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Home Sweet Home Montessori Academy
Home Sweet Home Montessori Academy
2939 Old School Road , Caledon, Ontario, L7C 0X7
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Contact name:
Ashley Volpe

Phone number:
(416) 277-5538×
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Home Sweet Home Montessori Academy
 

Home Sweet Home Montessori Academy

2939 Old School Road , Caledon, Ontario, L7C 0X7

Curriculum:
Montessori
Grades (Gender):
Preschool to 3 (Coed)
Tuition:
$9,000 to $12,000 /year
Main Language:
Avg. Class Size:
Varies
Enrolment:
Day: 60 (Gr. PS - 3)

Get more information

Contact Name:
Ashley Volpe

Phone Number:


School Address
2939 Old School Road , Caledon, Ontario, L7C 0X7

Highlights:

highlights

About this school:

highlights

Established in 2010, Home Sweet Home Montessori Academy was founded on the core principles that children are born with innate personalities that are to be fostered and developed to unleash each individual's full potential! Utilizing an authentic and progressive Montessori educational approach, our students engage in question-based inquiries, self-directing their learning experiences to match their own interests. Our students grow to be healthy, loving, confident, and independent citizens of our world.


The Our Kids review of Home Sweet Home Montessori Academy

our takeDifferent students require different things in order to reach their potential, and the founder of Home Sweet Home, Ashley Volpe, is herself an example of that. It was her experience as a student—both good and bad—which brought her to Montessori, and which encouraged her to found the school. It’s telling that she doesn’t cite only the academic benefits that the method provided her, but also the personal ones: confidence, independence, self-worth. The name is telling, too—this is a school meant to build those things from a place of care, respect, and support. The school has grown at quite a brisk pace since it was founded in 2010, and that’s because families, understandably, were attracted to the care and support that the environment was quite obviously providing.



Principal's Message

principal

Ashley Volpe, Founding Principal

                                                   A Letter From Your Director 

When I was a child, reading, writing and math were subjects that I really struggled with. This shaped my learning experience and how I related to learning as a whole. I saw myself as someone who did not enjoy learning because I did not think it was something “I was good at”.

This had me become disengaged and not want to study or even try because “what would have been the point, I wasn’t good at it anyways”. It wasn’t until high school that I began to excel academically, but still then, there was something missing in my ability to believe in my academic achievements.

As fate would have it, I found myself studying Montessori Education, and as I began my teacher training, I became more and more connected to the foundation which I had missed in my early development, as well as the extraordinary approach the Montessori Environment provides for children. I was inspired to provide this method to children in hopes that other children did not grow up with the same struggles and self-doubt when it came to learning.

The unique Montessori Prepared environment, which was created by Dr. Maria Montessori, allows children to not only lay a strong foundation academically, but provides each child with the tools to learn at their own pace and in a style that is natural to them. In this environment, confidence and independence are instilled in children, and allows them to become self-directed learners.

Soon after graduating from my Montessori teaching program, I began with my first student of 2 years old, working diligently with myself to ensure the authenticity of my Montessori Teacher training remained pure and consistent. One child, turned into two, which turned into several.

The children who have graduated from our programs have developed spectacularly in this environment, and it is my belief that ALL children can achieve the confidence, courtesy and academic results our students have so gracefully demonstrated.

As we grow our offerings I am excited to watch as our team makes this opportunity available to hundreds and one day thousands of children. My hope is that each child who graduates from any of our programs, be it our casa or elementary, get the power they have within to dream big and achieve bigger, and go forth to make their special mark on this planet.

With My Whole Heart & Full Love,

Your Director: Ashley Volpe


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: Our pure and authentic Montessori Classrooms are created on 5 fundamental areas of development. 1.) Practical Life which supports in Motor Skill development, Concentration, Hand-Eye Coordination, Grace & Courtesy, Care of Self and Care of Environment. 2.) Sensorial 3.) Montessori Language 4.) Montessori Mathematics 5.) Culture which consists of: Zoology, Botany, History, Geography & Science. Our enriched curriculum furthers our student's development in the areas of: Outdoor Education, Health & Wellness, Music & Movement and Many Art filled classes.

  • 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 school says: Our Montessori Math Curriculum allows children to learn through a method we call, "concrete to abstract". Children learn the foundation of problem solving with the four operations of addition, subtraction, multiplication & division as well as other core mathematic principals. In the Montessori approach to math, there are no textbook work assigned. Student learn through the use of over 200 mathematic activities that are specifically designed to teach each part of the curriculum.

    • Textbooks and supplementary materials: Some of these activities are known as the "Bead Cabinet", "Addition, Subtraction, Multiplication & Division Boards", "Snake Game" & several others.

    • Calculator policy: Due to our approach working mainly in the concrete before abstract, our students learn to solve abstract problems without the use of a calculator. We encourage our children to check their work with the use of control charts and other resources within their classroom.


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


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


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

    • Languages Offered: This information is not currently available.


    Fine Arts
    • Program offers:

      Subject = offered
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • What school says: This information is not currently available.


    Computers and Technology
    • 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: Our personalized programs support children in learning at their own pace while developing social skills with peers that promote self regulation, patience, love and understanding. Conflict resolution and collaborative team building activities are more ways our students develop in this area. All other areas of our Prepared Montessori Classroom Environment are utilized to develop each student in our Holistic approach to education.


    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, 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 school says: Our goal is to guide our students in becoming people who know for them selves that anything they wish to become in life is possible! We aim to bring forth a Holistic approach encompassing a passion for Academic Achievement, Strong Confident, Communication Skills and a inner trust that they can achieve anything they set their minds on. Our students develop into confident leaders, who will change this planet for the better.


    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
    • What school says: If a child is demonstrating signs of a learning disability, we would advise our parents to seek external support and provide some guidance in ensuring our students are supported in the best way possible.


    Gifted Learner Support High

    High

    School offers a high degree of support for gifted learners.

    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.

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesPSJKSKK123
    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
    • Clubs offered: None


    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 60
    Average enrollment per grade9
    Gender (grades)Preschool to 3 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    Admission


    Associations

    Associations
    • Association Montessori Internationale (AMI) Associations



    Other Highlights:



    Get more info

    Contact Name
    Ashley Volpe

    Phone Number:
    click to view number


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