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Blooming Lives Montessori

   
9201 Woodbine Ave, Markham, Ontario, L3R 0K1

ADD TO SHORTLIST   Website
Approach :
Montessori
Grades (Gender):
Nursery/Toddler (18 months) to SK (Coed)
Tuition:
$12,390 to 17,928/year
Main Language:
English
Avg. Class Size:
15 to 23
Enrolment:
Day: 84 (Gr. NS - SK)

School Address
9201 Woodbine Ave, Markham, Ontario, L3R 0K1

About this school:

highlights

Blooming Lives Montessori is located in Markham. Our mission is to empower children to reach their full potential as confident, creative and compassionate children. And, to cultivate a genuine desire for life-long learning. Our environment is designed to intellectually stimulate and develop young minds. Our teachers provide a warm and nurturing environment to enhance children' s learning. — Visit school website



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User-submitted reviews   (none submitted)


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Our Take: Blooming Lives Montessori

our takeWhile there is a spectrum of approach across Montessori schools, the program offered by Blooming Lives retains a high fidelity to the method as described by Maria Montessori and demonstrated within the school that she founded in 1907. Mixed age classrooms are a hallmark, as are the manipulatives and a child-centred approach and pacing. The Blooming Lives program adds, very sympathetically, yoga and mindfulness practice, as well as languages and a broader approach to cultural studies. The school environment is well designed, and created with the Blooming Lives program specifically in mind. In all, it’s a very nice mix, one that is true to the core of the method while also responsive to the needs of the community it serves.  






Principal's Message

principal

Ms. Leyla Ansary, Principal

 

"Nurturing Confident, Competent, Compassionate Leaders of Tomorrow".  

Welcome to Blooming Lives Montessori,

As a former Montessori student, I  firmly believe that Montessori is not just a philosophy taught in school, but it becomes a way of life.  At Blooming Lives Montessori, the children are free to choose and explore by pursuing what drives them.  Our trained teachers will support every child in reaching their full potential academically, socially and emotionally on an individual basis, preparing them for lifelong learning.

For the past 15 years I have had the pleasure of working in the Education field, which is where my passion has been and will always remain.  Blooming Lives Montessori is founded on the principles of creating strong relationships with families, through open communication, and striving to meet the needs of each child.  Adhering to these principles enable us to provide a positive, nurturing educational experience for the children.

As the Principal of Blooming Lives Montessori I welcome you to our family.

Sincerely,

Leyla Ansary

 

 

 

 

 

 

 

 

 

 

 


Academics


Montessori ApproachModerately Orthodox

Orthodox Montessori     Moderate Orthodox Montessori    Moderately Non-Orthodox Montessori     Non-Orthodox Montessori

SCHOOL POLICIES
  Toddler Primary
Age groupings 1 to 15 1 to 23
Uninterrupted work periods 1 hours 2 hours
Tests and assignments Occasionally Occasionally
Graded work Occasionally Occasionally
Arts and crafts 50% 20%
CLASSROOM PRACTICES
Whole-class lectures Moderately orthodox
  • 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 Moderately non-orthodox
  • 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 Non-orthodox
  • 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 Moderately orthodox
  • 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
    36% of schools

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

  • Moderately Orthodox
    42% 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
    13% 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
    9% 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: At Blooming Lives Montessori we value: Respect for self and others, honesty and integrity, creativity and imagination, critical thinking, curiosity and innovation, courage and determination, inclusion and diverse perspectives and cultures, safety and security in our school environment, compassion and kindness.


Curriculum Pace Standard-enriched

  • Standard-enriched
  • Accelerated
  • Student-paced

Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.

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 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: This information is not currently available.


Special Needs Support No support

No support

school offers no/limited support for students with learning difficulties or special needs.

  • 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
  • Support for moderate-to-severe special needs:
    Special needs
    ADHD (moderate to severe)
    Learning disabilities
    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
    Williams syndrome
    Behavioral and Emotional
    Troubled behaviour / troubled teens
    Clinical Depression
    Clinical anxiety
    Suicidal thoughts
    Drug and alcohol abuse
    Oppositional Defiant Disorder (ODD)
    Physical
    Multiple sclerosis
    Cerebral palsy
    Muscular dystrophy
    Spina Bifida
    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

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: This information is not currently available.

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 SK, Blooming Lives Montessori students perform an average of 15 mins of homework per night.

Nightly Homework
NSPSJKSK
school0 mins0 mins15 mins15 mins
Site Average0 mins2 mins6 mins7 mins

Report Card Policy

How assessments are delivered across the grades:

Prose (narrative)-based feedbackNursery/Toddler to SK
Parent-teacher meetingsNursery/Toddler to SK

Class Sizes

Average class size for each grade:
Grade NS PS JK SK
Size n/a 23 23 23


Extracurriculars

principal
What school says:
  • Blooming Lives Montessori offers a variety of after school clubs.

  • Sports OfferedCompetitiveRecreational
    Baseball
    Basketball
    Ice Hockey
    Lacrosse
    Soccer
    Softball
    Swimming
    Tennis
    Track & Field
    Volleyball
    Cycling
    Golf
    Gymnastics
    Running
  • Clubs Offered
    Art Club
    Chess Club
    Dance Club
    Drama Club
    Environmental Club
    Outdoor Education
    Science Club
    Yoga

Tuition & Financial Aid

Tuition

 
NSPSJKSK
Day$17,928$12,390


Discounts

Discount TypeEnrollment TypeAmount
2nd child (sibling)Day10%


Need-based financial aid

This information is not currently available.



Merit based Scholarships

This information is not currently available.


Enrollment

Total enrollment 84
Average enrollment per grade21
Average class size15 to 23
Gender (grades)Nursery/Toddler (18 months) to SK (Coed)
Boarding offeredNo

Student distribution:

NSPSJKSK
Day Enrollment

Admission

Application

Admissions Assessments:

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

Application Deadlines:

Day students:
N/A


What Blooming Lives Montessori says:

Please email us to request an application form to be placed on the waitlist.  You will be asked to indicate your required start date on the application form.  Upon, vacancy you will be contacted with an offer of enrolment.  



Acceptance

Acceptance Rate:

N/A

Type of student Blooming Lives Montessori is looking for: This information is not currently available.



Student Entry Points

Student TypeNSPSJKSK
Day Acceptance
(Acceptance rate)
0000

Social Feeds

Social





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