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Monkey See Monkey Do Montessori
Monkey See Monkey Do Montessori
3525 W. 24th Ave., Vancouver, British Columbia, V6S 1L5
Contact name:
Laurie Mossop

Phone number:
(778) 371-4659×
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Monkey See Monkey Do Montessori

Monkey See Monkey Do Montessori

3525 W. 24th Ave., Vancouver, British Columbia, V6S 1L5

Approach :
Grades (Gender):
Preschool to SK (Coed)
$4,500 to 7,500/year
Main Language:
Avg. Class Size:
Day: 40 (Gr. PS - SK)

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Contact Name:
Laurie Mossop

Phone Number:

School Address
3525 W. 24th Ave., Vancouver, British Columbia, V6S 1L5



About this school:


A Montessori education helps children develop themselves to their full potential and to develop a life-long love of learning in a safe, stimulating, creative, and positive social environment. Children who attend Monkey See Monkey Do Montessori enjoy a rich and varied experience. While here they have the opportunity to: explore, learn, socialize, communicate, care for one another, problem solve, and to just be kids. They love coming here; everything about the school was developed with their needs in mind.

The Our Kids review of Monkey See Monkey Do Montessori

our takeAcademics are perhaps what we think of first whenever we think of education, though education is also about learning to work, interact, and relate well with others. The Montessori method truly takes that to heart, as does Laurie Mossop, who founded Monkey See Monkey Do in 2007 and remains the school’s director today. She created the environment to allow for authentic significant interaction between students throughout the instructional day, providing a foundation for building empathy and respectful engagement. That’s important, of course, and the school graduates students with the academic and interpersonal skills they’ll need to succeed in elementary school. Also a plus is the involvement of parents within the community of the school, something that families rightly welcome.

Principal's Message


Laurie Mossop, Director and Founder

I founded Monkey See Monkey Do Montessori in 2007 because I wanted to give back to my community.  I grew up in Vancouver, attended UBC, and did my AMI Montessori teacher training in Vancouver.  After working at a few other schools, both in Vancouver and abroad, I felt that I could make a positive contribution to families here by creating a new Montessori preschool and kindergarten. 

I wanted to create a school where Montessori is practiced in a traditional way i.e. where the classroom environment is calm and conducive to learning and where children constantly interact with one another, explore, and have fun.  I wanted to create a friendly and peaceful environment where children know each other well and are known by the adults who care for them.  I wanted to help children find that perfect balance between being respectful of others while at the same time being self-expressed and following their own impulses and interests.  Finally I wanted to create a program with the classical Montessori elements but also enriched by outdoor play and physical education as I believe these things to be so critical to children's healthy development. 

Every time I enter the classroom, I see evidence of cooperation, enjoyment, engagement, and cognitive growth in the children.  I also see the patient and skillful guidance which my staff members provide to the chidlren in their care.  I feel proud of the students and proud of what my staff members, parent community, and I have built over the years.  Now, my own daughter attends the school and my son will start as soon as he's 2.5. 

Feel free to make an appointment to watch the classroom in action and see whether the school would be a good fit for you and your family.  I'm always available to discuss the program in more detail with you.


Montessori Approach

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:

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 MSMD Montessori says: Children are curious about their world at a young age; they want to know about everything. We give them the tools and the atmosphere to facilitate this learning in a fun, exploratory, and hands on way in a safe and creative space. Our teachers give lessons to individuals or to small groups and guide the children through the curriculum at their own pace. Children have a lot of freedom to choose their activities and they learn to cooperate and get along with others. Music, outdoor play, and gym are incorporated. Cognitive, emotional, physical and social development occur from our program.

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 MSMD Montessori 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 MSMD Montessori says: We have the learning materials and the teaching expertise for our children to go far in their learning. Many of our children do indeed outpace their peers in many academic areas (especially in math, music, and creative writing) and are accepted into good private schools for grade 1. However, we do not expect all students to reach these goals and we also place a high priority on social skills, problem solving, cooperation, and a love of learning. We want our students to feel self-confident and to be ready for life and for later schooling, not get the best test scores.

Developmental Priorities Balanced

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

What MSMD Montessori says: We want our students to enjoy school, to feel self confident, to be able to problem solve without fear of making a mistake, to be able to approach people and get their needs met, and to be able to collaborate with others. We believe that helping children develop these emotional and social skills as well as helping them learn academic subject matter and intellectual skills will best serve them later in life both inside the classroom and outside of it.

Special Needs Support Limited


MSMD Montessori 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
  • Summary: The Montessori pedagogy can accommodate many different kinds of atypical children. Because the lessons are given in small groups or one-on-one, the teachers can tailor them to suit the learning style and abilities of the student. For example, lessons could be made shorter or non-verbally or given in any physical area of the classroom. Our materials are multi-sensory and appeal to a variety of learners. However, we have a 10:1 child to teacher ratio so any child enrolled in the class would need to be able to function somewhat independently (e.g. use the WC, interact appropriately with other children, not be so loud as to prohibit the other students from learning) or would need to have an aide brought in and paid for privately.

Gifted Learner Support No Support

No Support

MSMD Montessori 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 K, Monkey See Monkey Do Montessori students perform an average of No homework of homework per night.

Nightly Homework
MSMD Montessori 0 mins0 mins
Site Average5 mins7 mins

Report Card Policy

How assessments are delivered across the grades:

Parent-teacher meetingsPreschool to K

Class Sizes Not available

This information is not currently available.

Recess Policy

Non-lunch recessFrequency
Lunch recessAmount

What MSMD Montessori says: This information is not currently available.


What MSMD Montessori says:

This information is not currently available.

  • Sports OfferedCompetitiveRecreational
    Ice Hockey
    Track & Field
    Field Hockey
  • Clubs offered: None

Tuition & Financial Aid


What MSMD Montessori says: We try to keep tuition fees affordable for families while still providing a full set of high quality Montessori materials which are in good working order.


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.


Total enrollment 40
Average enrollment per grade13
Gender (grades)Preschool to SK (Coed)
Boarding offeredNo

Student distribution:

Day Enrollment3073



Admissions Assessments:

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

Application Deadlines:

Day students:

What MSMD Montessori says:

Please contact us for a school tour and application package.  We do bi-annual Information Sessions (one in October and one in February) but if you miss them, arrangements can be made for an individual school tour.


Acceptance Rate:


Type of student Monkey See Monkey Do Montessori is looking for: Every year we have new spaces open up in our preschool program for approximately eight new 2.5-3.5 year olds in each of our 2 classes. This is the ideal age to start a Montessori program. The curriculum is designed to start at this age and the beginning exercises appeal to this age group. The exercises are developmentally appropriate for this age and are multi sensory in nature. That is, we use a variety of teaching and learning strategies which will allow different types of learners to master many different skills. Thus almost any child of this age will feel success at our school. We accept any child in this age category on a first-come-first-served basis, with priority given to siblings of current and past students. We occasionally accept a few new 4 year old children into our classes, depending on their language abilities, previous schooling, and character. Sometimes children who enter a Montessori program for the first time at the age of 4 have difficulty adapting to such a different learning environment from a play-based preschool. Furthermore, children who are already 4 don't want to start at the beginning of our curriculum as the exercises no longer appeal to them. Thus their grasp of some of the basic skills central to the Montessori program may be weaker than students who begin the program at the age of 3. We only accept our own students or students who have at least 1 year of Montessori preschool from another AMI affiliated school into our senior kindergarten program. Students who try to start the Montessori program at the age of 5 often become frustrated at school because they are unable to complete the tasks which their peers are doing (like counting the 1000 chain), their self-confidence suffers, and their behaviour worsens. We don't compare students to each other but they always compare themselves to each other. Children who have a lot of screen time at home often have difficulty adapting to the slower pace and more active learning style of a Montessori classroom. They are used to passive learning and resist our methods and our encouragement of repetition. These children need a lot of support from their parents and a reduction in their allotted screen time before they will have success with us.

Student Entry Points

Student TypePSJKSK
Day Acceptance
(Acceptance rate)
8 - 10 (100%)2 - 4 (50%)0 - 1 (10%)

Stories & Testimonials


Both Our Daughters Thrived Here

“Both our daughters thrived in this environment and when our eldest went to Lord Kitchener Elementary, which is across the road, she adjusted well and  is currently doing extremely well academically.  We have been very happy with the teachers and style of teaching at Monkey See Monkey Do Montessori, which really imparts a sense of self-directedness. I am definitely a fan of keeping the children in the program for the full 3 years, including kindergarten. The final year seems to bring everything together and solidify the Montessori principles.“


Reading and Math But Also Every Day Skills Are Encouraged

“I would recommend Monkey See Monkey Do Montessori to any parent. The school is clean, orderly, and generally well organized. The guides are trained and have a genuine care and interest in the development of the children. What I also like as a parent is that not only are reading and math taught but also every day skills are encouraged.”


Why We Chose Monkey See Monkey Do Montessori

I was chatting with a parent (Janet) the other day about why she chose our school over the other Montessori schools in the area.  I was pleased by her story and decided to share it here:

"We chose Monkey See Monkey Do Montessori (MSMDM) for our son after observing quite a few different Montessori preschools.  The other schools didn't feel right to us; the children there seemed detached from their environment.  When we visited MSMDM, a little girl walked right up to us and said "hello."  The warmth and friendliness of the little girl that was so engaged in her environment at MSMDM was everything.  It made our decision easy."


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Contact Name
Laurie Mossop

Phone Number:
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