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Tall Pines School

8525 Torbram Road, Brampton, Ontario, L6T 5K4

Grades (Gender):
Preschool to Gr. 8 (Coed)
$8,720 to 19,748/year
Main Language:
Avg. Class Size:
15 to 18
Day: 480 (Gr. PS - 8)

School Address
8525 Torbram Road, Brampton, Ontario, L6T 5K4

About this school:


Be Exceptional! At this flagship school, students successfully grow to their potential in enhanced programs offering either Montessori philosophy (9 months to Gr. 6), or progressive classes (Grades 1-8). A Tall Pines School 21st Century Education provides exceptional academics, leadership skills, critical thinking, independence, creativity, athletics, the Arts, and community service within a caring community. Every student is unique and TPS programs are tailored to fit the learning needs of every child. — Visit school website



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Our Take: Tall Pines School

our takeTall Pines isn’t your typical Montessori school, in part because it sees the Montessori approach not as an end in itself, but rather as a starting point. There are lots of things here that Maria Montessori wouldn’t recognize, from school uniforms to 21st century literacies; from a robust athletics program, to a larger, more diverse student body. All of those things are very intentional, and Tall Pines has built its program to be innovative, offering the best of both Montessori and progressive instructional approaches. Administration is aware that they have options, and therefore the students do as well.

Principal's Message


Jan Zaharchuk, Principal

It is my great pleasure to welcome you to visit Tall Pines School, a place where programs are tailored to fit the learning style of every child. Every student is unique and each one is nurtured intellectually, academically and emotionally, encouraged to do their very best and provided with the skills they need to be successful at school and in life.

Our classes in Montessori education with its hands-on learning materials serve ages one to twelve, and our progressive private school accommodates ages six to fourteen. It is a diverse community of learners, with an atmosphere of respect, high behavioural standards, outstanding academics, athletics, arts, leadership, and 21st Century learning all set within a committed and caring community and a beautiful facility.

Every year, new families bring their children to us as a result of a recommendation from friends or family members, and it has been amazing that, since 1987, so many families have continued to support the vision of our founder. You are very welcome to call, come to an open house, to discover what a Tall Pines School education can do for your child’s future.


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 Tall Pines School says: Montessori Curriculum serves ages from Infant to Grade 6. Children learn in a child-centred program, through working with especially designed hands-on materials under the guidance of teachers trained in Montessori philosophy. Progressive traditional private school curriculum serves Grades 1 to 8, and includes The Zone, a 21st Century learning program for adolescents in Grades 7 & 8. Leadership development, challenging academics, small class sizes, superb arts, athletics, and outdoor education are all hallmarks of a Tall Pines School education. High behavioural standards allow students to grow to be young leaders. The school truly is a place to become exceptional.

  • 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 Tall Pines School says: This information is not currently available.

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

    • Calculator policy: This information is not currently available.

    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 Tall Pines School says: This information is not currently available.

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

    • What Tall Pines School says: The Riggs phonics program is introduced from age 3.

    Writing Equal balance

      Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
      Learn about the different writing approaches  

    • What Tall Pines School says: Tall Pines School uses the Riggs Phonics program for children who are emerging readers. Students learn the sounds in the English language and how those letters are formed. The writing road to reading enables the children to learn reading through composing simple words, and sounding out the letters which make up the words. A solid grounding in phonics enables the students to begin reading and writing from a young age.

    Science Inquiry

      Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
      Learn about the different science approaches  

    • Teaching approach: This information is not currently available.

    • Topics covered in curriculum:

      Subject = offered
    • 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 Tall Pines School says: This information is not currently available.

    Social Studies Thematic

      The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
      Learn about the different social studies approaches  

    • What Tall Pines School says: This information is not currently available.

    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 Tall Pines School says: This information is not currently available.

    Foreign Languages Communicative

      The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
      Learn about the different foreign languages approaches  

    • What Tall Pines School says: Tall Pines School offers AIM French from age 18 months and up.

    • Languages Offered: • French

    Fine Arts Creative

      Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
      Learn about the different fine arts approaches  

    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • Visual studio philosophy:

    • What Tall Pines School says: The Tall Pines School Arts Council offers student performances through an Annual Production, and cast members work all year towards the annual production, integrating acting, singing, and choreography with vocal and instrumental music. For younger students, classroom performances showcase the achievements of their music class.

    Computers and Technology Light integration

      Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
      Learn about the different computers and technology approaches  

    • What Tall Pines School says: Computers and Information Technology are great tools to facilitate and extend learning, however they are not a substitute for hands-on learning. Light integration of computers occurs in the younger grades, with computer classes teaching how to use this useful tool. For Grades 7 & 8 students, technology is completely integrated into their 21st Century learning program. Coding is taught to older students.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What Tall Pines School says: Healthy living is the focus, with sport and personal exercise being considered to be a vital aspect of student development. Students are encouraged in their personal growth and fitness. Since Tall Pines School is a member of the Small Schools Athletic Federation, teams regularly compete against other schools.

    Sex and Health Education Doesn’t follow Ontario curriculum
    Topics covered in sex and health education: This information is not currently available.

    What Tall Pines School 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 Tall Pines School says: Family life education is taught at age and developmentally appropriate times, keeping in mind the values of the members of our community. As students approach adolescence, appropriate information about human sexuality is essential.

    Montessori ApproachOrthodox

    Orthodox Montessori     Moderate Orthodox Montessori    Moderately Non-Orthodox Montessori     Non-Orthodox Montessori

    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
      36% 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
      15% 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 Tall Pines School says: Montessori Infant, Toddler and Prima Casa programs at Tall Pines School are all licensed under the Ministry of Education's Child Care and Early Years Act. Montessori Casa programs serve students from age 4 to 6. Tall Pines School is the longest accredited CCMA Montessori school in Canada, so that parents can be assured that they have an authentic Montessori 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 Tall Pines 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 Tall Pines School says: Students are expected to do their very best whether they are enrolled in Montessori or Progressive programs at Tall Pines School. Within the Montessori program, students are self-directed, with the guidance of teachers. Within the Progressive program, students learn as a group within the teacher-centred curriculum. Ample support is provided through small class sizes and caring teachers who nurture each student. Every child has their strengths, and the programs are tailored for those unique gifts. Every student is supported, challenged, and encouraged to work to their potential.

    Developmental Priorities Balanced, Intellectual

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

    Secondary Developmental Priority: Intellectual
    Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

    What Tall Pines School says: Athletics, the Arts, Leadership, Intellect, Communication Skills and a love for the Natural World are all ways we seek to engage our students.These students will become young leaders who shape the world for the generation to come. It is our role as educators to help every child discover the unique gifts that they bring to the world, and to help them to discover how best to use those gifts to benefit society.

    Special Needs Support Indirect Support

    Indirect Support

    Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled students.

    • 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
      Extra support
    • What Tall Pines School says: Our school aims to have every student working to their potential and provides excellent support to enable this to happen. For a small number of students with a learning difference, the school can provide an excellent program because of our ability to tailor the program to fit individual learning needs.Occasionally, there are students with learning differences for whom the program at Tall Pines School would not be a good fit. The school may recommend another facility for such individual students. Each student's application is considered on an individual basis.

    • Support for moderate-to-severe special needs:
      Special needs
      ADHD (moderate to severe)
      Learning disabilities
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Williams syndrome
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Clinical anxiety
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Multiple sclerosis
      Cerebral palsy
      Muscular dystrophy
      Spina Bifida
      Dyspraxia (Developmental Coordination Disorder)
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Speech-language therapy
    • Summary: We do not offer special education classes, however, some students with learning differences can be accommodated in our regular classes. Each case is evaluated on an individual basis to ensure there is a good fit between our program and the learning needs of the student.

    Gifted Learner Support In-class adaptations

    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 Tall Pines School says: Since Montessori education is individualized, students learn at the pace which is right for them and direct their own learning with the assistance of the teacher/guide. Gifted students are not specifically identified; rather, the program accommodates every kind of learner, each student working at their own pace. Within our Junior School traditional program, teachers may modify the program to accommodate advanced learners. The aim is for all students to be challenged.

    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 8, Tall Pines School students perform an average of 2 hours of homework per night.

    Nightly Homework
    Tall Pines School0 mins0 mins0 mins0 mins30 mins30 mins30 mins45 mins45 mins60 mins90 mins120 mins
    Site Average2 mins6 mins7 mins6 mins16 mins18 mins24 mins29 mins34 mins40 mins53 mins57 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades1 to 8
    Prose (narrative)-based feedbackPreschool to 8
    Academic achievement reportingJK to 8
    Habits and behaviour reportingPreschool to 8
    Parent-teacher meetingsPreschool to 8

    Class Sizes Not available

    This information is not currently available.


    What Tall Pines School says:
    • Outstanding athletics program - banner winning teams compete within the Small Schools Athletics Federation tournaments. Groundbreaking performing arts program offers the opportunity for students to participate in the annual Broadway musical. Outstanding chess program teaches sportsmanship, strategic and critical thinking.

    • Sports OfferedCompetitiveRecreational
      Downhill skiing
      Field Hockey
      Ice Hockey
      Ice Skating
      Track & Field
    • Clubs Offered
      Chess Club
      Community Service
      Computer Club
      Drama Club
      Environmental Club
      Jazz Ensemble
      Musical theatre/Opera
      Outdoor Education
      School newspaper
      Science Club
      Student Council

    Tuition & Financial Aid


    Day Day (Half day)
    Day (Half day)$11,924$8,720
    What Tall Pines School says: Tuition fees INCLUDE: Curriculum Related Day Field Trips, Casa to Grade 5 Swimming , Gr. 1-3/LE Spring Day Camps, Music Books & Recorders,Grade 4/5/6/UE Outdoor Education Overnight Camping Trips, The Zone Expedition Trip, Gr.1-8 Skiing, Information Technology Fees, School Textbooks and Work Books, School Supplies for LE, UE, Grades 1-6, and The Zone


    Discount TypeEnrollment TypeAmount
    2nd child (sibling)all students10%
    3rd child (sibling)all students15%

    Need-based financial aid

    This information is not currently available.

    Merit based Scholarships

    This information is not currently available.


    Total enrollment 480
    Average enrollment per grade40
    Average class size15 to 18
    Gender (grades)Preschool to Gr. 8 (Coed)
    Boarding offeredNo

    Student distribution:

    Day Enrollment73904545484848483030



    Admissions Assessments:

    Assessment = requiredGrades
    InterviewNS - 4
    SSAT (out of province)
    Entrance Exam(s)5 - 8
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:

    What Tall Pines School says:

    Your first step is to tour the school. Students will be interviewed or tested according to age and grade level. We require proof of date of birth, health insurance, immunizations and a copy of the last full report card where a student was previously enrolled in a school.


    Acceptance Rate:


    Type of student Tall Pines School is looking for: Tall Pines School seeks students who are motivated, curious about the world, and willing to take appropriate risks in their learning.

    Student Entry Points

    Student TypePSJKSKK12345678
    Day Acceptance
    (Acceptance rate)

    Notable Alumni

    Alumnus Graduation Year Accomplishment
    Ryan Ellis 2005 Ryan Ellis is a Canadian professional ice hockey defenceman currently playing for the Nashville Predators of the National Hockey League.
    Amer Dhaliwal 2011 Finalist in the 2012 Canadian reality television show The Next Star for singers under age 15. Member of the band Rebel Coast.

    Stories & Testimonials


    You Have Touched Our Lives

    We are writing to tell you that you have touched our lives very deeply. Through your example, compassion and standard of excellence, you have truly shaped the lives of all four of our children. They are great citizens because you lead your school in a way that set a high standard for them. The children met that high standard through your kind encouragement and guidance.

    Behind every organization is a great leader, and you are that amazing leader. We are so thankful for all that you have done for our children and our family. Your love of life long learning has made such a difference in our lives. Tall Pines School is a safe, nurturing environment that makes children feel loved, respected and cared for; the very things that we value at home.

    We thank you from the bottom of our hearts for the life long gift you have given us that will carry on in our family for generations to come.


    A Parents' Dream

    A parent's dream for their children is to see them happy, confident and thoughtful of others. This is how I see my son, and I believe the supportive and nurturing environment Tall Pines School has provided for him has played a very significant part in this. The school's atmosphere of calm, order, respect and fun has taught my son to find those qualities within himself. This has been a real blessing. I remember that we were attracted to Tall Pines by the Director's pride and passion, which was obvious throughout the whole school. Administration and staff have consistently demonstrated a positive and joyful energy in their daily interaction with students. Consequently, my son has grown and thrived in the loving and close-knit community that Tall Pines School has fostered. My son enjoys school and has reached his full academic potential. Tall Pines School teachers are committed to the success of each and every child and project a sense of pride in their students' work. Over the years, I have seen ample evidence of daily planning, a variety of teaching strategies, assessment practices, and personalized instruction. The school is well equipped, uses cutting edge materials and has implemented computer, French, music, and art education early in the curriculum. Dedicated staff and small class sizes encourage and nurture academic excellence, and provide valuable study and life skills. Tall Pines also offers varied and stimulating drama, cultural, sport and recreational programs which have truly enhanced my son's overall experience. Recently, in his Grade 8 year, my son embraced one of his most memorable and enriching Tall Pines School experiences to date: a trip to France, Austria, Switzerland and Germany. As a parent, I have also benefited from the involvement that Tall Pines encourages. It is a friendly and cooperative community. I have been so impressed by the depth of understanding and respect shown to all families. I highly recommend Tall Pines School to any parents wishing to provide their child with academic excellence coupled with high standards of social development and cultural awareness. I can't believe that my son is graduating this year but I am absolutely confident that he is well prepared and eager to succeed in secondary school and the world in general. The learning, memories and friendships developed here at Tall Pines are priceless to us and will always be cherished. ...

    My Memories of Tall Pines School

    Ever since the moment that I first walked through the doors and into the welcoming arms of Mrs. Gail Taras, my Toddler teacher, I knew there was something special about Tall Pines School. That was over eleven years ago and I will soon be graduating and going on to high school. Tall Pines has been a 'family'-like environment that is perfect for any student to grow up and learn in. There is a bond between students and teachers that has almost been like a mother-son connection for me. This is because all of my teachers have been intuitive and caring, and they have treated me as an equal even though they have more authority. Tall Pines teachers allow their students to develop many useful skills as well as academic knowledge. One great example is conflict resolution. IF classmates have disagreements with one another, we're taught how to resolve our problems. We can work it out on our own and learn very valuable lessons from it. Tall Pines is more than just a well-staffed school, however. The superb Montessori program that is offered here provides something that my teacher likes to call "freedom within boundaries." As Montessori Junior High students, we have the freedom to sit wherever we choose, have discussions on most points of the day, and even listen to music or cook our own lunches. But when it comes time to work, no-one needs to be told to sit down and be quiet. We just do it. It is not out of fear of punishment that we do this, but rather because of the mutual respect and trust between ourselves and our teachers. One of my favourite things about Tall Pines School is that my classes have never been boring. I get up every morning looking forward to school, not just to see all my great friends, but also to enjoy the many hands-on learning experiences that our teachers have planned for us: cooking on Tuesdays; going away for our leadership Odyssey; performing in the annual school musical; participating in our largely undefeated sports & athletics teams; learning AIM French, as well as enriched Art, & Music; writing our own plays; sewing costumes; working on a local farm; or visiting seniors in a nursing home. We are given lots of ways to experience life in ways we might not expect we'd get to see. Without a doubt, my years at Tall Pines School have been the best times of my life to date. In my eleven years here, Tall Pines has provided extensive opportunities for me to challenge myself, to make commitments, to grow as a leader, to work as part of a team, to respect and make friends with others, and most of all, to live life to the fullest. I would highly recommend this school to anyone who holds those qualities dear and would like to give their child the optimal learning and growing experience. Jacob Hogan ...

    In the News


    April 23, 2015 - The Zone- A New program of 21st Century Education for Grades 7 & 8.

    Tall Pines School invites you to visit their 21st Century learning program, The Zone, for adolescent Grade 7 & 8 students. ...


    • The Canadian Council of Montessori Administrators (CCMA) Associations

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