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Waldorf Academy
Waldorf Academy
250 Madison Avenue
Toronto, Ontario, M4V 2W6
Contact name:
Jennifer Deathe

Phone number:
(416) 962-6447×
Waldorf Academy

Waldorf Academy

250 Madison Avenue, Toronto, Ontario, M4V 2W6

Grades (Gender):
Preschool to 8 (Coed)
$4,865 to $17,300 per year
Main Language:
Avg. Class Size:
Day: 240 (Gr. PS - 8)

Get more information

Contact Name:
Jennifer Deathe

Phone Number:

School Address
250 Madison Avenue, Toronto, Ontario, M4V 2W6

About this school:

Waldorf Academy offers a unique alternative with an academic approach that has proven successful for all kinds of students with all kinds of learning styles. Our approach is based on sound research and over 95 years of experience, and our methods endure because they work. Parents need to feel confident that their children will be receiving a quality education that prepares them for the future. The proof is in the success of our students.



Curriculum Waldorf

Primary Curriculum: Waldorf
Often conflated with Montessori schools (incorrectly), Waldorf schools focus on developing the "whole child" -- emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into all areas of study. Waldorf schools are unmistakably "progressive". Their intellectual forefather is Rudolf Steiner, who believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning.

  • Pedagogies and subject courses

  • Mathematics
    • What Waldorf Academy says: Making Math More Meaningful - A Waldorf curriculum guide. Middle school math specialist

    • Textbooks and supplementary materials: [Waldorf Academy has not provided this information]

    • Calculator policy: [Waldorf Academy has not provided this information]

    Early Reading
    • What Waldorf Academy says: Combination of approaches. Grade 2 reading assessment.

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

    • What Waldorf Academy says: [Waldorf Academy has not provided this information]

    • What Waldorf Academy says: [Waldorf Academy has not provided this information]

    • Teaching approach: Science is based on a phenomenological approach

    • 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 Waldorf Academy says: [Waldorf Academy has not provided this information]

    Social Studies
    • What Waldorf Academy says: [Waldorf Academy has not provided this information]

    Humanities and Social Sciences
    • What Waldorf Academy says: [Waldorf Academy has not provided this information]

    Foreign Languages
    • What Waldorf Academy says: French is offered from grade 1 to 8

    • Languages Offered: • French

    Fine Arts
    • Program offers:

      Subject = offered
      Visual Arts
    • Visual studio philosophy:

    • What Waldorf Academy says: [Waldorf Academy has not provided this information]

    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 Waldorf Academy says: [Waldorf Academy has not provided this information]

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What Waldorf Academy says: [Waldorf Academy has not provided this information]

    • Waldorf Academy's approach to sex-ed: [Waldorf Academy has not provided this information]

    Religious Education
    • What Waldorf Academy says: [Waldorf Academy has not provided this information]

    Preschool/K Curriculum Waldorf

    • Play-based
    • Montessori
    • Waldorf
    • Reggio Emilia
    • Academic

    Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world.

    What Waldorf Academy says: Waldorf preschool and kindergarten definition above is inaccurate. We use aspects of play-based and Reggio. It is based on child development and imitation. Science, numeracy and literacy are fostered through real experiences in cooking, nature walks, building and art as well as story. Movement and self directed play as well as emotional intelligence are high priorities.

    Curriculum Pace

    • Standard-enriched
    • Accelerated
    • Student-paced

    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 Waldorf Academy says about flexible pacing: [Waldorf Academy has not provided this information]

    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 Waldorf Academy says: [Waldorf Academy has not provided this information]

    Developmental Priorities Balanced

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

    What Waldorf Academy says: [Waldorf Academy has not provided this information]

    Special Needs Support Moderate


    Waldorf Academy provides special accomodations for certain learning disabilities (moderate to severe). They do not provide specialized support for developmental disabilities, behavioural/emotional disorders, or physical disabilities.

    • 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
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      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 No Support

    No Support

    Waldorf Academy does not offer any specialized programming for gifted learners.

    Homework Policy

    In grade 8, Waldorf Academy students perform an average of 1 hour of homework per night.

    Nightly Homework
    Waldorf Academy0 mins0 mins0 mins0 mins0 mins0 mins15 mins15 mins30 mins30 mins45 mins60 mins
    Site Average2 mins5 mins8 mins10 mins17 mins18 mins26 mins32 mins36 mins42 mins55 mins61 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades7 to 8
    Prose (narrative)-based feedbackJK to 6
    Academic achievement reporting1 to 8
    Habits and behaviour reporting1 to 8
    Parent-teacher meetingsJK to 8


    What Waldorf Academy says:

    Waldorf Academy has not provided this information.

    • Sports OfferedCompetitiveRecreational
      Field Hockey
      Ice Hockey
      Track & Field
      Cross-country skiing
    • Clubs Offered
      Chess Club
      Community Service
      Outdoor Education
      School newspaper

    Tuition & Financial Aid



    Waldorf Academy has not provided this information.

    Need-based financial aid

    Grade range that need-based aid is offered: JK to 8
    Percentage of grade-eligible students receiving financial aid20%
    Average aid package size$5,000
    Percentage of total enrollment on financial aid20%
    Total aid available$200,000

    Application Deadline:
    Rolling deadline

    More information:

    Application Details:

    This school works with Apple Financial Inc. for processing financial applications
    Confidential and transparent process. Based on latest T4 assessments only and number of applicants to pool funds. 50% max of tuition only

    Merit based Scholarships

    Waldorf Academy has not provided this information.


    Total enrollment 240
    Average enrollment per grade20
    Gender (grades)Preschool to 8 (Coed)
    Boarding offeredNo

    Student distribution: We do not have this data for Waldorf Academy




    Admissions Assessments:

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

    Application Deadlines:

    Day students:

    What Waldorf Academy says: Waldorf Academy has not provided this information


    Acceptance Rate:


    Type of student Waldorf Academy is looking for: Waldorf Academy has not provided this information

    Student Entry Points

    Student TypePSJKSKK12345678
    Day Acceptance
    (Acceptance rate)
    016 - 18 (100%)16 - 20 (100%)000000000

    Stories & Testimonials


    Parent Testimonial- The Right Education

    There are two main reasons that I chose the Waldorf Academy as the school that would best serve the needs of my son, Jasper. As an educator, I became keenly aware that the Waldorf approach is the only one that is consistent in every aspect of its pedagogy with what current studies are showing to be essential for cognitive development and learning. As a mother, it broke my heart that every single morning Jasper would cry and protest having to go to his previous public school, even though it was a good school and he had many friends there.

    I have taught at high schools, community colleges and universities for twenty-five years, for the last ten years in York University’s Creative Writing Program as I am also a professional writer. I have designed the original curriculum for several writing programs and for the Yukon School of Art and am completing my PhD in Language, Culture and Teaching. My colleagues and I have noticed a tremendous shift in the abilities of our students over the past decade. Our university students can’t remember anything, can’t follow simple instructions such as how to label an assignment properly, can’t read deeply (they skim), have read very little and are intellectually immature. This is true even of the specially selected Honours students I teach in an elite program. Across disciplines, grades have been inflated and reading lists and assignments scaled down to accommodate this generation.

    The public education system has changed: pushing cognitive skills and “paper and pencil” work earlier and earlier, focusing on standardized testing and “teaching to the test”, cutting music and arts programming, relying on computer instruction. A recent exhaustive study by Harvard’s Department of Education confirms that not only is this approach not working, it is counter-productive and seems to be causing deficiencies in learning skills and an increase in learning disabilities. Such educational studies and, increasingly, studies in neuroscience are confirming what the Waldorf approach has practiced all along: the best preparation for lifelong learners is to have instruction geared to cognitive development without rushing it. Focusing on handwork, music, purposeful physical activity, and memorization of oral stories in a calm and rhythmic environment in the early years has been proven to structure the brain optimally for then learning literacy, math and other academic skills. Holistic and arts-based instruction “lights up” the entire brain whereas common academic activities don’t engage the frontal cortex or pre-frontal lobes. The evidence is clear that the Waldorf approach is what works the best. Consistently, my strongest university students have been the product of Waldorf educations or European public schools that practice Waldorf principles.

    My son was miserable at his public junior kindergarten because they were making him sit at desks and in front of computers all the time and he needed to move, play, do, learn the way a four-year-old learns. He hated the alphabet, hated numbers and counted the minutes until I picked him up, crying, “Mommy, why did you take so long?” every day. Since attending the Waldorf Academy, he is a different child: adding numbers in his head, writing words, weaving, embroidering pictures, memorizing complex stories and making up songs, all on his own initiative and all with joy. His teachers are extraordinarily wise and caring and supportive of his unique and lively spirit. He can’t wait to leave every morning and when I pick him up, he says, “Why did you have to come so soon?”


    Grade 3- Reflections on the Strength of the Curriculum

    At such an important and crucial time in the life of a child, when childhood is fast receding, the nine year old is strengthened by the Waldorf Curriculum, to answer the feelings of separation and change that are unfolding in their life. A child experiencing what Rudolf Steiner called '€œThe Nine year old Change'€, no longer feels supported by old pictures from his childhood. These ideas are now questioned, and can leave the child feeling lonely and isolated. At such times, it is essential, that through understanding this stage in a child’s life, we can call upon them to not buckle under these deep feelings of separation, but instead nobly rise to this journey towards adulthood. We can inspire the children to work hard and rebuild new towers of support within themselves through working with the Grade Three Curriculum. We can keep them busy rebuilding a new inner house, furnished with new tools, new skills, and new pictures. Thus Grade Three began the journey to address these questions in September, with a 6 week Farm and Horse Program outside of the city. Each week the children were bussed to the location and spent time planting garlic and winter wheat, mucking the barn, and learning to ride and care for the horses that resided there. In the classroom, we mirrored this experience, with planting and writing about the Earth Mother, and our interconnectedness to the forces that enable life to flourish. The rhythm of planting, will again awaken in the spring, when we will cultivate a garden at the school, and nurture small seedlings for transplanting there. The Spring will also find us hard at work constructing a long house and teepees, as we study primitive shelters, where, peoples of our planet have been able to build simple homes of local materials to provide for their families survival. In our hand-work classes, the children have been knitting wonderful woolen 3 toned hats, each unique and individual. We are learning Cursive writing and finding the ability to communicate with the world. We are rehearsing our Grade Three play of Moses. We have been learning, that even the plagues, the Red Sea, the lack of food as well as the lack of water, were overcome through Divine support. We have stretched our skills to read 7 digit numbers and advanced our math to division soon with re We can hold our own part now as we sing in three and four part harmony. A skill we could not do in Grade Two. The children will discover that they will be all right to step into the next grade, having rebuilt a new confidence in themselves. They have been called to ennoble themselves in every way. They are coming through this experience stronger, thanks to the support provided by this wonderful curriculum. €œThe right thing at the right time.€ By the end of Grade Three, they will hopefully be able to say,  I can build a shelter, grind my grain, make bread, create my clothing, grow my own food, communicate with others through my cursive writing, tell time.€ They will have courage, knowing they will be all right. They will have the tools to navigate the world they have entered on this exciting journey of life. Submitted by Ena Bruce, Grade Three Class Teacher Waldorf Academy 2012


    Grade Eight Reflection from a parent

    Grade Eight's recent production of A Midsummer Night's Dream was a fantastic way for me to conclude my years of being a parent volunteer at this school. If you were lucky enough to see it, you know that it was an outstanding production in every way, by any standard. I've been involved behind the scenes a lot over the years, with plays, but also, metaphorically, in other ways at the school. My biggest learning experience since becoming a parent here is around community and how deeply significant that is for all of us. We are so immensely fortunate at this school to have a vibrant, supportive community that contributes in so many ways to creating a great environment for the children. Making this school happen is a collaborative effort, no doubt about it. I have had the best 18 years of my life as part of this community. The Alan Howard Waldorf School has given me experiences that were heartwarming, soul-stirring, spirit-lifting, mind-boggling, uplifting, challenging, moving, troubling, intense, confusing, exhausting, healing, gratifying, enriching and joyful. In short, a full measure of what life has to offer. I have made friends for life, seen my children develop in awe inspiring ways, had opportunities to be creative and helped other people. I would like to thank everyone who has crossed my path in this community for the past 18 years. You know who you are. And while this Grade Eight class is still here and A Midsummer Night's Dream is still fresh in my memory I would like express my appreciation for the collaboration that made the play happen so beautifully. ...


    In grade three the children go through the 9 year change. They start seeing themselves in the bigger world and are no longer the princess or the knight. They may feel alone and unsure of this new outlook on life and how they fit in. Waldorf curriculum meets this development in the child by giving them the tools to survive. They knit a hat (they can make their own clothes), they learn cursive writing (communication), they grow a garden and go on a 3 day farming trip (they can grow their own food), and they build a wigwam (they can build their own shelter). Aside from teaching academic excellence, the curriculum works with the whole child to provide a very deep sense of knowledge that will last them a lifetime. Notes from their teacher, Karen Smith: Grade Three had a wonderful time building a wigwam as part of our Shelter block. Throughout the year, Grade Three journeyed with Jabal to visit many shelters from around the world. We visited with First Nations who lived in wigwams and learned to use gifts from nature—saplings, bark, and animal hides to create shelters. Grade Three built our very own class wigwam in the side yard. We packed saplings into the earth, bent them toward each other to create a dome, and tied them together with twine. To prepare our saplings, we removed branches, leaves and bark, and cut points to go deep into the earth. Instead of using bark and animal fur, we improvised by weaving vines and saplings into our dome. It was wonderful to work together, using our creativity and the gifts of our hands to build a temporary home. ...

    In the News


    November 24, 2015 - Grade 4 CBC music class contest

    Music teacher, Ms. Hilts, worked with grade 4 to submit Canadian song, Bow and Arrow to CBC music class contest. ...

    September 30, 2015 - SCOPE- New! Service, Character, Outdoor, Projects, Executive Function


    September 30, 2015 - Transforming Our Outdoor Space- The Big DIg

    Summer Transformation of our Outdoor Spaces. It has been completed! The new natural playground is beautiful! ...


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    Contact Name
    Jennifer Deathe

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