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Westside Montessori Academy
Westside Montessori Academy
3075 Slocan Street, Vancouver, British Columbia, V5M 3E4
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Contact name:
Sarah Gatiss-Brown

Phone number:
(604) 434-9611×
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Westside Montessori Academy
 

Westside Montessori Academy

3075 Slocan Street, Vancouver, British Columbia, V5M 3E4

Curriculum:
Montessori
Grades (Gender):
Preschool to 7 (Coed)
Tuition:
$5,050 to 10,750/year
Main Language:
English
Avg. Class Size:
Varies
Enrolment:
Day: 120 (Gr. PS - 7)

Get more information

Contact Name:
Sarah Gatiss-Brown

Phone Number:


  • Instructional resources
  • Instructional resources
School Address
3075 Slocan Street, Vancouver, British Columbia, V5M 3E4

About this school:

highlights

By ensuring that each child’s unique and diverse learning styles are recognized, our students are able to explore their natural curiosity, and develop at their own pace. The work is accomplished with love and by providing a sequence of programs and experiences, which aid the development of the whole child at each stage of their learning. Our Montessori curriculum inspires students to become independent learners, gaining the knowledge and confidence to be leaders who appreciate their world.


The Our Kids review of Westside Montessori Academy

our takeMaria Montessori believed, rightly, that education was about a lot more than learning to read or manipulate numbers. Rather, she felt that education was the process through which a child came to know themselves, their value, and their place in their community. Westside takes all of that very much to heart, which is why, when speaking of expectations, they are as likely to talk about respect for oneself and others, empathy, curiosity, and involvement as they are the more concrete curricular benchmarks. Yes, literacy and numeracy are important, but so is the development of time management skills and maintaining an active lifestyle. The Westside aftercare program is a draw as well, allowing families to efficiently manage their time together.



Upcoming Events Next event: November 19, 2017

upcoming events
  • November 19, 2017: Visit this school at the Vancouver Private School Expo: booth #14
    Sheraton Vancouver Wall Centre, 1088 Burrard Street, Vancouver, BC, V6Z 2R9
    Join us Sunday, November 19 from 12:00 pm - 04:00 pm

    Whether you live in North or West Vancouver, Richmond, Burnaby, Coquitlam, Surrey or Maple Ridge, there are private school education experts and Vancouver schools you can speak with on a one-to-one basis, all in one day, at one location.

  • November 19, 2017Westside Montessori Academy at Our Kids Expo
    Sheraton Vancouver Wall Centre, 1088 Burrard St, Vancouver, British Columbia
    Join us Sunday, November 19 from 12:00 pm - 04:00 pm

    We are excited to be a part of the 12th annual Vancouver Private School Expo at the Sheraton Vancouver Wall Centre! See you there.

    Why Attend

    • Speak with education and admissions experts
    • Meet leading private and independent schools and their students – list of exhibiting schools
    • Learn how to find the right private school for your child – information seminars
    • Find out about the admissions process, when to apply and what schools look for
    • Determine your budget and receive information about scholarships and bursaries

  • November 30, 2017Elementary Open House and Parent Info Session
    Westside Montessori Academy, 3075 Slocan Street, Vancouver, British Columbia
    Join us Thursday, November 30 from 07:00 pm - 09:00 pm

    Join us for our annual open house event to learn more about our school, our staff and how Westside Montessori Academy can help you achieve the education goals you have for your child.

    Our Montessori curriculum inspires students to become independent learners, gaining the knowledge and confidence to be leaders who appreciate their world. Integrated studies provide students with unique and age-appropriate materials that help them to become accountable for their use of time, for accuracy in their work, and to evaluate their strengths and areas of growth.

    By ensuring that each child’s unique and diverse learning styles are recognized, WMA students are able to explore their natural curiosity, and develop at their own pace.
     

    Join us to learn more about our school and curriculum on Thursday, November 30th from 7 – 9 pm

    RSVP via Eventbrite:

    WMA Open House Itinerary:

    7:00pm: Arrival and Sign-in

    7:15pm: Meet the teachers, tour the school and explore classroom with current students

    7:30pm: Faculty Presentation: information on Montessori in the elementary years, our curriculum and specialist classes

    8:00pm: Administration information, registration timeline, classroom observation sign-up

    Westside Montessori Academy (at the Italian Cultural Centre)
    3075 Slocan Street, Vancouver

    For more information:
    Main Office: 604-434-9611
    Email: [email protected]


  • December 11, 2017Application Deadline for Kindergarten 2018
    Westside Montessori Academy, 3075 Slocan Street, Vancouver, British Columbia
    Register by Monday, December 11 from 04:00 pm

    Please visit our website for full details.


  • January 27, 2018Preschool Open House and Parent Info Session
    Westside Montessori Academy, 3075 Slocan Street, Vancouver, British Columbia
    Join us Saturday, January 27 from 10:30 am - 01:00 pm

    Meet us, tour our classrooms, and learn about our Montessori Preschool at our WMA Open House event on Saturday January 27th, 10:30-1:30pm.

    More details coming soon. Please visit our website to RSVP


  • February 02, 2018Application Deadline for Preschool 2018
    Westside Montessori Academy, 3075 Slocan Street, Vancouver, British Columbia
    Register by Friday, February 02 from 04:00 pm

    Please visit our website for full details or call/email our office:

    [email protected]
    604-434-9611



Principal's Message

principal

Pamela Woronko, Acting Principal

At WMA we believe the child's success in school is directly tied to the degree in which the child believes that they are capable and an independent human being.  Even the very youngest child will say, “I can do it!” or “Help me so I can do it myself!”  In the Montessori environment we try to set up the school environment for the child, this means it is set up in such a way that the child can do things for themselves and feel that sense of success.  The limits and boundaries for different levels of independence grow and expand as the children carry out tasks successfully and show higher levels of responsibility.

Independence does not come automatically as we grow older; it must be learned.  In Montessori, even very small children can learn how to tie their own shoes and pour their own water.  At first shoe laces turn into knots and water ends up on the floor.  However, with practice, skills are mastered and the young child beams with pride.  To experience this kind of success at an early age is to build up a self- image as a successful person and leads the child to approach the next task with confidence.

As they grow older, WMA students learn all sorts of everyday life skills, from hand crafts, cooking, gardening, running student council, volunteering at the neighbouring Seniors centre, helping in the pre-school, giving each other lessons and solving social issues.  WMA builds many opportunities into the curriculum to foster independence and hands-on learning experiences.

Learning how to play and work together with others in a caring community is the most critical life skill that Montessori teaches.  Everyday kindness and courtesy are vital practical life skills.  Montessori students come to understand and accept that we all have responsibilities to other people.  They learn how to handle new situations that they face as they become increasingly independent.  Montessori students develop a clear sense of values and social conscience. At Wma, following the Montessori method we consciously teach students everyday ethics and interpersonal skills from the beginning.  All children and members of our community are treated with dignity and respect.

We welcome you to come and visit our school and we look forward to helping your child reach their full potential.


Academics


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 WMA says: The Elementary Community: is a group of children in an individual classroom led by a directress (teacher) and if needed an assistant. At WMA we have a kindergarten class, a Lower Elementary class, and an Upper Elementary classroom. The second phase of development (ages six to twelve) we call the Reasoning Mind. At this phase of development, children’s desire for engagement in social behavior expands. The child of this age asks questions involving how, when, where and what. The elementary child is mentally in the process of moving from concrete thinking towards abstraction. The children in these multi-age classrooms work in a non-competitive environment where helping each other, not measuring one’s self-worth in comparison to others’ abilities, is the goal. The multi-age grouping allows for children to excel in any given area of the curriculum or to take more time in an area without standing out to their peer group. This allows the child to work at his or her own stage of learning and development without judgment, thus encouraging their self-confidence and self-esteem.

  • Montessori offered:
    Program = offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School
  • Approach:
    Focus
    Academic


  • 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 WMA 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 WMA says: This information is not currently available.

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

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


    Writing Process approach

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


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


    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
      Biology
      Chemistry
      Ecology
      Geology
      Meteorology
      Physics
      Physiology
      Zoology
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature Traditional

      In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
      Learn about the different literature approaches  


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


    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 WMA says: We offer Italian in all grades and French from Grade 5 to 7

    • Languages Offered: • French • Italian


    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
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • Visual studio philosophy:

      Expressive
      Disciplined
    • What WMA says: WMA arts programs are taught be industry professionals that have great insight that is shared with our school community.


    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 WMA says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What WMA says: There is physical education daily. We have two dedicated PE days and then other activities such as running club, Table Tennis, Dance or Yoga on other days.


    Religious Education
    • Approach to teaching religious and secular curricula

      Completely segregated
      Mostly segregated
      Completely integrated
      Mostly integrated
      Not applicable
    • Approach to teaching religion

      Scripture as literal
      Scripture as interpretive
    • What WMA says: This information is not currently available.


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

    What WMA says: This information is not currently available.

    Approach:
    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.

    Traditional

    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.

    Progressive

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


    What WMA says: This information is not currently available.



    Montessori ApproachModerately Orthodox

    CLASSROOM PRACTICES
    SCHOOL POLICIES: This information is not currently available.

    Whole-class lectures
    • Orthodox

      Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

    • Moderately orthodox

      Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

    • Moderately non-orthodox

      Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

    • Non-orthodox

      Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.



    Special education
    • Orthodox

      External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

    • Moderately orthodox

      External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

    • Moderately non-orthodox

      External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

    • Non-orthodox

      External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.



    Specialist classes
    • Orthodox

      We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

    • Moderately orthodox

      We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

    • Moderately non-orthodox

      We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

    • Non-orthodox

      We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.



    Modern-day technology
    • Orthodox

      Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

    • Moderately orthodox

      Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

    • Moderately non-orthodox

      Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

    • Non-orthodox

      Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.



    Overall approach : Whick option best describes your overall curricular approach?
    • Orthodox
      42% of schools

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

    • Moderately Orthodox
      34% of schools

      Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

    • Moderately Non-Orthodox
      11% of schools

      Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

    • Non-orthodox
      14% of schools

      Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.


    Teaching Assistants: This school uses teaching assistants.

    Preschool/K Curriculum Montessori

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

    Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.

    If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.

    If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

    What WMA says: Our main focus at WMA is to provide a safe, secure and happy environment. We encourage the child to be a self motivated, independent, kind individual who is excited to learn and does so at their own pace. Our staff are flexible, supportive, loving and enjoy every child's unique personality.


    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 WMA says about flexible pacing: Montessori classrooms and curriculum materials are grouped according to the principles of Dr. Montessori’s “Planes of Development”, which groups children according to observable developmental characteristics and needs. The children work in a non-competitive environment where helping each other, not measuring one’s self-worth in comparison to others’ abilities, is the goal.


    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 WMA says: This information is not currently available.


    Developmental Priorities Balanced

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

    What WMA says: This information is not currently available.


    Special Needs Support Limited

    Limited

    WMA offers limited support for students with learning difficulties or special needs.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties

    Gifted Learner Support No Support

    No Support

    WMA does not offer any specialized programming for gifted learners.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 7, Westside Montessori Academy students perform an average of No homework of homework per night.

    Nightly Homework
    PSK1234567
    WMA 0 mins0 mins0 mins0 mins0 mins0 mins0 mins0 mins0 mins
    Site Average2 mins6 mins16 mins18 mins24 mins29 mins34 mins40 mins54 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Prose (narrative)-based feedbackPreschool to 7
    Parent-teacher meetingsPreschool to 7

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesPSK1234567
    Non-lunch recessFrequency 2/day No recess No recess No recess No recess No recess No recess No recess No recess
    Location Outside Outside Outside Outside Outside Outside Outside Outside Outside
    Amount 45 45 45 45 45 45 45 45 45
    Lunch recessAmount 30

    What WMA says: This information is not currently available.



    Extracurriculars

    principal
    What WMA says:
    • In 2016-17 WMA started a Track & Field team for our Upper Elementary students. We participated in our first Track Meet on June 1st 2017 at Vancouver Technical Secondary School with several other school in the East Vancouver area. We are looking forward to expanding this program to also include cross country running and other events. Look out for the WMA Wolverines!

    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Ice Hockey
      Lacrosse
      Rowing
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
      Running
    • Clubs Offered
      Animation
      Art Club
      Audiovisual Club
      Band
      Choir
      Community Service
      Dance Club
      Musical theatre/Opera
      Robotics club
      Student Council
      Yoga

    Tuition & Financial Aid

    Tuition

    Day Day (Half day)
     
    PSK1234567
    Day$10,750$9,125
    Day (Half day)$5,050


    Discounts

    Discount TypeEnrollment TypeAmount
    Full payment all students$200
    Early paymentall students$150
    2nd child (sibling)all students5%
    3rd child (sibling)all students5%
    4th child (sibling)all students5%


    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 120
    Average enrollment per grade11
    Gender (grades)Preschool to 7 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    InterviewK - 7
    SSAT
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee

    Application Deadlines:

    Day students:
    Rolling


    What WMA says:

    Preschool, Kindergarten and Elementary admissions cycle differ slightly. Please visit our website for full details on our application process and deadlines.



    Acceptance

    Acceptance Rate:

    100%

    Type of student Westside Montessori Academy is looking for: It is expected that all individuals treat each other with respect and courtesy and conduct themselves in a manner that will promote safety and security for all. It is expected that all students and staff individual needs are honored and accepted.



    Student Entry Points

    Student TypePSK1234567
    Day Acceptance
    (Acceptance rate)
    10 - 15 (100%)4 - 8 (100%)1 - 4 (100%)1 - 4 (100%)1 - 4 (100%)1 - 4 (100%)1 - 5 (100%)1 - 4 (100%)1 - 4

    Notable Alumni

    highlights

    Alumni Highlights

    • WMA has added a grade level each year since opening in 2008. Our first elementary graduates left WMA in June of 2017, each being accepted to the High School Program of their choice, including the Van Tech Summit Program.

    Stories & Testimonials

    News

    "An atmosphere of learning and genuine care not found at other independent schools"

    WMA provides an atmosphere of learning and genuine care not found at other independent schools. It is interesting to see most of the children learn to respect each other very quickly. This is happening because of the guidance of the instructors. I could ramble on indefinitely. WMA equals love, understanding, growth and high learning. DONT STOP. THE FORMULA WORKS. This is not only the Montessori formula, it is the formula of the school.

    ...



    "The teachers have made a real effort to build a secure base for the children"

    In particular, I am impressed by the organization and communication with me as a parent. I feel that I always know what is happening at the school, and more specifically, what is expected of my child while she is in class. The teachers have made a real effort to build a secure base for the children, meaning they too understand what is expected of them at school both in terms of work, and behaviour.

    ...



    "We knew we had found a gem"

    “From the moment we walked into the Westside Montessori Academy preschool orientation we knew we had found a gem. The teachers are passionate about their program which is key in fostering a positive learning environment for children. They have found the perfect balance between presenting work to students individually and learning collaboratively in a group. “

    ...



    In the News

    News

    July 31, 2017 - Grade Seven at WMA

    This 2016-2017 school year is a celebratory year for us as we have reached our goal of having preschool to grade seven. ...



    Associations

    Associations
    • Federation of Independent School Associations (FISA) Associations


    Social Feeds






    Get more info

    Contact Name
    Sarah Gatiss-Brown

    Phone Number:
    click to view number


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