
    Body image issues Gr. 4 Gr. 7
    Mental illness Gr. 1 Gr. 11
    Social justice and diversity Gr. 1

    What Beyond Montessori School says: Subject areas are introduced in a manner which is age-appropriate. We kindly request that our parents have a conversation with the Directness about the curriculum.

    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 Beyond Montessori School says: This information is not currently available.



    Montessori ApproachNon-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
      42% 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
      11% 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
      14% 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 doesn't use 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 Beyond Montessori School says: Within the nurturing atmosphere of Beyond Montessori School’s Casa program (ages 3 - 6 years) children naturally work with interest and focus developing a habit of concentration and love of learning that will last them all their lives. Students are able to progress at their own pace in social/emotional and academic areas. The 3-year age grouping allows younger children to learn from their older classmates, while older children develop confidence /self-esteem through helping the younger students. A strong sense of community is evident in the classroom, as well as a respect for others, the classroom, the environment and himself.


    Curriculum Pace Student-paced

    • Standard-enriched
    • Accelerated
    • Student-paced

    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.

    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 Beyond Montessori School says about flexible pacing: This information is not currently available.


    Academic Culture Supportive

    • Rigorous
    • Supportive

    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.

    What Beyond Montessori School says: This information is not currently available.


    Developmental Priorities Balanced, Social

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

    Secondary Developmental Priority: Social
    Socially aware and active citizens, motivated to change the world (or their community) for the better.

    What Beyond Montessori School says: Beyond the excellence in academics, emphasis in the classroom will be placed on respect, compassion, problem-solving and conflict resolution. We will focus on understanding values such as; friendship, generosity, courage, forgiveness, and patience. Reinforcement will be placed on grace and courtesy as we celebrate the uniqueness of each child. With these strong values, children will develop positive attitudes toward learning.


    Special Needs Support Mild difficulties

    Mild difficulties

    Beyond Montessori School can provide support for mild disablities. Beyond Montessori School does NOT provide specialized support for moderate-to-severe learning disabilities, developmental disabililties, behavioural/emotional disorders, or physical disabilities.

    • 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

    Gifted Learner Support No Support

    No Support

    Beyond Montessori School does not offer any specialized programming for 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 6, Beyond Montessori School students perform an average of 30 mins of homework per night.

    Nightly Homework
    NSPSJKSK123456
    Beyond Montessori School 0 mins0 mins0 mins0 mins15 mins15 mins15 mins30 mins30 mins30 mins
    Site Average0 mins2 mins5 mins7 mins16 mins18 mins24 mins30 mins34 mins41 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Prose (narrative)-based feedbackNursery/Toddler to 6
    Academic achievement reportingJK to 6
    Habits and behaviour reportingJK to 6
    Parent-teacher meetingsNursery/Toddler to 6

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesNSPSJKSK12345678
    Non-lunch recessFrequency 2/day 1/day 1/day 1/day 1/day 1/day 1/day 1/day 1/day 1/day 1/day 1/day
    Location Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside
    Amount 45 45 45 45 45 45 45 45 45 45 45 45
    Lunch recessAmount 30 30 45 45 45 45 45 45 45 45 45 45

    What Beyond Montessori School says: Students ages 3+ enjoy a 45 minute recess either before or after lunch. \n\nMany of our classrooms are equipped with a door leading to a gated, secure outside classroom area. With permission of the Directress, a student may chose to work in \"plein-air\", enjoying fresh air, in a safe outside classroom environment.\n

    Non-lunch recesses: All of this school’s non-lunch recesses take place between classes or academic periods.


    Extracurriculars

    principal
    What Beyond Montessori School says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Ice Hockey
      Lacrosse
      Rowing
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
      Canoeing/Kayaking
      Ice Skating
    • Clubs Offered
      Chess Club
      Community Service
      Outdoor Education
      Student Council

    Tuition & Financial Aid

    Tuition

     
    NSPSJKSK12345678
    Day$8,500


    Discounts

    Discount TypeEnrollment TypeAmount
    2nd child (sibling)all students10%


    Need-based financial aid

    Grade range that need-based aid is offered: 1 to 8
    Percentage of grade-eligible students receiving financial aid20%
    Average aid package size$5,000
    Percentage of total enrollment on financial aid20%
    Total aid available$5,000

    Application Deadline:
    Rolling deadline

    More information:

    Application Details:

    This school works with other. for processing financial applications
    Application Process for Financial-Aid through Roots of Montessori, registered non-profit organization.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 80
    Average enrollment per grade6
    Gender (grades)Nursery/Toddler (18 months) to 8 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    InterviewNS - 6
    SSAT
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    Rolling


    What Beyond Montessori School says:

    Kindly contact Ms. Erin Tyler, Head of School, to receive an Information Parent Package and an opportunity to tour our new facility.

    Email: [email protected] 
    Tel: 905-937-0700



    Acceptance

    Acceptance Rate:

    95%

    Type of student Beyond Montessori School is looking for: This information is not currently available.



    Student Entry Points

    Student TypeNSPSJKSK12345678
    Day Acceptance
    (Acceptance rate)
    1 - 5 (95%)1 - 8 (95%)1 - 8 (95%)1 - 8 (95%)1 - 15 (95%)1 - 15 (95%)1 - 15 (95%)1 - 15 (95%)1 - 15 (95%)1 - 15 (95%)

    Stories & Testimonials

    News

    Grateful for Financial-Aid to Continue in the Elementary Years at BMS

    “We chose Beyond Montessori School because a close friend told us of her great experience at the school.  Our family has enjoyed the same great experience with our three children, but we have been worried about our finances moving into the elementary years.  Recently, our family was offered a bursary to subsidize a portion of our eldest child's tuition.  What a relief to know that our family can continue to benefit from and grow is an organic environment without having to struggle financially. This is the best thing that could have happened!  We get to stay and she gets to be immersed in French in an Accredited Montessori Elementary Classroom – fully bilingual, with loving staff and a great community!”  Erin Tyler

    ...



    Why A Bilingual Montessori Elementary Education at BMS is Important to Our Family

    “My daughter has been enrolled at BMS since she was 3 years old.  Upon starting her in the pre-school casa, not only did we see incredible advances in our daughter's learning, social skills and personal growth; but we found ourselves instantly welcomed into a wonderful community of parents and faculty.  It felt like a home away from home for our daughter and for us as well.  We quickly befriended many parents and enjoyed the pick-up and drop-off times as a chance to connect with others.  

    Now my little girl is in the last year of Casa (SK) and I have felt a lot of pressure to make the right decision for her grade 1, as we originally felt pained not feeling we could keep her at BMS for elementary due to financial reasons.  I was ecstatic to find out about the Roots of Montessori Charity and Natasha's personal mission to make the school more accessible financially to all, as Montessori was never intended to be solely for the upper class.  It is a style of learning that should be available to all children.

    It is with the help of the financial assistance of the charity that we will SO happily keep our daughter at BMS for Grade 1.  We are excited to see her enter the French immersion Montessori program, to have her benefit from the low student ratio and to keep her in this very special community of folks.” ER

    “My daughter has been enrolled at BMS since she was 3 years old.  Upon starting her in the pre-school casa, not only did we see incredible advances in our daughter's learning, social skills and personal growth; but we found ourselves instantly welcomed into a wonderful community of parents and faculty.  It felt like a home away from home for our daughter and for us as well.  We quickly befriended many parents and enjoyed the pick-up and drop-off times as a chance to connect with others.  

    Now my little girl is in the last year of Casa (SK) and I have felt a lot of pressure to make the right decision for her grade 1, as we originally felt pained not feeling we could keep her at BMS for elementary due to financial reasons.  I was ecstatic to find out about the Roots of Montessori Charity and Natasha's personal mission to make the school more accessible financially to all, as Montessori was never intended to be solely for the upper class.  It is a style of learning that should be available to all children.

    It is with the help of the financial assistance of the charity that we will SO happily keep our daughter at BMS for Grade 1.  We are excited to see her enter the French immersion Montessori program, to have her benefit from the low student ratio and to keep her in this very special community of folks.” ER

    ...



    Montessori and its Connection to the Creative Elite

    A recent conversation with a friend turned to the subject of the Montessori Learning process and how our toddlers (both 3 year old daughters) were engaging with the world around them. What impressed us most was not the amount of knowledge our daughters were acquiring, but the way in which they were acquiring it. As my friend articulated (paraphrase), they’re (our daughters) not sitting in a chair being told what a particular concept is, or how it should be memorized. They are discovering for themselves the inner workings of the concept, and seeing first hand how it comes to fruition and holds up against other ideas.In essence, our daughters are becoming tinkerers. They are experimenting through a hands-on process; a creative, intellectual means of understanding founded on voracious inquisition – and much-needed room for trial and error. A recent article in the Wall Street Journal outlines just how important such a method of learning is. In the article The Montessori Mafia, Peter Sims highlights how some of the world’s “creative elite” are products of the Montessori Learning method. When Google founders Larry Page and Sergei Brin were interviewed by Barbara Walters, they immediately attributed much of their success to Montessori education. “We both went to Montessori school,” Page said, “and I think it was part of that training of not following rules and orders, and being self-motivated, questioning what’s going on in the world, doing things a little bit differently.” Similar success stories can be found from the likes of Julia Child, Sean Combs, and Wikipedia founder- even Henry Ford and Thomas Edison. As a parent, the key is to provide my daughter with the tools to be innovative and creative as she discovers the world. By de facto, the world then becomes uniquely hers – a product of her discoveries and experimentation rather than a series of predetermined, provided answers. A way to turn small ideas into something far more grand. —- Harry Tournemille is a fiction writer, at-home-father, and Montessori enthusiast. Clearly congruency is not important.

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    A School Year in the Life of My Daughter

    When my daughter began classes at Beyond Montessori School, I hoped she would be provided with a good social, emotional, and cognitive environment. At the same time, I admit that like most parents I hoped her experiences would also be positive. But the world is a large, occasionally chaotic place and no one can guarantee positive events or experiences for their child. Within this context, when I now reflect on Miriam’s past year of schooling, I am overwhelmed by both the quality and tenor of her growth. My daughter was just over two years of age when she entered the Transition room at Beyond Montessori and it wasn’t long before I noticed changes in her language skills. Having a strong social environment at school provided Miriam space to talk about her own expanding world. Exercising her rapidly developing vocabulary with a class of her peers in a self-directed mode allowed her to experiment freely with description, narrative, and understanding. In more ways than I can count, Miriam has established her voice and I have seen how her burgeoning awareness is expressed in conversation with our family, friends, and in public. Alongside her linguistic development – or perhaps as part of it – Miriam’s confidence asserted itself. Both at home and in public, she became able to engage and interact with others with increasing ability. I believe these abilities developed in large part because of how Montessori education encourages children to develop their knowledge and understanding in relation to the world. Miriam’s classroom has provided her with a space to experiment and test her ideas about how things work while also permitting time for these new understandings to take root. Miriam is more sure of what, why, and how she knows, and has the ability to describe and narrate her experiences. These things have made it easier for me to be a parent because she can tell me about what she is feeling. She can articulate her emotional experiences, which in turn allows me to more easily connect with her and help her make decisions about how to move forward in life. Her emotional awareness has added an increased depth to her relationships. My initial hopes for Miriam’s learning have not only been fulfilled but surpassed many times over. My daughter is a happy, able, confident person (although still small). This is due in part to her personality and her home life, but after watching her change and develop over the course of a year, I have to admit a solid part of her development emerges from her engagement in the classroom environment at Beyond Montessori. —- Jon Eben Field is a professional writer and academic editor living in St. Catharines with his wife Shauna Pomerantz and daughter, Miriam. ...



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