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Blaisdale Montessori School - Bowmanville
Blaisdale Montessori School - Bowmanville
80 Rhonda Boulevard, Bowmanville, Ontario, L1C 3Y9
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Blaisdale Montessori School - Bowmanville
 

Blaisdale Montessori School - Bowmanville

80 Rhonda Boulevard, Bowmanville, Ontario, L1C 3Y9

Curriculum:
Montessori
Grades (Gender):
Nursery/Toddler to 3 (Coed)
Tuition:
$7,850 to $10,750 /year
Main Language:
English
Avg. Class Size:
Varies
Enrolment:
Day: Varies (Gr. NS - 3)

Get more information

Contact Name:
Admissions Office

Phone Number:


School Address
80 Rhonda Boulevard, Bowmanville, Ontario, L1C 3Y9

About this school:

highlights

At Blaisdale’s newest campus, children from 12 months to age 8 (expanding to age 12 as enrolment increases) take the Montessori approach to the next level with a full-sized gym and stage, plus 3 1⁄2 acres of grassy play areas to encourage their love of arts and sports. Founder Eleanor Wilson and superior qualified staff are wholly committed to giving your child the best through promoting self-discipline, self-respect, consideration for others and care of the environment. Come for a visit. You’ll be glad you did!


The Our Kids review of Blaisdale Montessori School - Bowmanville

our takeWhile the Montessori Method of instruction has been around for over a century, the earliest schools in Canada were founded in the 1960s, with TMS in Richmond Hill being perhaps the first in 1961. Blaisdale was founded in 1969, so it’s within that first cohort, and like them, has a high level of fidelity with the approach that Maria Montessori described in her writing and her work with children. It has grown considerably over the decades, though has chosen to establish sister schools—there are now 8 locations—rather than grow a single location. There are lots of benefits to that, and Blaisdale is party to all of them, including a breadth of resources also maintaining a small, close-knit family feel in all of its environments. Families are drawn by the reputation that the school has rightly gained through the decades of its life. They are looking for a program that is values based, on that reflects the surrounding community, and which remains true to the core of the Montessori approach. And that’s, very happily, exactly what they find.



Principal's Message

principal

Eleanor Wilson, Eleanor Wilson

Among the goals for which we strive are: a sound basis and a healthy attitude for life-long learning, self discipline, self-respect, independence, getting along with others while developing a social conscience, initiative, ability to concentrate, self-confidence, spiritual growth and a respect for the environment. In regard to discipline, we use the Adlerian approach which is based on respect for the child, and encourages the concept of self worth. 


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.


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


  • 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 school says: By the time the child is 5 going on 6, they know their numbers from 0 to 9,000, including adding, subtracting and multiplying with three digits. Everything they do they do with joy, because they choose their own work and work at their own pace.

    • 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 school says: By the time the child is five they read at at least a Grade 2 level and are exposed to grammar, in a fun way.

    • DIBELS Testing: This school does not use 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: This information is not currently available.


    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: This information is not currently available.

    • 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

    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: This information is not currently available.


    Foreign Languages Communicative

      The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
      Learn about the different foreign languages approaches  


    • What school says: For students three and under there is a French person in the classroom at all times. Ages six and up there is French teacher in the classroom 5 days a week.

    • Languages Offered: • French


    Fine Arts Equal Balance

      These programs have an equal emphasis on receptive and creative learning.
      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: This information is not currently available.


    Computers and Technology Medium integration

      Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
      Learn about the different computers and technology approaches  


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

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

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


    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 school says: This information is not currently available.


    Sex and Health Education
    Topics covered in sex and health education: This information is not currently available.

    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: This information is not currently available.



    Montessori ApproachOrthodox

    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 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: This information is not currently available.


    Curriculum Pace

    • Standard-enriched
    • Accelerated
    • Student-paced

    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: This information is not currently available.


    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: This information is not currently available.


    Developmental Priorities Intellectual, Social

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

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

    What school says: The purpose of the school is to develop the human potential. We offer intellectual, social, emotional, spiritual, and psychical development, to realize the potential of the whole child.


    Special Needs Support Mild difficulties

    Mild difficulties

    school can provide support for mild disablities. 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
    • Summary: The Montessori philosophy is designed to help children with all abilities and disabilities. All are welcome.


    Gifted Learner Support No Support

    No Support

    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.

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesNSPSJKSKK123
    Non-lunch recessFrequency
    Location
    Amount
    Lunch recessAmount

    What school says: This information is not currently available.



    Extracurriculars

    principal
    What school says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Ice Hockey
      Lacrosse
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
      Badminton
      Downhill skiing
      Field Hockey
    • Clubs Offered
      Choir
      Drama Club

    Tuition & Financial Aid

    Tuition

    This information is not currently available.



    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment Varies
    Average enrollment per gradeVaries
    Gender (grades)Nursery/Toddler to 3 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    Admission


    Associations

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





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