2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
2064 West 10th Avenue, Vancouver, British Columbia, V6J 2B3, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
2064 West 10th Avenue, Vancouver, British Columbia, V6J 2B3, Canada
5,530.9 km
7,662.7 km
1983
1993
200
54
Nursery/Toddler to 8
K to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Progressive
Varies
6 to 10
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$4,620 to $19,495
$32,500 to $40,000
Yes
Yes
0%
10%
1 to 8
K to 8
$0
$9,000
15
6
0%
0%
99%
75%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades K - 8
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 reportMadrona was founded in 1993 to address the specific needs of learners operating at the top of their peer group. Instruction is based in delivering the fundaments of literacy and numeracy, though it also builds out considerably from there. The school isn’t tiny, with an annual student body of 50-65, but the feel is very personal and individualistic given a low student-teacher ratio. Students are encouraged to follow their interests and grow into an understanding of a sense of responsibility and active participation in their education. At the moment the school offers the primary and elementary grades, though the intention is to continue building the program through the high school grades relatively soon. That’s something that enrolling families, given the strength of the program, are keen to see realized. A strong school community, one that welcomes parental involvement in the life of the school, is a primary draw. The ideal student is one who will thrive in a challenging, hands-on, collaborative learning environment.
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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
information not available
"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."
"Madrona is a small community of neurodiverse kids, families, and educators. Our K - Grade 8 school excels in providing a nurturing and joyful environment for the education of bright and gifted students. In embracing and celebrating their unique qualities, Madrona provides a safe environment for neurodivergent and neurotypical kids to flex their strengths and prepare them for the bigger world."
"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."
"At Madrona School, we understand that no two students learn the same way. Many of our learners are twice-exceptional (2e), meaning they have both advanced strengths and learning challenges. That’s why we focus on supporting the whole child, recognizing that strengths and struggles exist side by side and must be nurtured together.
A Personalized Approach That Works
With small class sizes and individualized learning, every student is truly known. We don’t require a formal diagnosis; what matters is understanding each child’s unique profile and creating an environment where they can succeed.
Our students often show a mix of traits: curiosity and deep thinking, sensitivity and emotional awareness, and neurodiverse ways of learning. We provide calm, flexible environments where students feel safe, engaged, and confident.
By combining academic support with strong social-emotional care, we help students build on their strengths while navigating challenges."
Information not available
"Madrona School’s commitment to personalized learning, whole-child development, and a deep respect for neurodiversity requires us to make clear, intentional tradeoffs. These decisions shape both our program and the experience families can expect.
We are a small, Kindergarten to Grade 8 school by design. Many of our students transition to other high schools after Grade 7, though we do offer Grade 8 for those who benefit from an additional year in a supportive, familiar environment before making that transition.
Our size allows for strong relationships, individualized learning, and a deep understanding of each student,but it also means we do not offer the scale, facilities, or breadth of programming found in larger schools. For example, we are not an athletic-focused school and do not have a traditional gym. Instead, we use local community spaces and parks, and access opportunities beyond our campus using our school bus."
"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!"
"Madrona School was started in September 1993."
"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."
"A strong fit for Madrona School is a student who benefits from a personalized, flexible learning environment and does not thrive in a traditional, one size fits all system. Many of our students are gifted or twice-exceptional (2e), with uneven learning profiles, advanced in some areas while needing support in others. They are often curious, creative, and capable of deep thinking, but may have felt misunderstood or overlooked in more conventional settings."
Information not available
"Madrona School is not the right fit for every child, and it’s important to be transparent about when another setting may be more appropriate. We would advise families to consider other options if their child requires consistent one-on-one support throughout the day, as Madrona does not provide dedicated individual aides."
"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."
"Many families arrive carrying uncertainty, often after difficult or discouraging school experiences. What stands out at Madrona is the immediate shift in atmosphere. Families choose Madrona because they feel an immediate sense of calm, belonging, and understanding when they visit. They see a school where children are known as individuals, not defined by grades or labels, and where educators genuinely listen and care. Madrona reflects that learning should be personalized, flexible, and responsive. Families value the balance of intellectual challenge and strong social-emotional support, especially for gifted and twice-exceptional learners. Small class sizes ensure no child is overlooked, and support is proactive. Just as important, parents find a like-minded community where they feel understood. What truly sets Madrona apart is the combination of this emotional connection with giving families something many have been missing: a place where their child belongs."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"Madrona School is generally seen by the public as a warm, highly personalized learning environment for students who don’t always fit the traditional school model, particularly gifted and twice-exceptional (2e) learners. Its image is rooted in being a place where children are truly understood, both for their strengths and their challenges.
People tend to associate Madrona with small class sizes, strong relationships between students and educators, and a genuine focus on the whole child, not just academics, but social-emotional well-being as well. There’s a sense that students at Madrona are “seen” in a way they may not have been elsewhere, which creates a feeling of relief and trust among families."
Information not available
"One of Madrona School’s most underappreciated aspects is its thoughtful approach to physical activity and experiential learning, despite not having a traditional gym or playground. While this may seem like a limitation at first, students actually spend ample time outdoors at local parks, staying active in a natural environment. Rain or shine, they are moving, exploring, and building resilience through real-world play that encourages creativity and social connection.
Madrona integrates off-site experiences into everyday learning. With access to our own school bus, students regularly participate in field trips that enrich classroom studies. These experiences are not optional extras; they are built into the program and included in tuition, ensuring all students benefit. This approach reflects a broader philosophy: learning happens everywhere. Madrona’s use of outdoor spaces and community-based experiences creates a more dynamic, engaging, and inclusive environment than a traditional gym."
Information not available
"One of the most surprising things families discover about Madrona School is the strength of the community. While they may initially come looking for academic support or a better fit for their child’s learning needs, they often end up finding something deeper, a genuine sense of belonging. Many parents share that, for the first time, they feel like they’ve “found their people.” There is a shared understanding among families, which creates a supportive, connected environment not just for students, but for parents as well.
Families are also often surprised by how much learning extends beyond traditional expectations. What may look less structured on the surface is, in reality, highly intentional and responsive. Students are deeply engaged in their learning, and growth happens in ways that aren’t always captured by conventional measures."
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"Madrona School’s recent improvements reflect a continued commitment to personalized learning, whole-child development, and meaningful, real-world experiences for students.
One key area of growth has been expanding our use of community-based learning. We have increased the number and variety of field trips and off-site experiences, supported by our school bus, allowing students to connect their learning to the world around them in more tangible ways. These opportunities are intentionally integrated into the curriculum and included in tuition, reinforcing our belief that learning should extend beyond the classroom.
We have also strengthened our focus on social-emotional learning and student support. With small class sizes and a responsive approach, we’ve continued to refine how we support students in developing self-awareness, emotional regulation, and self-advocacy skills, essential for many of our gifted and twice-exceptional learners."
Information not available
"We have developed a continuous improvement plan that will play a role in our new strategic plan for the upcoming year."
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.
At Madrona School, we believe that exceptional learners thrive when they are truly understood.
Serving students from Kindergarten through Grade 8, Madrona is a small independent school specializing in the education of bright, gifted, and twice-exceptional learners. We provide a personalized, strength-based approach that supports students academically, socially, and emotionally, helping them develop the confidence, self-awareness, and skills needed for long-term success.
We recognize that giftedness and learning differences often coexist. A student may demonstrate remarkable strengths in one area while requiring targeted support in another. Madrona’s low student-to-teacher ratio, flexible learning environment, and individualized programming allow us to meet students where they are and support their unique patterns of growth and development.
Our philosophy is rooted in educating the whole child. Social-emotional learning, self-advocacy, creativity, communication, and critical thinking are intentionally woven into daily life at the school. We cultivate an environment where students feel seen, connected, challenged, and inspired to engage deeply in their learning.
Learning at Madrona extends well beyond the classroom walls. Through outdoor education, community-based experiences, and curriculum-connected field studies, students build resilience, adaptability, curiosity, and meaningful connections to the world around them.
Our students go on to other independent schools and specialized secondary programs with strong academic foundations, increased confidence, and a deeper understanding of themselves as learners. We partner closely with families to thoughtfully support each student’s transition and next educational step.
At its core, Madrona offers a dynamic and compassionate alternative for students who may not thrive in conventional educational settings, but who flourish when given flexibility, understanding, and the opportunity to learn in ways that reflect who they are.
Progressive
Information not available
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.
Not applicable
BHMS offers a Christian based Montessori education in a safe community where infants to young adolescents are encouraged to reach their full developmental potential.
Madrona School’s curriculum is built around a personalized, whole-child approach, designed to meet the needs of bright, gifted, and twice-exceptional learners. Instruction takes place in small, flexible groupings, typically 6 to 10 students. Alongside the BC Curriculum, students engage in a broad, interdisciplinary program that may include art, music, philosophy, current events, and technology. This approach encourages curiosity, critical thinking, and meaningful connections across subjects. Madrona serves a diverse range of learners. While some students have formal gifted designations, many do not. What they share are unique learning profiles, with strengths in some areas and challenges in others. Differentiation is embedded in daily practice, and students are supported to advance in areas of strength while receiving guidance where they need it most. The goal is for students to feel engaged, understood, and confident, arriving at school ready to learn and leaving each day with a strong sense of academic and social fulfillment.
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.
Our mathematics program follows the BC curriculum but allows students to move ahead to the next math grade level once they have mastered the essential skills and understandings of their current math grade level. Using a curriculum-aligned program students work on those essential skills. Students are also presented with novel and often complex real-life problems and are encouraged to find different ways to solve these. In doing so, they hone their critical thinking skills and discover how mathematical concepts and understandings can be applied to real world problems. Several of our students enjoy participating in the Gauss math contest.
Jump Math is fully aligned with the BC Curriculum
Information not available
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.
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.
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.
To ensure that our students have solid foundational reading skills, we use a research-based reading approach that emphasizes phonics. This program incorporates multi-sensory learning and allows students to progress at their own pace. In addition, our students have access to a library of leveled books to practise their early reading skills. To foster the enjoyment of more elaborate, sophisticated stories and literature, teachers read to their students daily and encourage age-appropriate literary discussions.
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
In the primary grades, there is equal emphasis on the mechanics and conventions of written communication as well on the creative aspects of writing. Students learn to form their letters correctly and write legibly and are encouraged to check for spelling and punctuation when submitting work. However, the application of those skills to creative and holistic writing tasks is also emphasized. These writing tasks can range from journal entries to poems to paragraphs. Students are encouraged and supported in generating ideas, making an outline, creating a draft, editing that draft, and finally publishing a good copy of their written work.
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.
Hands-on projects and experiments guided by a science specialist with expertise at the highest levels offer invaluable learning experiences. These interactive sessions focus on applying the scientific method, allowing students to engage in critical thinking and practical problem-solving. Through this approach, participants not only learn theoretical concepts but also gain practical skills by conducting experiments that reinforce their understanding of scientific principles.
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
Zoology
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
Our approach to teaching literature combines literary analysis that looks at text elements and structure with a critical thinking approach rooted in social context and through a social justice lens.
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
Thematic
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 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.
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.
Our school follows the BC curriculum for Social Studies. This curriculum is enriched by incorporating in-depth individual and group projects, thematic class-wide inquiry-based learning to extend the topics introduced in the curriculum, and the exploration of current events.
Pragmatism
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.
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.
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).
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
Information not available
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.
Our students learn Art through practical lessons, while Music and Visual Arts are taught in a way that encourages self-expression and creativity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
Computers serve as valuable tools for research and adaptations in education. Some students require adaptations, such as voice-to-text software, to successfully complete their schoolwork. Additionally, computers are used to support an augmentative approach to learning.
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.
Madrona students engage in regular physical education (PHE) sports and games, as well as enrichment activities aimed at helping them discover an athletic pursuit they enjoy. They participate in activities such as gymnastics, kayaking, soccer, and martial arts. Additionally, students are outside every day at least twice a day.
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.
Many of the children who come to Madrona at Kindergarten age are already demonstrating high interest in reading, creative expression, and/or mathematics. We do not push students; however, we support and encourage children who are ready and eager to surge ahead in developing their skills. Our Kindergarten program focuses on celebrating areas of children’s strength, while offering a supportive environment to develop a balance between academic, social-emotional, and creative ability and confidence.
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.
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.
Students work in small, flexible groups for core subjects. In mathematics, placement is based on each child’s current level of understanding rather than grade alone. Teachers reassess and adjust these groups to ensure every student is appropriately challenged, supported, and positioned for a positive, engaging learning experience.
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.
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.
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.
Madrona School’s academic culture is supportive, personalized, and rooted in the understanding that every child learns differently. Serving bright, gifted, and twice-exceptional students, we focus on meeting learners where they are academically, socially, and emotionally. Students are encouraged to build confidence, resilience, and self-advocacy skills while exploring their strengths and interests. Learning is often deeper and more flexible than in traditional classrooms, with inquiry-based and project-driven opportunities that encourage curiosity and critical thinking. At the same time, students receive support in areas where they may struggle.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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).
At Madrona, the primary focus is intellectual development. Students are encouraged to think deeply, ask questions, and engage meaningfully with ideas, building curiosity, independence, and a lasting love of learning. Emotional development, while secondary, is essential. The school recognizes that students learn best when they feel supported, understood, and confident. By fostering self-awareness and resilience, Madrona creates an environment where students are willing to take academic risks and persist through challenges. Rather than treating these as separate priorities, Madrona sees them as interconnected. Strong emotional well-being enables deeper intellectual growth, while meaningful academic engagement builds confidence and purpose, supporting the development of the whole child.
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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Every student in our school has a Competency-Based, Strength-Based Individual Education Plan that is reviewed regularly. At the start of the school year, all students are asked to fill out a personal student profile. Parents and teachers also fill out a version of the student profile. Students in grades K-8 also take part in a series of formative assessments in the areas of math, reading, and participate in a school-wide write. In consultation with parents, the School-Based Team, and Head of School, students who meet the criteria for funded categorical designations are provided with services to support their diverse learning needs. These services may include EA support, speech-language pathologist, Orton-Gillingham tutor, and a school counsellor. Most students at Madrona are neurodivergent and have diverse abilities.
Throughout the year, classroom-based assessments are used to determine students’ strengths and identify areas of challenge. Every effort is made to identify and support those students experiencing difficulties as early as possible. Once a challenge is recognized, a systematic, targeted in-class intervention is put in place. If the student continues to struggle, a referral is made to the school-based team, and the intensity and frequency of intervention and support increases. If challenges persist, the School-Based-Team discusses the needs of those students experiencing persistent academic or behaviour difficulties and examines further educational intervention options (e.g., through interviews, file-review, observations, and assessment). If deemed necessary, the school-based team will recommend further assessment.
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
K - 8
0%
10%
$0
$9,000
99%
75%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades K - 8
No
No
No
No
No
No
No
No
No
No
Most students at Madrona are: - between five and fourteen years old - very bright, with some who are extraordinarily gifted, has one strength - in possession of a deep passion for learning Additionally, our incoming students may be: - introspective, shy, or in need of support to boost their self-esteem - particularly sensitive - confident leaders - struggling with minor behavioural difficulties due to a lack of appropriate challenge in their current environment - coping with one or more learning disabilities or presenting asynchronous development (highly gifted in one area but behind in another
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.
Admission to Madrona typically follows these steps:
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