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Richmond Hill Montessori & Elementary Private School
Richmond Hill Montessori & Elementary Private School
189 Weldrick Road East, Richmond Hill, Ontario, L4C 0A6
Contact name:
Mr. Daniel Cooper

Phone number:
(905) 508-2228×
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Richmond Hill Montessori & Elementary Private School

Richmond Hill Montessori & Elementary Private School

189 Weldrick Road East, Richmond Hill, Ontario, L4C 0A6

Traditional,  Montessori
Grades (Gender):
Preschool to 8 (Coed)
$17,900 to $19,500 /year
Main Language:
English & French
Avg. Class Size:
16 to 20
Day: 600 (Gr. PS - 8)

Get more information

Contact Name:
Mr. Daniel Cooper

Phone Number:

School Address
189 Weldrick Road East, Richmond Hill, Ontario, L4C 0A6



About this school:


Over our three decades of service, we have educated thousands of children in our positive and progressive learning environment. Our methods empower children to form their own identity, and strive with ambition towards the goals that they choose. The foundation that our private school provides gives children the tools to succeed at higher levels of education and beyond. We use the latest research to craft our curriculum, ensuring that all students are not only up-to-date, but that they are also getting the best chance to develop in the areas that they are best at. We don’t want to put students in a box, as this stifles creativity and development. Although there are definitely limits set in our classrooms, we allow much more freedom than most contemporary educational institutions. We focus on allowing students the freedom of movement around the class, freedom of interaction, and the freedom to use materials the way that they want to so that they can develop their own unique set of skills naturally. The exclusivity of our school ensures that you will have small classroom sizes, and that your child will be given the attention that they deserve. With teams of trained and dedicated teachers, your child will be given the best chance to succeed.

The Our Kids review of Richmond Hill Montessori & Elementary Private School

our takeRHMS was established in 1986, and has grown considerably over the years to where it sits now with an annual student population of 600. That’s big in the world of private schooling, particularly given that the program only covers preschool through Grade 8. Size can be a strength, to be sure, and Richmond Hill is a prime example of that. The program is broad and deep, with extensive curricular and extracurricular offerings. The campus has been developed throughout the life of the school, and today is an example, in every way, of how good a facility school can be, both aesthetically and practically. Classroom appointments are up to date throughout, including in-class technology that incorporates a full range of instructional devices and applications. All resources are applied in sympathy with the core program of the school and the values that undergird it. And, despite the size of the student population as a whole, the segmentation of the primary and elementary programs, in consort with the low student to teacher ratios, the lived experience of the school is quite close-knit and personal. Over the past three decades plus RHMS has done a lot, and in all the right ways, and the school certainly lives up to its reputation.

Principal's Message


Dino D'Amato, Principal

Dear Friends,

Each morning I arrive to school with my three children.  As we make our way in, familiar faces greet us.  It is funny most days to see how my children know everyone’s name and they theirs.  As the Principal and a parent at Richmond Hill Montessori & Elementary Private School, there is no better comfort in knowing that my children and their peers are attending a school that upholds the spirit of community.  It is within this community that a school culture has evolved that establishes and practices one universal goal: that we can identify and nurture children’s talents, and that every child is enthusiastic about the memories they will create each day at RHMS.

As a leading private school in a diverse and prosperous region of Canada, we are proud to say that our growth is predominantly attributed to the ongoing network of family and friends that are partnered with our school.  We are united to achieve a quality learning environment and, at the same time, an extension of a student’s home where they feel comfortable and welcomed, where they feel confident that they can do anything. 

We pride ourselves in knowing that we are a successive educational community, one that continuously sees our student’s achieve enormous success.  Wonderfully, it is the parents at RHMS who go out and strongly promote our school, their enthusiasm proving to others that they belong to something very special.  As the future of our school is bright, I continue to strengthen my efforts in working with them to keep RHMS a vibrant school with a sterling reputation. 

Our doors are always open to visitors.  We invite you to come and see our traditions, and see how students explore and learn under the supervision and care of some of the most passionate teachers.  Their complete approach to education, the delicate guidance and support of all students, helps our students discover who they are and helps them develop into professional, confident young adults. 

We are personally committed to these values and together we want to work with you to make your child’s experience at RHMS meaningful.

Mr. D. D’Amato



Curriculum Traditional, Montessori

Primary Curriculum: Traditional

Secondary 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 RHMS says: At Richmond Hill Montessori & Elementary Private School (RHMS), one of our directives is to bring the world into the classroom using a multitude of resources. The transformation of classroom into 'real world' requires not only physical resources such as textbooks, exercise books, maps, globes and an ongoing emphasis on incorporating technology into the classroom via everyday computer usage, presentations, smartboards, and other digital devices; it also requires very important abstract resources such as imagination, vision, and passion. These are all encouraged under the careful supervision of our nurturing staff. We believe that, together, these components are essential for a student's success in advancement of knowledge and development. RHMS is committed to remaining current and preparing its students to participate fully and effectively in today's society. That being said, it is our mission to ensure that the traditional core knowledge and the educational philosophy at the preschool and elementary levels has been, and will continue to be, consistent over time.

  • Montessori offered:
    Program = offered
    Montessori toddler
    Middle School
    High School
  • Approach:

  • Pedagogies and subject courses:

  • Mathematics Equal Balance

      These math programs feature an equal balance of “Traditional” and “Discovery” methods.
      Learn about the different mathematics approaches  

    • What RHMS says: Our Mathematics program is rigorous and demanding and includes learning basic mathematical principles and operations while developing problem-solving skills. Our students are given a solid foundation of core mathematical concepts to assist their understanding of more complex questions. Expectations for pencil and paper skills in mathematical operations are very high. Students are taught to describe what they are doing in mathematics and to explain why they are doing it. Students are able to identify the relationships between mathematical concepts and everyday situations and to make connections between mathematics and other subjects. Mathematics and numbers are used throughout our daily lives for financial planning, shopping, telling the time, driving, cooking, and so much more. Learning mathematics can often be a challenge for our logical and practical thinking; however, it is a necessary tool we cannot live without.

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

    • Calculator policy: This information is not currently available.

    Early Reading Balanced Literacy

      Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
      Learn about the different early reading approaches  

    • What RHMS says: Language is a core subject that is practiced on a daily basis. For a child to grasp the concepts of science, history, or geography, they must first be well-versed in language. The Montessori reading and writing learning sequence is categorized in three coloured-coded levels: the Pink, Blue, & Green series of readers. Once a child masters a level they move on to the next series. The Pink series focuses primarily on a child learning phonetic sounds, building and reading three-letter words. The Blue series places emphasis on learning how to read and write consonant blends. The Green Series introduces more challenging words that contain silent vowels sounds and phonograms. The Pink, Blue, and Green series create a solid foundation in language and provide a natural flow of Montessori phonetic education.

    • DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

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

    Writing Process approach

      The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
      Learn about the different writing approaches  

    • What RHMS says: In personal, academic, and workplace situations, students need to write clearly and coherently with precision and style. While doing so, they must also accurately apply the conventions of language, grammar, spelling, and punctuation. Our extensive program gives students the tools to develop confidence in their writing skills.

    Science Equal Balance

      Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
      Learn about the different science approaches  

    • Teaching approach: Science is both a body of knowledge and an experimentation process within the natural world. Our Science program encompasses a set of principles and methods for investigating all aspects of the physical world. Theories and methods are constantly re-evaluated as new information becomes available. Students are taught to have a deep respect for the environment and are shown ways to act as environmental stewards. Our Science program allows students to learn of scientific accomplishments, past and present. In addition, students have the opportunity to experience scientific studies that inspire a sense of wonder and respect for life and the environment. Our students are guided through the scientific process of developing a hypothesis, followed by experimentation, evaluation, and reaching a conclusion.

    • Topics covered in curriculum:

      Subject = offered
    • 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 RHMS says: The literature we provide students is very stimulating with a highly educational content. Accompanying the text is a multitude of reading comprehension exercises that require imagination, critical thinking, and attention to detail. Our students are encouraged to read independently and, in doing so, actively participate in a Reading Log program that expands on their reading choices. Students also write book reports to enhance their reading comprehension abilities. Exploration of literature allows for an extensive analysis of vocabulary. Building and elaborating on this new vocabulary provides students with a tool to research and discover all possibilities that the world has to offer.

    Social Studies Core Knowledge

      Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
      Learn about the different social studies approaches  

    • What RHMS says: At RHMS, the Social Studies curriculum is designed to give our students a solid knowledge of geography; an appreciation of the past through the study of history, helping them develop an understanding of the present; and how to apply this knowledge to daily life. We view our multicultural RHMS family as the perfect starting point to take our students on a fascinating journey around the world to study different environments, languages, architecture, literature, music, art, and traditions. This helps them develop pride in all achievements and responsibility for the future. Our Social Studies curriculum is integrated at all levels and exposes our students to a variety of hands-on activities meant to broaden their experience with various topics presented at different levels.

    Humanities and Social Sciences Equal Balance

      These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
      Learn about the different humanities and social sciences approaches  

    • What RHMS says: At the Intermediate (Grade Seven and Eight) level, RHMS introduces its students to the world of business and the economy. This provides an opportunity to explore technology; understand ethics, the community, and the environment; and how these rapidly changing issues relate to business today. It further explores the nature of the competitive global economy and investigates how individuals and societies can gain the information they need to make appropriate economic decisions. Students are introduced to macroeconomics and microeconomics; applying economic models and concepts to interpret economic information; assess the validity of statistics; and investigate marketplace dynamics. Students use economic inquiry and communication skills to analyse current economic issues, make informed judgements, and present their findings.

    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  

    • What RHMS says: French is a key component of our core curriculum. The ability to speak French in this global age provides a great advantage for students and is a key factor in academic success. Learning our country’s second official language will not only enhance a student’s overall skills in learning, but can also expand his/her career opportunities, promote understanding of different cultures, and create bilingual citizens of our children. Beginning in Preschool and continuing until Grade Eight, our students begin with simple words that eventually grow into complete and complex conversations. Our curriculum focuses on an intense study of grammar, creative writing, and conversations. Learning a second language at an early age is always a positive influence on a young student’s mind. We also believe it is important to learn about other cultures: how wonderful it is that within our own country we have another language to explore and research.

    • Languages Offered: • French

    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
      Graphic Design
      Visual Arts
    • Visual studio philosophy:

    • What RHMS says: Through the study of art, students are taken on a journey of discovery, development, and a quest for creativity. Beginning with the basic principles of art theory and technique, we complement their newfound knowledge with the study of Art History. We believe, to appreciate an art piece, a student must experience the joy of creation. Painting, sculpting, and drawing provide an outlet for emotions to surface in a positive way. At RHMS, we provide a well-rounded education in fine arts. This provides students with a solid appreciation of the world around them, from the CN Tower to Monet’s creations at the AGO to the city’s landscape.

    Computers and Technology Medium integration

      Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
      Learn about the different computers and technology approaches  

    • What RHMS says: Today’s child is more engaged with technology than ever before. Children intuitively and quickly learn to navigate electronic devices to surf the Internet, draw on a tablet, and create highly imaginative and complex structures in videogames, all with very little guidance. The objective of the RHMS Computer Studies Program is to have students become digital creators, not merely digital consumers. Our curriculum bridges the gap between students’ technological experiences and their understanding of how technology is made, and its functional use and purpose in the future.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What RHMS says: Our Physical Education program builds on the concepts learned at the preschool level by promoting self-confidence and reinforcing the benefit of physical fitness in maintaining good health. Our program fosters an environment where students can learn the skills, techniques, and rules of a broad range of sports such as ball hockey, badminton, volleyball, and basketball, among others. Our students build strength, endurance, flexibility, balance and co-ordination, and develop confidence, creative expression, freedom of movement, problem-solving skills, and the ability to work as a team to reach a common goal. Our two gymnasiums are well equipped with age-appropriate sports equipment and protective gear.

    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 RHMS says: This information is not currently available.

    Sex and Health Education Ontario curriculum
    Topics covered in sex and health education:
    Topics We begin covering this topic at: Begins in Ontario
    Body parts Gr. 1 Gr. 1
    Nutrition Gr. 1 Gr. 1
    Human development Gr. 1 Gr. 1
    Puberty Gr. 4 Gr. 4
    Sexual health and hygiene Gr. 4 Gr. 4
    Reproduction Gr. 5 Gr. 5
    Pregnancy Gr. 7 Gr. 7
    Sexually transmitted infections Gr. 7 Gr. 7
    Sex and decision-making Gr. 7 Gr. 7
    Contraception Gr. 8 Gr. 8
    Consent Gr. 6 Gr. 9
    Sexual orientation Gr. 8 Gr. 8
    Gender identity Gr. 8 Gr. 8
    Misconceptions relating to sexuality Gr. 6 Gr. 10
    Relationships and intimacy Gr. 8 Gr. 8
    Bias and stereotyping about sex Gr. 6 Gr. 12
    Sexual harassment Gr. 6 Gr. 9
    Body image issues Gr. 7 Gr. 7
    Mental illness Gr. 6 Gr. 11
    Social justice and diversity Gr. 6

    What RHMS says: This information is not currently available.

    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.


    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.


    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.

    What RHMS says: This information is not currently available.

    Montessori ApproachModerately Non-Orthodox

    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 RHMS says: The Montessori philosophy and method of teaching fosters a loving, independent environment tailored to the individual needs and development of each student. Our Montessori classrooms include students who are three, four, and five years of age, providing opportunities for learning, helping to create a sense of community where everyone contributes to and takes responsibility for the functioning and maintenance of the environment. The older children provide leadership and guidance, and act as models for the younger children; they benefit by helping the younger children, reinforcing skills and knowledge previously learned, and gain satisfaction and self-worth by helping others.

    Curriculum Pace Accelerated

    • Standard-enriched
    • Accelerated
    • Student-paced

    The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).

    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 RHMS 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 RHMS says: At RHMS, one of our directives is to bring the world into the classroom using a multitude of resources. The transformation of classroom into 'real world' requires not only physical resources such as textbooks, exercise books, maps, globes and an ongoing emphasis on incorporating technology into the classroom via everyday computer usage, presentations, smartboards, and other digital devices; it also requires important abstract resources such as imagination, vision, and passion. These are all encouraged under the careful supervision of our nurturing staff. We believe that, together, these components are essential for a student's success in advancement of knowledge and development.

    Developmental Priorities Balanced

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

    What RHMS says: This information is not currently available.

    Special Needs Support Limited


    RHMS 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 Accelerated curriculum

    Accelerated curriculum

    All students enrolled at RHMS are on an accelerated curriculum -- whether they are classified as gifted or not. This means they perform the work of older peers in the provincial system..

    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: This information is not currently available.

    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 RHMS 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.

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered gradesPreschool to 8
    Parent-teacher meetingsPreschool to 8

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

    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 35 35 35 35 35 35 35 35 35 35 35
    Lunch recessAmount 50 50 50 50 50 50 50 50 50 50 50

    What RHMS says: This information is not currently available.

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


    What RHMS says:

    This information is not currently available.

    • Sports OfferedCompetitiveRecreational
      Cross-country skiing
      Downhill skiing
      Field Hockey
      Ice Hockey
      Ice Skating
      Track & Field
    • Clubs Offered
      Chess Club
      Community Service
      Computer Club
      Environmental Club
      Jazz Ensemble
      Math Club
      Musical theatre/Opera
      Outdoor Education
      Robotics club
      Science Club
      Student Council

    Tuition & Financial Aid


    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.


    Total enrollment 600
    Average enrollment per grade50
    Gender (grades)Preschool to 8 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.



    Admissions Assessments:

    Assessment = requiredGrades
    SSAT (out of province)
    Entrance Exam(s)1 - 8
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:

    What RHMS says: This information is not currently available.


    Acceptance Rate:


    Type of student Richmond Hill Montessori & Elementary Private School is looking for: This information is not currently available.

    Student Entry Points

    Student TypePSJKSK12345678
    Day Acceptance
    (Acceptance rate)

    Stories & Testimonials


    Celebrating our Grandparents

    Grandparents Day has become an annual tradition at RHMS in which we recognize that grandparents play a large part in the children’s lives while parents are working, traveling, or running errands.

    To begin the celebrations, the children sang a beautiful song and then joined their grandparents to play some games. The children enjoyed introducing their new friends to their family members and everyone enjoyed a light snack served by our elementary students.

    Mother Nature was very kind to us and gave us glorious sunshine to enjoy the day, and  at the end of the celebration the children presented their grandparents with a lovely poem to which they had added their handprint to show their love and appreciation for all that they do.


    War of 1812 Giant Floor Map Arrives at RHMS

    Canadian Geographic has created a giant floor map of the War of 1812 that will travel to schools across the country for the next three years. The map recently arrived at RHMS and on December 6, our Grade Six and Seven students were able to walk the paths of Laura Secord, Tecumseh, Sir Isaac Brock, and other figures from the War of 1812. The 11-metre x 8-metre map features the forts, historic towns, battle sites and First Nations villages that served as the stage for the war. It was created in an effort to promote an immersive learning environment and further encourage students to explore Canada’s history through geography. This map has offered our students a way to explore and discover this pivotal event in history as well as commemorate its bicentennial!


    Drama Program

    Each year the student body at RHMS dedicates hours of hard work for large-scale school productions.  Family and friends are invited to join us to support and appreciate the Fine Arts & Drama Program offered to RHMS.  Students fill various roles in the show from choir and band, to classroom performances, prop building, scene painting, stage coordination and major roles in Grade Five to Eight productions. ...

    RHMS Athletics Program

    Richmond Hill Montessori & Elementary Private School has been an active member of the Small Schools Athletic Federation (SSAF) since 2003.  To the athletic community, we are known as the RHMS Eagles.  We are committed to maintaining a high level of competition within the SSAF.  We compete in a multitude of sports including Ultimate Frisbee, Flag Football, Indoor and Outdoor Soccer, Volleyball, Ball Hockey, Badminton, Basketball, Cross Country Running, Softball, Track & Field, and Golf.  We offer Track & Field, Cross Country Running, Basketball, and Outdoor Soccer to students from Grades Three to Eight. 


    Principal's Breakfast

    Selected elementary students will be given special recognition from their teachers for outstanding effort and conduct, and for showing genuine kindness towards others, at the end of each term of school. They will receive a certificate and a personal invitation to have breakfast at the school with the Principal and Vice Principal. ...

    Meet & Greet Night

    New and returning families are invited to join us on the Thursday before the start of the school year for our annual Meet & Greet Night. This is the first opportunity to become acquainted with your child's new teacher(s) before the start of the new school year. Homeroom teachers make a call to the parents of their students to personally introduce themselves and invite the family to this event. ...

    International Festival

    At RHMS, International Festival has become a wonderful annual tradition celebrating the customs and cultures of our students. This annual event provides students with the opportunity to explore their environment, discover the world they live in, and understand and appreciate the nuances of the people with whom they share the planet. International Festival facilitates understanding. It encourages our students to learn how to co-exist with others with tolerance. The Festival inspires open-mindedness and strives to eliminate prejudice. We live in a multi-cultural country. It is our belief at RHMS that we must encompass the richness of what each culture offers to fully appreciate what surrounds us all. International Festival is a journey of inquiry and acceptance. Together, students and teachers investigate world cultures, celebrations, art, architecture, music, and food. With a full schedule of events, our students take part in activities and share information that enlightens and enriches. The Festival not only offers the opportunity to learn about the lives of others, it also provides our students with a stage on which to share their own passions and cultural traditions. With confidence and pride, our students can explore their own cultural identities.


    Family Day

    One of the many traditions at RHMS is our annual Family Fun Day. On the first Saturday following the start of the school year in September, we have the opportunity to enjoy our campus in a casual way, spend a day with family, renew acquaintances, and make new friends. We plan a variety of fun events and activities for children of all ages, parents, and staff. We feature a wonderful variety of inflatable slides and bouncy castles, obstacle courses, games, and sports. We also feature a DJ to entertain and delight the crowd with interactive fun; face painters, balloon artists, craft tables, and strolling performers who will thrill you with magic, stilt walking, and juggling talents. We are so thankful and proud to be a part of the community. We look forward to giving back each year with an extraordinary experience for all who attend. ...


    • The Ontario Federation of Independent Schools (OFIS) Associations
    • The National Association of Independent Schools (NAIS) Associations

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    Contact Name
    Mr. Daniel Cooper

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