2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
19533 64th Avenue, Surrey, British Columbia, V3S 4J3, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
19533 64th Avenue, Surrey, British Columbia, V3S 4J3, Canada
5,530.9 km
7,648.0 km
1983
2024
200
730
Nursery/Toddler to 8
K to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Progressive, International Baccalaureate
Varies
18 to 25
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$4,620 to $19,495
$11,315 to $26,920
Yes
No
0%
0%
1 to 8
None
$0
$0
15
56
0%
0%
99%
32%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 6, 9, 10, 11, 12
information not available
information not available
Rolling
Jan 15, 2027
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades K - 12
No
No
information not available
information not available
Every school is unique, and BHMS is a particularly good example of that. It’s a Montessori program, and a faith-based school, though in both of those areas it charts its own unique approach. The school rightly prizes the relationship it has with the families that enroll, bringing them into the life of the school. Parents are drawn by the values that inform the delivery of the curriculum, as well as a focus on empathy and an appreciation of diversity within the school and beyond. While a smaller school, BHMS nevertheless offers a good breadth of extracurricular activities, which is also a principal draw.
View full reportCrescent Heights Academy is an inclusive, future-focused independent school dedicated to developing well-rounded, globally minded learners. It combines strong academic foundations with a vibrant community spirit. An IB PYP and MYP candidate school, Crescent Heights combines inquiry-based learning with personalized attention, supported by small class sizes and affordable tuition. The school’s CARE philosophy (Character, Abilities, Relationships, and Exploration) guides its holistic approach, nurturing both intellect and empathy. Students benefit from arts, music, theatre, and outdoor education programs, as well as digital literacy and Advanced Placement (AP) courses, which are offered in senior grades. With a new, purpose-built 110,000-square-foot campus planned for 2027, the academy is poised to expand its offerings while maintaining a close-knit environment where every student is known and valued.
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"incredible memories"
Danilla Xing - Alumnus (Oct 20, 2017)
When I think back to my time at Bishop Hamilton Montessori School I have nothing but incredible memo... View full review
"a chance to grow at her own speed"
Marie Bordeleau - Parent (Jan 24, 2018)
Our daughter loves BHMS. She is challenged and engaged by the lessons and the activities, and inter... View full review
"able to follow my own interests and passions"
Silvie Cheng - Alumnus (Jan 24, 2018)
What stands out most from my time at BHMS was how freely I was able to follow my own interests and p... View full review
"Communication with parents is thoughtful and consistent, and we’ve always felt informed, supported, and heard."
vivienne Wang - Parent (Jul 16, 2025)
Our daughter has had a truly positive and enriching experience at Crescent Heights Academy. What she... View full review
"The school focuses on guidance rather than punishment, helping students learn from their mistakes while still maintaining clear expectations."
Betty Li - Parent (Jul 23, 2025)
Our child has had a very positive experience at Crescent Heights Academy. From the beginning, we’v... View full review
"It’s clear that they genuinely care about each student’s well-being and development, and lead with both heart and vision."
Elizabeth Garner - Parent (Aug 08, 2025)
Our experience at Crescent Heights Academy has been incredibly positive and transformative for our c... View full review
"Bishop Hamilton Montessori School, a not-for-profit school, provides a Christian Montessori approach since 1983 with programs for children 3 months to 14 years. Our success is built around our commitment to the academic, spiritual, physical and social growth of each student, which is the foundation of our educational approach. The breadth of our programs include enriched French, Science and Music. BHMS develops students with 21st century skills, to live in the real world."
"Crescent Heights Academy prepares future-ready citizens. Students engage in arts programs, including music, drama, and visual arts, fostering creativity and self-expression. Experiential learning opportunities, such as class trips, community engagement, and project-based learning, further enrich the student experience. Our holistic approach ensures that students are well-prepared for post-secondary education, with a 100% acceptance rate into universities and colleges."
"Montessori is child-centred form of education that helps students cultivate a love for learning. The Montessori Method was developed by Dr. Maria Montessori in the early 1900s. She believed children learn better when they get to choose what to learn. Here at Bishop Hamilton Montessori School, her philosophy is alive and well.
Bishop Hamilton Montessori School is a CCMA accredited, not-for-profit independent school. We are an authentic Montessori school offering a Christian component . Since 1983, we have provided a high-quality education to generations of children in the Ottawa area."
"Crescent Heights Academy stands out not only for our commitment to academic excellence but also for our emphasis on fostering a strong sense of community and parent partnership.
We cultivate a learning environment where every student feels acknowledged, heard, and respected for their unique identity. We prioritize building strong relationships between teachers, students, and families, creating a sense of belonging and trust that allows for deeper connections and a better understanding of each child’s needs.
Our CARE philosophy aims to nurture well-rounded individuals who not only excel academically but also possess strong Character, essential Abilities, meaningful Relationships, and a deep understanding of the world through Exploration,"
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"At Crescent Heights Academy, we prioritize academic excellence by focusing our resources on a select number of core subjects. This strategic approach allows us to provide exceptional teaching and personalized learning experiences that best support our students' growth and development. Our emphasis on fostering a sense of belonging involves investing in inclusivity and community-building initiatives. While these efforts may occasionally take precedence over highly specialized programs, they are integral to creating a supportive and cohesive school environment where every student feels valued and connected. We are committed to making thoughtful and ethical decisions, even when they require more time or resources compared to quicker, less rigorous alternatives. This commitment ensures that our students receive an education grounded in honesty, responsibility, and respect, preparing them to navigate the complexities of the world with strong moral principles."
"In January 1983 Bishop Hamilton School opens a not for profit Christian school with 6 Casa students. The school is named after the first Anglican bishop of Ottawa, the Right Reverend Charles Hamilton. In 1997 BHS celebrates 15 years, with over 230 students, toddler to grade 8.
In 2005 founder and Principal, Elaine Hopkins retires & Alison Goss is the School Director. In 2008 BHMS celebrates 25 years and the school became Bishop Hamilton Montessori School. In 2010 Renette Sasouni becomes the School Director. In 2015 BHMS opens an Infant program. In 2023, BHMS celebrates 40 years!"
"Crescent Heights Academy was established in 2024 through the merger of Fraser Valley School and Diamond School, both esteemed independent institutions in Surrey, BC. This union reflects a shared commitment to fostering an inclusive, academically rigorous environment that emphasizes character development and community engagement. Looking ahead, Crescent Heights Academy is excited to announce plans for a new, state-of-the-art campus, set to open in fall 2027. The proposed 110,000 square foot facility will accommodate students from Kindergarten through Grade 12. This development underscores the academy's dedication to providing a dynamic and supportive learning environment for all students."
"Bishop Hamilton Montessori School prepares students to live in the real world. Our students become leaders, lifelong learners, and independent thinkers who have a social conscious and a secure relationship with God. These qualities are possible due to our strong partnership with parents. Families who get the most out of their time in our school are families who share the same values."
"At Crescent Heights Academy, we cultivate a learning environment where students are encouraged to explore their curiosity, feel a strong sense of belonging, and uphold integrity in all their endeavors. Our ideal students are inquisitive, collaborative, and open-minded individuals who embrace challenges and value diverse perspectives. They are adaptable, globally aware, and committed to both academic and personal growth. Families who resonate with our mission actively support their children's development, fostering a community that values inclusivity, character, and partnership in education."
Information not available
"At Crescent Heights Academy, we recognize that our focused academic offerings and personalized approach may not align with every family's educational preferences. Families who prioritize a more traditional educational model, seek specialized programs we do not offer, or prefer a larger student body may find other institutions better suited to their needs. Additionally, as a small school, we currently lack the resources and capacity to support students with extensive learning needs. By being transparent about our unique offerings and limitations, we aim to ensure families can make informed decisions that align with their values and goals."
"A high percentage of our new families come to us through word of mouth! We appeal to parents who know they want Montessori and want a Christian presence for their children."
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"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"At Crescent Heights Academy, we are committed to ensuring that each student not only understands themselves but is also genuinely recognized and valued. We strive to create a safe and nurturing environment by fostering meaningful relationships among a diverse and inclusive community of internationally-minded learners. Through a collaborative and supportive atmosphere, we encourage inquiry, healthy living, and a passion for lifelong learning."
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"At Crescent Heights Academy, we prioritize student agency by offering a diverse array of co-curricular activities that evolve with our students' interests. From language acquisition and design to math support, our programs are designed to support students' passions and foster a sense of belonging. Senior students play a pivotal role in producing events, contributing to theatre productions, and designing our annual yearbook, ensuring that our co-curricular offerings remain dynamic and student-centered."
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"At Crescent Heights Academy, families quickly recognize our welcoming atmosphere and strong sense of community. Parent-led committees actively plan and volunteer at school events, fostering a collaborative environment. Teachers and school leaders are approachable and eager to engage with families, partnering in their child's education. This sense of belonging is central to our educational philosophy. When students feel truly known—understood for their strengths, challenges, and unique qualities—they experience a deep sense of acceptance and confidence. Research indicates that students in schools with a strong sense of community are more likely to be academically motivated, act ethically, and develop social and emotional competencies"
Information not available
"Crescent Heights Academy has introduced several enhancements to enrich the student experience. These include the introduction of new athletic uniforms and the expansion of team-based divisional offerings, providing students with a balanced and engaging program that complements their academic pursuits. We will continue to expand the junior and senior athletic programs as our school grows."
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"Crescent Heights Academy is set to unveil a purpose-built campus designed by KMBR Architects, scheduled to open in fall 2027. This forward-thinking facility will embody our commitment to collaboration, innovation, and sustainability, aligning with our core design principles of fostering relationships, community, natural light, and wellness. The design reflects contemporary educational trends, emphasizing flexible, adaptable spaces that promote health and well-being. By integrating renewable materials and creating environments that inspire new ways of learning, the new campus aims to provide a supportive atmosphere where students and faculty can thrive in an ever-evolving educational landscape. As Crescent Heights Academy continues to grow, the development of our new purpose-built facility will enable us to expand and diversify our course offerings. This expansion aims to provide a broader range of academic programs, enhancing the educational experience for our students."
Since opening our doors in 1983, the National Capital Region has come to recognize Bishop Hamilton Montessori School as a leader in education beginning at 3 months of age and continuing through to grade eight.
As School Director, I am proud of our student-body and the BHMS community at large. The school community has created an environment that strives for excellence not only within the classroom but also when looking outwards to the world around them. BHMS students and graduates come to appreciate the vast and diverse world around them through studying different cultures and through participating in charities both locally and internationally.
The value of learning Christian principles and charity in the context of a multicultural and religiously diverse student body prepares students to partake fully in the Canadian cultural mosaic. By stressing the importance and interconnectedness of people around the world, students also learn about the interconnectedness of the subjects that they study, thus fortifying BHMS’s academic excellence. Through this model, students aspire to become well-rounded citizens from an early age; this aspiration serves to motivate students to develop a passion and hunger for knowledge that they will carry with them through life.
Selecting a school that focuses on your child’s academic, social and spiritual growth is one of the most important decisions that you will make. Bishop Hamilton Montessori School looks forward to partnering with you every step of the way.
Together we can unlock your child’s potential.
Choosing the right school is a significant decision, and we trust that the information on our site will help you determine if Crescent Heights Academy is the best fit for your family. When you select our school, you join a community of students, parents, faculty, and staff who share common values and a collective vision. Please know that in this nurturing environment of CHA, our students are known and cared for; this is our core mission.
At Crescent Heights Academy, we pride ourselves on fostering a caring community that adopts a holistic approach to your child’s education. Our learning environment spans from Kindergarten to Grade 12, and we are committed to preparing future-ready learners for their next steps in growth and contribution beyond our halls. Our faculty and staff possess the expertise to meet the diverse learning needs of early learners, adolescents, and mature high school students alike.
Through our caring philosophy, we focus on all aspects of your child’s development. Our unique programming emphasizes character development with intentional attention to international mindedness, global and indigenous perspectives, and a strong expectation of respect. As a parent, it is essential that a school’s values align with your family’s values and support your efforts to nurture your child. As you peruse this website, we hope that you see our values shared and lived.
Additionally, Crescent Heights Academy places a strong emphasis on building healthy relationships, ensuring that our students thrive socially and emotionally. Through varied strategies for building wellness, self efficacy and agency, and through exposure to learning engagements that require collaboration and teamwork, our learners emerge with a good sense of self. In essence, they know themselves, and have learned to care for themselves.
We value and expect contributions from our learners, believing that their input enhances both their classrooms and their friendships. We aim for them to become individuals of positive impact, starting at a young age and expanding that influence as they mature. Our hope is that each graduate develops an intrinsic desire to act and contribute meaningfully to their communities. At Crescent Heights Academy, we strive to develop change makers; we believe our graduates will strengthen their region, province and ultimately our country of Canada.
We encourage you to visit our school and ask questions to further understand and appreciate this learning environment and how it may be the best fit for your child and your family.
Laurel Middelaer
Head of School
Progressive
International Baccalaureate
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. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
BHMS offers a Christian based Montessori education in a safe community where infants to young adolescents are encouraged to reach their full developmental potential.
We follow the International Baccalaureate (IB) Primary Years Programme (PYP), from kindergarten to grade 5. Crescent Heights Academy is a candidate school* for the MYP. This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The math materials, like all other classroom materials, focus first on the concrete and then move toward abstraction. Students first focus on the numbers one to ten, mastering quantity, then the symbol and finally associating the two. A complete comprehension of this first stage is essential as it lays a solid foundation for future work in the decimal system. Students are exposed to the operations of addition, subtraction, multiplication and division before they leave the Casa program. There are five strands in the Ontario Grade 7 & 8 Curriculum. Our program meets and exceeds the requirements for both levels, not only by incorporating material from grade 9, but also by requiring students to conduct higher order thinking in math seminar and math projects.
Information not available
Information not available
Information not available
Whole Language
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.
Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
In the language portion of the curriculum Casa students begin by identifying sounds and later associating them with letters. Later, students apply this knowledge to phonics and reading. In the Montessori system students first learn to write and then to read.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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.
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.
Information not available
Information not available
Inquiry
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.
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.
Science is an integral part of the Montessori classroom curriculum from Casa through Junior High. As students join the Senior Elementary classroom they are introduced to an enriched science program conducted by the science specialist in a carefully designed student-friendly laboratory. In this environment students conduct a variety of experiments, learning about such topics as biology, physics, optics, anatomy, astronomy, genetics, and aerodynamics. This hands-on approach to learning what is often only taught through textbooks instills in students a passion for exploration and discovery. Since research at BHMS is not limited by age, only by imagination, students are able to conduct independent research on topics of personal interest. They then present their conclusions in local and regional science fairs where BHMS consistently rates among the top schools in the region.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Literature at Crescent Heights takes a global, inquiry-driven, and analytical approach. Students are encouraged to explore texts from diverse cultures, genres, Indigenous perspectives, and historical periods, while building strong skills in critical thinking, interpretation, and effective communication.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Throughout the elementary program students are exposed with increasing detail to the Great Stories: Creation of the Universe, Timeline of Life, Timeline of Humans, The Story of Numbers and The Story of Language. Montessori lessons address reading, writing, mathematics, geometry, physics, chemistry, biology, economics, history, art, geology and geography. The Montessori concepts and skills development are an enriched program with a lot of scope.
Information not available
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
BHMS offers an adolescent program within the context of the regular Montessori school, providing a supportive learning environment specially tailored to meet the needs of adolescents. Happy and healthy teenage experiences are essential for developing the coping skills and knowledge for successful adulthood. To this end, the integrated program of study for the BHMS Junior High follows Dr. Montessori’s Educational Syllabus for the adolescent: Self Expression: Music, Writing Workshops & Language Arts, Art, Physical Education Psychic Development: Moral Education, Mathematics, Languages (French) Preparation for Adult Life: Study of the Earth & Living Things (Physical Geography, Biology, Anatomy, Astronomy) Study of Human Progress & the Development of Civilization (Physics, Chemistry, Engineering, Genetics, History of Science & Technology) Study of History of Humanity (History of Exploration & Settlement, Political Geography, Environmental Studies, Religion, Peace & Conflict Studies, Law & Government, Literature/ Novel Study, National history & Current Events).
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The study of French is of utmost importance at Bishop Hamilton Montessori School where students begin their daily language study while still in the Casa program. As students progress through the levels their mastery of the language intensifies as does their understanding of Francophone culture and literature. Harnessing Ottawa’s geographic location and bilingual nature the French program conducts field-trips, culminating in annual trips to visit nearby Francophone cities of Montreal and Quebec in grades six through eight. Students graduating from grade eight of the Junior High program have successfully completed the French immersion language curriculum that is introduced at grade 10 in the public immersion system. By moulding students’ linguistic capabilities from such a tender age, and in small-group settings, they are able to become fully assimilated into the bilingual mosaic of Canada’s National Capital Region.
Beginning in Kindergarten, students engage in core French instruction as part of the foundational curriculum. Beyond this, co-curricular opportunities to explore additional languages are available, fostering both linguistic development and intercultural understanding. By Grade 12, students may further refine their skills through the French Language Acquisition elective, supporting advanced proficiency and global awareness.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Beginning in the Casa level and beyond, students meet with the Music Specialist where they are introduced gradually to music theory and expression. In grade 4 students begin exploring different musical instruments and, later, are integrated into the school band. Additionally, vocal skills are honed and refined through learning and performing choral music. The BHMS passion for music and performance is evidenced through annual concerts that bring together students of all ages, as well as the staging of some popular musicals, complete with set design, costuming, and theatrics, all developed by the students. Creative expression is an important outlet for students. The Art curriculum aims to inspire students to express feelings, ideas, and issues using a variety of medians such as: two and three dimensional forms and Multimedia Art. Students learn to apply the critical analysis process to communicate feelings, ideas and understanding of Socio-cultural and Historical Contexts.
Involvement in the arts fosters a deeper understanding of cultural and historical contexts, promoting an inquiring and empathetic worldview. It challenges and enriches personal identity, while also building awareness of aesthetics in a real-world context. This encourages a well-rounded and culturally aware perspective.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
It is our goal that our learners are thoughtful with technology as a tool for inquiry, for the collection of evidence, for innovation and as a foundation for presentation. It inspires critical thinking that enables us to problem solve and take responsive action.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students at BHMS learn from a young age that a healthy mind thrives in a healthy body. Once students reach the third year of Casa they progress to classes lead by the physical education specialist in our gym or outside. These classes, taught three times weekly, teach the importance of exercise as part of a routine, the rules of certain sports and good sportsmanship. Students participate in city-wide sporting events as well as in athletic competitions with other schools. The Junior High Physical and Health Education program, taught in French and English, introduces a variety of sports, games, and outdoor pursuits. We participate in cross-country running, soccer, floor hockey, track and field, as well as, an extensive cycling program. The health curriculum uses the Ontario curriculum documents as a guide.
Information not available
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Students progress and learn at their own pace. For this reason fast learners are not held back and slower learners are not frustrated by their inability to keep up. Classrooms consist of mixed ages 3 to 6 and provide a family life setting where learning takes place naturally. This approach recognizes learning as a social process and provides opportunities for older students to mentor the younger ones. The curriculum develops spoken and written language, reading, mathematics, the natural sciences and the arts.
Play in our kindergarten classroom is adaptive to learners’ needs, involves choice, promotes agency, provides rigorous opportunities for inquiry into both important concepts and personal interests, and develops social skills. Opportunities for play are balanced between open ended free play and centers for reinforcing specific learning (which may include literacy and numeracy centers).
Accelerated
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.
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).
In numerous subject areas, rubrics—comprehensive frameworks outlining criteria aligned with specific learning objectives—are employed to guide instruction and assessment. By articulating clear expectations, these rubrics empower students to reflect on their progress, identify areas for growth, and engage more deeply with challenging learning opportunities.
Rigorous
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.
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”.
The School works collaboratively with parents teachers and students to foster the development of each child. The outcome of this partnership is our Portrait of a Graduate which consists of following skills and attributes: academically prepared, leader, independent thinker, intrinsically motivated, socially responsible, respecter of all persons, competent learner, confident, creative thinker, collaborative worker, protector the environment, engaged community citizen, secure with their relationship with God. Portrait of a Graduate illustrates the skills and attributes BHMS students can develop when parents and teachers work collaboratively to foster the development of their child’s academic, social, emotional, and spiritual development.
Our academic culture emphasizes strong foundational skills alongside alignment with provincially measured rubrics. Students are expected to demonstrate consistent effort, accountability, and a commitment to growth in all subject areas. We prioritize literacy, numeracy, and critical thinking, ensuring students meet or exceed grade-level expectations while developing confidence and independence. Clear expectations, structured support, and regular feedback help guide student progress. At the same time, we encourage curiosity, resilience, and a willingness to take on challenges. This balanced approach supports both academic achievement and the development of lifelong learning habits.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
The academic, spiritual, physical and social growth of each student is achieved through two methods: the Christian message of the Catechesis of the Good Shepherd and the Montessori approach as outlined by the Association Montessori Internationale and the Canadian Council of Montessori Administrators (CCMA).
We take a balanced, whole-child approach that prioritizes each student’s emotional, social, and physical well-being alongside their academic growth. At Crescent Heights Academy, students are encouraged to develop self-awareness, confidence, and a strong sense of personal responsibility. They learn to understand their needs, build healthy relationships, and care for themselves and others. We recognize that, at times, students may face challenges that require additional support, and we value the importance of accessing appropriate care when needed. Our goal is to nurture resilient, empathetic, and self-aware individuals who are equipped to navigate life with confidence and integrity.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We provide a modest level of academic support designed for students who are able to work with a high degree of independence. When learning challenges emerge, we collaborate with families to monitor progress, implement classroom strategies, and recommend external supports where appropriate. Our goal is to ensure each student is set up for success within our program. If a student has a clinically diagnosed learning disability that requires significant or specialized intervention, we would have an open and honest conversation with the family to determine whether our setting is the right fit. In some cases, a program with more comprehensive support services may be better suited to meet the student’s needs.
We provide a modest level of academic support designed for students who are able to work with a high degree of independence. When learning challenges emerge, we collaborate with families to monitor progress, implement classroom strategies, and recommend external supports where appropriate. Our goal is to ensure each student is set up for success within our program. If a student has a clinically diagnosed learning disability that requires significant or specialized intervention, we would have an open and honest conversation with the family to determine whether our setting is the right fit. In some cases, a program with more comprehensive support services may be better suited to meet the student’s needs.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
1 - 8
9 - 12
0%
7%
$0
$0
99%
32%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 6, 9, 10, 11, 12
Rolling
Jan 15, 2027
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades K - 12
No
No
No
No
No
Yes: grades 1 - 12
No
Yes: grades 11 - 12
No
No
Crescent Heights Academy is not just a school; it's a transformative journey where education meets compassion, knowledge meets character, and students emerge not only academically proficient but also socially conscious, empathetic, and ready to make a significant impact on the world. Students and families who embody the values of belonging, resilience, integrity, collaboration, kindness, and service exemplify the core principles that align most closely with the foundational values of Crescent Heights. Enrollment is typically extended to students who have demonstrated a higher level of academic and social understanding through our assessment process.
We admit students throughout the school year if space is available. The admission process at BHMS consists of the following: A School Tour following the initial inquiry, provides parents with an opportunity to visit our school, see our facility, and meet with our staff. The Director of Admissions will provide prospective parents with a Parent Information Package and review its contents. The Information Package contains information about our school and includes: BHMS Program Guide, Parent Handbook, Parent/School Partnership Agreement, Financial Handbook, Application for Enrolment and information about School Uniforms. A meeting with the School Director is held who will address additional parent inquires and determine a mutual fit for the family and BHMS. The decision for acceptance of enrolment to BHMS is made by the School Director. Parents inform BHMS Director of Admissions their intent to enrol and complete the Application for Enrolment. Director of Admissions forwards Enrolment Contract for parent review and coordinates a meeting with parents to finalize enrolment.
The Application Process
Kindergarten
Applicants who are not offered admission will be placed on a waitlist for cancellations and considered for Grade 1 for the following academic year.
Grades 1 to 12
Applicants to grades 1-12 are assessed before an interview. Not all applicants receive a Candidate Offer and proceed to the interview stage. The process ensures a suitable match for our program.
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