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Hatch House Montessori School
Hatch House Montessori School
301 Byron Street South, Whitby, Ontario, L1N 4P9
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Contact name:
Zsuzsanna Vigh

Phone number:
(905) 665-7700×
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Hatch House Montessori School
 

Hatch House Montessori School

301 Byron Street South, Whitby, Ontario, L1N 4P9

Curriculum:
Montessori
Grades (Gender):
Nursery/Toddler (12 months) to 8 (Coed)
Tuition:
$7,500 to $12,000 /year
Main Language:
English
Avg. Class Size:
Varies
Enrolment:
Day: Varies (Gr. NS - 8)

Get more information

Contact Name:
Zsuzsanna Vigh

Phone Number:


  • Classrooms
  • Classrooms
  • Classrooms
School Address
301 Byron Street South, Whitby, Ontario, L1N 4P9

About this school:

highlights

Hatch House Montessori School is Durham Regions's 1st and only private school offering multi-lingual programs. We provide authentic Montessori based, high quality care and education from 9 months to Grade 8. Our goal is to inspire children through self-discovery, to empower them to become confident, contributing, responsible members of society, to always deliver above expectations and to strive to reach beyond the imaginable. Our unique fully Bilingual Elementary Program is enriched with Spanish and embraces Arts.


The Our Kids review of Hatch House Montessori School

our takeThe most striking thing about Hatch House, at least initially, is that, yup, it’s a castle. It was built in 1874 by industrialist Nelson Gilbert Reynolds after he sold his previous home, Trafalgar Castle (which, in time, also became home to a prominent private school, Trafalgar Castle School). The name, Hatch House, comes from a later owner, industrialist Frederick Hatch who lived there from 1904 to 1969.

The best use for the building, by far, is the one it has now: housing Hatch House Montessori. The building adds a nice spark to the identity of the school, and the interior spaces are charming and include many updates to suit the needs of the academic program—the most recent being “The Hatch,” a discovery room opened just this year. A strong academic program is augmented by an impressive language program that includes French and Spanish instruction. Principal Zsuzsanna Vigh says that “education is a journey, not a race.” She’s right, of course, and that perspective informs all areas of student life.



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 HHMS Montessori Elementary curriculum is based on the Montessori philosophy of ‘Cosmic Education.’ Cosmic education is an ingenious method devised by Dr. Montessori to use as the primary means of education in the period 6-9 years; it is a bold, and exciting method of learning about the origin of our universe, life on Earth, the emergence of humans, and the history of math and writing, designed to awaken and spark the imaginations of the elementary students. These insightful lessons become the springboard of all learning explorations of culture, science, mathematics, language and social rules and morals from grades 1 - 8. \n\nOur focus on Performing and Visual Arts provides extraordinary opportunities for self-expression of the developing minds.\n\nHHMS offers a unique French-English Bilingual Elementary Program, which exploits the extraordinary capabilities and receptiveness of children to master the intricacies of the languages with ease in a fully bilingual environment. Spanish is also incorporated in the language curriculum. HHMS is Durham Region\'s 1st and only Montessori School offering multi-lingual programs.\n\n\n\n\n

  • Montessori offered:
    Program = offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School
  • Approach:
    Focus Language-based
    Arts: Acting • Performing arts • Dance • Visual arts French immersion, Spanish 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 school says: Children grasp concepts through the manipulation and aid of self-correcting, concrete materials as they move gradually toward increasingly abstract thinking. The Montessori Arithmetic materials engage multiple senses, the lessons are dramatic, and impressionistic to spark the imagination and curiosity of the students.

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

    • Calculator policy: Calculators are not used.


    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: This information is not currently available.

    • 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

    Literature Equal Balance

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


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


    Social Studies
    • What school says: Our elementary social studies program incorporates all three approaches.


    Humanities and Social Sciences
    • 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: This information is not currently available.

    • Languages Offered: • French • Spanish


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

    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 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 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: Our Junior Casa Programme is the natural extension of our Toddler Programme, capitalizing on the acquired skills and achievements of the children. It is delivered based on the harmonious amalgamation of the Montessori philosophy and ELECT. In our Casa classrooms the freedom of movement and the freedom of choice are nurtured. Using coordinated movements to accomplish tasks leads the child toward self-regulation. Children develop observation and problem-solving skills in our prepared environments. Natural limitations instill respect of self, others, and towards their environment. By manipulating, experimenting, and discovering, children begin to move from concrete to abstract.


    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 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 school says: This information is not currently available.


    Developmental Priorities Balanced

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

    What school says: This information is not currently available.


    Special Needs Support Limited

    Limited

    school offers 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

    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.

    Homework Policy

    In grade 6, Hatch House Montessori School students perform an average of No homework of homework per night.

    Nightly Homework
    NSPSK123456
    school0 mins0 mins0 mins0 mins0 mins0 mins0 mins0 mins0 mins
    Site Average0 mins2 mins6 mins16 mins18 mins24 mins30 mins34 mins41 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered gradesJK to 6
    Prose (narrative)-based feedbackPreschool 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

     GradesNSPSK12345678
    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
    Location Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside
    Amount
    Lunch recessAmount

    What school says: This information is not currently available.

    Recess segmentation: This school segments recesses by grade

    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
      Martial Arts
      Rowing
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Drama Club
      Yoga

    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 (12 months) to 8 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    InterviewN/A
    SSAT
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    N/A


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


    Acceptance

    Acceptance Rate:

    100%

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



    Student Entry Points

    Student TypeNSPSK12345678
    Day Acceptance
    (Acceptance rate)
    000000000

    Associations

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





    Get more info

    Contact Name
    Zsuzsanna Vigh

    Phone Number:
    click to view number


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