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Unionville Montessori Private Schools

4486 16th Avenue, Unionville, Ontario, L3R 0M1

Traditional,  Montessori
Grades (Gender):
Preschool to Gr. 8 (Coed)
$7,450 to 13,550/year
Main Language:
Avg. Class Size:
18 to 25
Day: 1,000 (Gr. PS - 8)

School Address
4486 16th Avenue, Unionville, Ontario, L3R 0M1

About this school:


Offering an innovative, advanced curriculum, and exciting extra-curricular enrichments, UMS seeks to guide, challenge and inspire its students. We incorporate emerging technologies through iPad programs, 3D printers, coding and robotics extensions, while integrating science, technology, engineering, arts and math. Physical ed. coaches offer comprehensive athletics programs, and dedicated teachers provide safe, welcoming environments that accommodate individual needs, including those of the gifted and talented. — Visit school website



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Our Take: Unionville Montessori Private Schools

our take

Unionville offers everything you would rightly expect from a Montessori education, including casa classrooms and group arts and music instruction, which provide opportunities for hands-on learning and the development of natural peer and mentor relationships. The program also builds from that foundation, including a significant and enthusiastic adoption of in-class technology. That aspect of the school is integrated nicely within with more traditional aspects of the method, becoming a natural extension of the approach that Maria Montessori described a century ago. The school is larger than we might initially expect of a Montessori program, though the benefits of size include a breadth of curricular and extra-curricular programming. Families that enroll here are those that prize the Montessori approach, though are also looking for something more. Indeed, that’s exactly what they find.

Principal's Message


Rosemin Remtulla, Director of Education

At Unionville Montessori School (UMS), we believe in providing a full and rich learning experience for all of our students. 

Our Montessori roots are evident in our "Pre-Casa" and "Casa" programmes for students aged two to six years. These younger children are provided with the best of traditional Montessori education, which is proven to foster early academic development. They also experience more modern programmes in technology, such as coding, and other specialist disciplines which complement and support the Montessori base, providing our students with a truly outstanding early educational experience. 

Our Elementary school programme further nurtures each child's potential by providing students with rigorous academics at a full grade level ahead in core academic subjects. Technology plays a key role in the facilitation of this – SmartBoard technology is available in every classroom. UMS students also participate in a fully supported iPad program, in which applications or apps are used to enhance learning. Students in grades 1 to 5 have access to iPads, and every student in grade 6 to 8 has an individual school-issued iPad that is pre-loaded with educational applications. Extra-curricular activities are also integral to the UMS experience.  Students access our state-of-the-art auditorium for enriched and comprehensive arts education including vocal and instrumental music, visual art and drama. We also support a full athletics program and multiple opportunities for community service. However, the best part of UMS is still undoubtedly our community: a talented and dedicated faculty, supportive and committed parents and, of course, a very enthusiastic student body! 

We thank you for your interest in UMS and invite you to contact us to arrange a tour and to meet some of the members of our very unique and special family. 



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 UMS says: Unionville Montessori School offers a challenging academic environment coupled with a balanced, whole-child approach to education for students in grades 1 to 8. Students master curricula that is one year ahead their current grade level, with the support of caring and enthusiastic teachers who cater to individual talents and needs. Coursework and extra-curricular learning is informed by project-based, hands-on approach. Students explore diverse topics, from international relations, financial literacy, robotics, and 3-D printing to the performance of instrumental jazz at an advanced level. Our iPad program and other cutting-edge technologies are hallmarks of our school, provided in our state-of-the art facility which includes a top-rate, professionally equipped theater for school performances. Personalized attention, committed teachers and administrative accountability inspires students to strive for excellence. Every parent is heard, and every student at Unionville Montessori School is guaranteed a learning experience that is beyond the Ontario curriculum -- a learning experience unlike any other.

  • Montessori offered:
    Program = offered
    Montessori toddler
    Middle School
    High School
  • Approach:
    Focus Special needs
    Academic Gifted

  • 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 UMS says: For the past 11 years, UMS students have surpassed achievement expectations for every grade in mathematics, as measured by the CAT-4 Canadian Achievement Test and reported by Psychometrics Canada Ltd. In 2015, our grade 7 and 8 students participated in the Gauss Contest, set by the Centre for Education at the University of Waterloo. Nearly one-quarter of our contest participants earned scores of 89% or higher. For the Canadian National Mathematics League, set by the University of Windsor, our grade 6 and 7 students placed second and third, respectively, nationally. Five of our students earned spots in the top twenty students nationwide. Overall, our grade 6 and 7 students earned second place out of more than 200 schools, and our grade 8 students finished 13th out of 164 participating schools.

    • Textbooks and supplementary materials: Grade 1 to 6 use JUMP Math, an innovative, research-based numeracy program

    • 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 UMS says: The Unionville Montessori School Elementary program continues the intensive early reading program in which students are immersed in the Casa program. Using dynamic classroom resources and learning tools, our teachers create benchmark reading levels and monitor individual progress. Printable books, or projected interactive books on the Smartboard, are supplemented with worksheets and activity-based lessons, along with a host of interactive resources and develop key reading skills. These resources include Headsprout, Learning A - Z and Raz Kids. Levelled books ensure success in the classroom with developmentally appropriate books at 27 different reading levels. Students as early as grade 1 are encouraged to use iPad apps to supplement the text-based reading programs, and improve learning with the addition of colour, images, graphics and games. The balanced literacy program emphasizes the instruction of grammar and vocabulary in the context of a narrative or text, as well as a phonetic approach.

    • DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.

    • What UMS says: UMS students write the CAT-4, the Ontario Writing Assessment and Comprehension Attitude Strategies Interests for grades 4 to 8.

    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 UMS says: The balanced literacy program further extends the Montessori methods so that phonics, vocabulary and constructing meaning is integrated into the creation of writing skills. Our advanced academic program for the early grades is founded upon a personalized approach to learning. Programs are individually placed, and a resource teacher is available to support children who are developing writing skills. Students grade 4 and up study novels and write answers to comprehension questions based on the text. Students in the higher grades study grammar and vocabulary using interactive, online software and workbooks. They are also are instructed in essay writing and speech writing to prepare for our annual Speech Festival. Many students in grade 8 are reading and writing at a level that is suited for an advanced academic course in a high-school setting. All students in need of resource support receive individualized instruction as needed.

    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 a vital curriculum area at Unionville Montessori School, where students from grades 1 to 8 have access to a fully-equipped, top-tier science lab. In the lab, and in classes, students in primary, junior and intermediate levels experience science through inquiry-based learning, where they can understand the scientific facts, theories and concepts through hands-on experiments and activities. Students a UMS receive more instruction in math and science than the norm, as part of the school-wide focus on an integrated, cross-curricular STEM (science, technology, engineering and math focus). Students who excel in science develop a strong ability to think critically, and a talent for creative thought and excellent communication and collaborative skills.

    • 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 UMS says: UMS pupils work at a reach-ahead level in Language Arts. Students in the primary grades work with concepts such as the elements of narratives, the features of various literary genres such as the "legend," or "fable," and grasp abstract concepts such as the main character or hero. Beginning in grade 4, students complete a novel study, wherein they are encouraged to make inferences and to prove their argument in traditional literary critique form. Senior students work with complex texts from various cultures and time periods, and are encouraged to explore fundamental themes and to apply literary terms. In grades 1 to 8, literary study is founded upon our character education program whereby students are encouraged to reflect upon honesty, self-discipline, integrity and personal responsibility, and to explore their own values and the values and the customs of diverse cultures.

    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 UMS says: Social Studies for grades 1 to 6 takes a thematic approach and encourages depth and breadth through independent study projects on various topics and themes. Our UMS curriculum highlights Canadian geography and history for grades 1 to 6, but also extends and enriches those topics with a global view and context. Teachers plan tangential learning activities and challenges, and also incorporate the use of Smartboards, media-based resources and iPads to teach both process and content. Social studies often leads to research projects and learning that emphasizes higher-order thinking. In addition, students in grades 3 to 8 participate in annual class trips to destinations that reinforce classroom learning, including Niagara Falls, Ottawa and Quebec. UMS also frequently sponsors school trips to destinations in the United States, such as New York city, and in Europe, with a bi-annual trip to Paris, France.

    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 UMS says: The UMS approach to grade 7 and 8 history and geography extends and enriches the commonly studied Ontario curriculum with a global view and international context. Teachers plan tangential learning activities and challenges, and also incorporate the use of Smartboards, media-based resources and iPads to teach both process and content. Social studies often leads to research-based projects and learning that emphasizes higher-order thinking. UMS also frequently sponsors school trips to destinations in the United States, such as New York city, and in Europe, with a bi-annual trip to Paris, France.

    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 UMS says: Students are UMS are progressively introduced to French vocabulary beginning as early as age 2, in our Pre-Casa and Casa program. Formal instruction in French begins in grade 1 -- giving elementary students several years of head start in French. During French lessons, students learn vocabulary and develop conversational skills, using a fun and interactive approach involving stories, props, music, games and activities. the main resource for French instruction is AIM -- Accelerative Integrated Method -- a system which uses hand gestures to represent and mimic sounds and words. This is a popular movement-based approach to learning that is especially helpful for active, high-energy students that enjoy expressing themselves through large-muscle movement (kinesthetic learning).

    • 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 UMS says: Inspired by the value of the arts, it is our goal to not only enhance the artistic abilities of our students but also to develop an awareness and appreciation of various art forms. Visual arts allows students to unleash a wave of talent through different media including drawing, painting, printmaking, and mixed media in both two-dimensional and three-dimensional formats.

    Computers and Technology Heavy integration

      A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
      Learn about the different computers and technology approaches  

    • What UMS says: One of the emerging trends has been the introduction of advanced technological resources within the classroom. UMS has embraced this idea and is proactively taking a measured approach towards incorporating innovative methods of learning, changing the face of the classroom environment. Our mandate, “Excellence in Education,” is the driving force behind this initiative. Education must be forward-leaning, recognizing that the “real world” for which students are being prepared is dynamic, with exponential changes especially in technology. Innovation is at the forefront of our priorities, in order to give your child the necessary skills to grow as a lifelong learner.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What UMS says: Regular exercise is essential to children’s overall health and positive development. Students participate in formal Physical Education classes with trained teachers, as well as in a wide variety of intramural and competitive sports teams. Our competitive teams compete against other local schools. Physical Education classes follow the Ontario Health and Physical Education Association curriculum. In these classes, not only do the students have the opportunity to be physically active while learning important skills, but they also work on developing their self-esteem, learn about good sportsmanship, and develop positive exercise habits while having a great deal of fun. Our Elementary programme also offers students many sports teams, such as basketball, volleyball, golf, swimming, soccer, cross country, floor hockey, and many more.

    Sex and Health Education
    Topics covered in sex and health education: This information is not currently available.

    What UMS 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 UMS says: This information is not currently available.

    Montessori ApproachModerately Non-Orthodox

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

      Primary Lower Elementary Upper Elementary Middle
    Age groupings 2.5 to 6
    Uninterrupted work periods 1 hours
    Tests and assignments Never
    Graded work Never
    Arts and crafts 10%
    Whole-class lectures Moderately non-orthodox
    • 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 Moderately orthodox
    • 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 Non-orthodox
    • 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 Non-orthodox
    • 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
      36% of schools

      Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

    • Moderately Orthodox
      42% 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
      13% 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
      9% 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 UMS says: The Montessori approach is a student-centered and student-directed teaching method that is offered within a prepared environment, which fosters exploration, experimentation, creativity, and respect. Our Casa programme builds on the foundation of the Montessori Method with extremely popular enhancements and additional learning opportunities for our students in music, science, visual and dramatic arts, and more.

    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 UMS 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 UMS says: This information is not currently available.

    Developmental Priorities Intellectual, Social

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

    Secondary Developmental Priority: Social
    Socially aware and active citizens, motivated to change the world (or their community) for the better.

    What UMS says: This information is not currently available.

    Special Needs Support No support

    No support

    UMS offers no/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
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • 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

    Gifted Learner Support Dedicated gifted school

    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 UMS 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
    Academic achievement reporting1 to 8
    Habits and behaviour reporting1 to 8
    Parent-teacher meetingsPreschool to 8

    Class Sizes Not available

    This information is not currently available.


    What UMS says:
    • Our athletic program is one of the top in the region, our teams are always placing top 3 in tournaments and competitions that they attend.

    • Sports OfferedCompetitiveRecreational
      Downhill skiing
      Ice Hockey
      Ice Skating
      Martial Arts
      Track & Field
    • Clubs Offered
      Art Club
      Chess Club
      Computer Club
      Drama Club
      Jazz Ensemble
      Math Club
      Outdoor Education
      Robotics club
      Student Council

    Tuition & Financial Aid


    Day Day (Half day)
    Day (Half day)$7,750$7,450


    Discount TypeEnrollment TypeAmount
    3rd child (sibling)Day5%

    Need-based financial aid

    This information is not currently available.

    Merit based Scholarships

    This information is not currently available.


    Total enrollment 1,000
    Average enrollment per grade83
    Average class size18 to 25
    Gender (grades)Preschool to Gr. 8 (Coed)
    Boarding offeredNo

    Student distribution:

    Day Enrollment70662878282795251635150



    Admissions Assessments:

    Assessment = requiredGrades
    Interview1 - 8
    SSAT (out of province)
    Entrance Exam(s)1 - 8
    Entrance Essay
    Application Fee

    Application Deadlines:

    Day students:

    What UMS says: This information is not currently available.


    Acceptance Rate:


    Type of student Unionville Montessori Private Schools is looking for: This information is not currently available.

    Student Entry Points

    Student TypePSJKSK12345678
    Day Acceptance
    (Acceptance rate)

    Notable Alumni

    Alumnus Graduation Year Accomplishment
    Aidan Aird 2012 In grade 9, Aidan started a non-profit organization, Developing Innovations, which is dedicated to inspiring, celebrating and promoting STEM education. Aidan is recognized for his achievement in science nationally.
    Sarah Wong 2011 Sarah was offered a unique 2-year undergraduate educational opportunities that prepare students for direct entry into Queen’s School of Medicine. Ten students are accepted annually Canada-wide.
    Mikaela Preston 2010 Mikaela was offered admission into the University of Pennsylvania's highly competitive prestigious Vagelos Integrated Program in Energy Research (VIPER).

    Stories & Testimonials


    UMS : A Well-Rounded Program with Responsive Teachers

    "UMS has a well-founded program... the teachers are responsible to parents, proactive and dynamic in their programs... they have a 'clear' child-centric focus at UMS." -- Mrs. D. Sadek, UMS parent


    Interested, Engaged, Confident and Loves Learning

    "My son required a greater challenge than the public school could offer. He was not engaged in the French immersion class. It works for some and not others ... it was a difficult time ... he was unhappy. Transitioning from a Montessori environment to a 'sit-at-your-desk-and-listen' environment was not the right move. He needed more attention than he could get in a class of 26. Since he returned to UMS, he is interested, engaged, confident and loves learning." -- Mrs. V. Udaskin, UMS parent, 2010 to present.


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