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Montessori House of Children

   
85 Charlotte Street, Brantford, Ontario, N3T 2X2

ADD TO SHORTLIST   Website
Approach :
Montessori
Grades (Gender):
Nursery/Toddler to SK (Coed)
Tuition:
$6,200 to $9,500 /year
Main Language:
English
Avg. Class Size:
8
Enrolment:
Day: Varies (Gr. NS - SK)

School Address
85 Charlotte Street, Brantford, Ontario, N3T 2X2

About this school:

highlights

Institutional building located a few blocks from Laurier Univ. Founded in 1974 to help children reach their maximum learning potential through independent and self-directed learning. Our program for Toddler, Pre-school, and lower Elementary (if applicable enrollment). Our program is successful for children who will attend Montessori or traditional education; and also for children with learning differences like Disability, Autism, and ADHD. Our Extra-curricular activities: French, computer, swimming, and music. — Visit school website




Reviews:

highlights

The Our Kids review of Montessori House of Children

our takeEstablished in 1974, Montessori House of Children is within the first cohort of schools offering the method in Canada, with the first schools starting up in the late 60s. Then as now the intention was to provide a strong, values-based foundation with an eye to the skills and abilities that children will need to be successful in the primary and elementary grades. The program intends to offer a family-oriented approach in a comfortable, familiar environment, as supported by the building itself. Also true to its original mandate, MHC hews closely to the philosophy and methods developed by Maria Montessori, something that is a draw for the families that enroll here. A range of learning differences are supported, and small class sizes ensure a high level of individual attention.





Academics


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
    38% 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
    12% 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
    16% 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: Beautiful building located a few blocks from Laurier & Nipissing University. Founded in 1974 to help children reach their maximum learning potential through independent and self-directed learning. Our program for Toddler, Pre-school, and lower Elementary (6-9 years)(if applicable enrollment). Our program is highly successful for children who will attend Montessori or traditional education; and also for children with learning differences like Disability, Autism, and ADHD. Our Extra-curricular activities: French, computer, swimming, art, and music.


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
  • Supportive

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

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

 GradesNSPSJKSK
Non-lunch recessFrequency 3/day 3/day 3/day 3/day
Location Outside Outside Outside Outside
Amount 40 40 40 40
Lunch recessAmount 120 120 120 120

What school says: ...

Non-lunch recesses: All of this school’s non-lunch recesses take place between classes or academic periods.


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 Varies
Average enrollment per gradeVaries
Average class size8
Gender (grades)Nursery/Toddler to SK (Coed)
Boarding offeredNo

Student distribution: This information is not currently available.


Admission

Application

Admissions Assessments:

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

Application Deadlines:

Day students:
Rolling


What Montessori House of Children says: This information is not currently available.


Acceptance

Acceptance Rate:

100%

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



Student Entry Points

Student TypeNSPSJKSK
Day Acceptance
(Acceptance rate)
0000



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