2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
909 Mt Pleasant Road, Toronto, Ontario, M4P 2Z6, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
909 Mt Pleasant Road, Toronto, Ontario, M4P 2Z6, Canada
5,530.9 km
5,689.8 km
1983
1994
200
133
Nursery/Toddler to 8
Nursery/Toddler to 4
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Montessori
Varies
Varies
Learning, Developmental, Behavioral
In-class adaptations
$4,620 to $19,495
$17,609 to $30,104
Yes
No
0%
0%
1 to 8
None
$0
$0
15
15
0%
0%
99%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
No
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.
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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."
"At Manor Montessori, programs are thoughtfully designed to build on each other, creating a strong foundation for success at every stage. With long-tenured, experienced staff across two North Toronto campuses, we offer a connected Montessori experience grounded in authentic AMI principles and materials. A focus on early reading, writing, math, low ratios, and an outstanding French program. Manor is an authentic educational environment for all our students ages 18m–Gr. 4—where children reach their full potential."
"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 Manor Montessori, we educate the whole child. While strong academics are a priority, we place equal emphasis on developing resilience, independence, confidence, and emotional well-being. Through authentic Montessori materials, a carefully prepared environment, and individualized guidance, students learn by doing, exploring, and progressing at their own pace. Teachers know each child well and provide the right balance of challenge and support. Instead of relying on external rewards or pressure, children develop intrinsic motivation, problem-solving skills, self-discipline, and a genuine love of learning. This approach helps reduce anxiety, builds confidence through mastery, and encourages students to take responsibility for their learning and persevere through challenges.
The result is that Manor graduates are academically strong, confident, adaptable, and resilient—ready for wherever they go next, whether that is a private school, French Immersion program, or their community school."
Information not available
"At Manor Montessori, our commitment to authentic Montessori education and whole-child development requires intentional tradeoffs.
We prioritize individualized, self-paced learning over standardized, whole-class pacing. Students progress when they are developmentally ready, which means learning paths differ but mastery is deeper and more secure.
We also prioritize hands-on Montessori materials over worksheets, testing, and heavy use of digital programs. This builds stronger conceptual understanding and long-term retention, even though it may look less traditional.
In the early years, we limit the role of technology in favour of real-world, sensory, and experiential learning, supporting focus, independence, and communication.
Finally, we balance academics with emotional development and independence. We believe this leads to more resilient, confident, and capable learners in the long term."
"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!"
"Manor Montessori’s identity is rooted in grassroots beginnings and steady, intentional growth within the community. The school began in a local church space, where Dana Stewart and Janet Miklas built a program grounded in authentic Montessori principles, educating the whole child and a clear academic focus supporting every child’s success.
As demand grew, a key milestone was the purchase of the South DeSavery location in 2003, allowing the school to better serve an expanding community while maintaining its hands-on, child-centred approach. Continued growth led to the 2015 purchase of the North Mt. Pleasant property.
Throughout this evolution, Manor Montessori has remained committed to educating the whole child through individualized, experiential learning and strong academic foundations. From its grassroots beginnings to today, the school has grown thoughtfully, prioritizing educational integrity and authentic Montessori principles."
"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."
"Manor Montessori is welcoming to all students. The strongest indicator of fit is alignment of values and expectations with our families.
Families who thrive in our community value a whole-child approach to education. They understand that strong academics develop alongside independence, resilience, confidence, and emotional well-being. They appreciate that Montessori is a journey—through hands-on learning, repetition, and engagement.
These families trust individualized learning and are comfortable with children progressing at different rates. They value an environment where children are guided to think for themselves, take responsibility, and develop independence in age-appropriate ways.
At Manor Montessori, we are not only teaching academic skills—we help children learn how to learn. Families who align with this philosophy recognize the long-term benefits of raising confident, self-directed learners who are happy, resilient, and ready to succeed in whatever path they pursue."
Information not available
"Manor Montessori may not be the best fit for families seeking a highly structured, traditional teacher-directed program with uniform pacing, frequent testing, and/or early academic pressure. Our approach is individualized, so children progress at their own pace rather than as a group.
We do not rely on worksheets, test-heavy learning, or a highly technology-driven classroom, which may differ from some families’ expectations. We prioritize hands-on learning, exploration, and mastery through experience. We allow students to make mistakes and learn from them, and we guide rather than lecture or instruct directly.
Montessori encourages independence, choice, and self-regulation, which requires comfort with children taking increasing responsibility for their learning and behaviour. Our school also supports children developing at different rates, which can be challenging for families who prefer standardized timelines, as we focus on individual growth over uniform progression."
"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."
"Families choose Manor Montessori for our authentic Montessori principles, strong academics, and whole-child approach. They value an environment that balances academic excellence with independence, confidence, and emotional development.
Our experienced, long-tenured staff and strong leadership are also key reasons families trust us. Together, they ensure consistent, high-quality instruction grounded in deep understanding of child development and Montessori philosophy.
Families are also influenced by the results they see in current students and alumni—children who are confident, capable, and well prepared for a range of future pathways. They leave with strong academic foundations as well as the ability to think independently and adapt.
Manor is not an ordinary private school. It builds a foundation for learning for life, preparing students to thrive wherever they go next."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"Manor Montessori is widely recognized as an authentic Montessori school that combines strong academics with a genuine focus on the whole child. In the public eye, the school is known for providing a calm, nurturing, and purposeful learning environment where children develop independence, confidence, and a lifelong love of learning.
When people think of Manor Montessori, they often associate the school with experienced and dedicated educators, small class sizes, individualized attention, strong student outcomes, and a warm, close-knit community. Families value the school's commitment to authentic Montessori principles, its emphasis on character development and leadership, and the visible growth they see in their children academically, socially, and emotionally."
Information not available
"One aspect of Manor Montessori that is often underappreciated is the depth of learning opportunities beyond the Montessori classroom. While families recognize our nurturing environment and strong academics, they may not fully appreciate the strength of our French program, the richness of our Elementary program, and the variety of clubs and enrichment opportunities available to students.
Our French program helps students build confidence and communication skills from an early age. The Elementary program offers challenging academics, leadership opportunities, collaborative projects, and hands-on learning that foster independence and critical thinking. Clubs, athletics, arts, and enrichment activities further support confidence, creativity, friendships, and personal growth, creating a truly well-rounded educational experience."
Information not available
"Families are often surprised by the depth of care, commitment, and individualized support their children receive at Manor Montessori. While they may expect strong academics and authentic Montessori education, they quickly discover how deeply our educators know each child and how invested we are in helping every student succeed. We take responsibility for understanding how each child learns and finding ways to support them so they can learn, grow, and thrive alongside their peers.
Many families are also surprised by the power of the Montessori three-year cycle. What can sometimes look like small, incremental steps in the early years is actually part of a carefully designed learning journey. Whether learning to read, write, solve complex math concepts, or build independence, each skill builds upon the last. By the end of the cycle, families often see remarkable growth and recognize how those foundational experiences led to significant, lasting achievement."
Information not available
"Over the past few years, Manor Montessori has continued to evolve thoughtfully to meet the needs of our students and families while staying true to our Montessori values. Two years ago, we celebrated our 30th anniversary with school community events and a refreshed rebranding that honoured our history and reflects our continued growth.
We are also enhancing our learning environments and student experience. A current key project is the development of a new gym space in the basement at our DeSavery location, further supporting movement, physical education, and whole-child development.
Academically, we are continually refining and strengthening our programs to ensure they remain responsive and relevant."
Information not available
"Over the next five years, Manor Montessori will continue to deepen its identity as a true Montessori environment while evolving to meet the needs of modern families. Our commitment to authentic Montessori practice will remain central, with a focus on strong academics, independence, and whole-child development across all programs.
We also plan to deepen engagement with our parent community through parenting talks, workshops, and/or events that help families better support their growing children.
We will continue to refine our programs and environments, strengthening our impact while staying true to who we are."
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 Manor Montessori School, my work is guided by a deep belief in the development of the whole child—intellectual, emotional, social, and physical. I have always believed that education is not simply about academic achievement, but about nurturing capable, curious, and confident individuals who are grounded, independent, and joyful in their learning.
From the beginning, the vision for Manor was to create something meaningfully different from a traditional classroom model—especially in the foundational years of a child’s development. These early years are when children form their relationship with learning itself. I have always felt they deserve an environment that respects their natural curiosity, supports their independence, and allows them to learn at their own pace.
Manor Montessori was founded in September 1994 with my co-founder and lifelong friend, Janet Miklas, following my early work teaching children in outdoor and skill-based environments and my formal training with the Association Montessori Internationale (AMI). What began as a small school has grown over more than 30 years into a thriving Montessori community.
At its core, Manor Montessori is built on the belief that Montessori education is designed for the child—rooted in Maria Montessori’s observation of how children naturally grow, learn, and develop independence. Children learn best in a carefully prepared environment where materials are introduced in a thoughtful sequence, moving from concrete experiences to abstract understanding. This step-by-step progression allows for deep mastery, confidence, and a genuine love of learning. We are committed to meeting each child where they are and providing the guidance, tools, and environment they need to thrive.
We are fortunate to have a long-tenured team of dedicated educators and a strong, supportive community of families who share our values. Together, we care deeply about children and their development, and we work to ensure every student is supported as a whole person.
We warmly welcome new families to visit and tour our school. It is always a joy to share our classrooms, our approach, and the sense of calm, curiosity, and care that defines daily life at Manor Montessori.
With gratitude,
Dana
Montessori
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.
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.
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.
Manor Montessori offers an authentic Montessori curriculum rooted in hands-on, child-led learning within a carefully prepared environment. The program follows traditional Montessori principles while maintaining a strong academic focus across language, mathematics, science, and cultural studies. Students are supported in building deep understanding through exploration, repetition, and guided discovery. In addition to academics, Manor Montessori emphasizes the development of the whole child, including independence, confidence, social-emotional growth, and executive functioning skills that support lifelong learning. The school is not faith-based and provides an inclusive, secular environment that welcomes families from all backgrounds. A key feature of the program is its strong French curriculum, which offers consistent language exposure and structured instruction alongside English literacy. This bilingual approach enhances communication skills and cognitive development while complementing the Montessori academic framework. Together, these elements create a balanced program that is both rigorous and nurturing, preparing students academically and personally for future success.
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.
The AMI Montessori Mathematics curriculum is a structured, sequential program that guides children from concrete, hands-on learning to abstract mathematical thinking. Students begin with numeration, exploring quantities and symbols, and then move into the decimal system using materials representing units, tens, hundreds, and thousands. They progress through counting and the four operations—addition, subtraction, multiplication, and division—using materials that build strong conceptual understanding. As they gain mastery, children develop fluency with arithmetic facts and transition toward mental calculation, abstraction, and independent problem solving. Progress is based on readiness and mastery rather than age. In the elementary years, mathematics expands into geometry, algebra, measurement, statistics, graphing, and applied problem solving. Students continue to use materials as needed while increasingly applying abstract reasoning and making connections across mathematical concepts.
Manor Montessori sometimes uses math textbooks in the elementary classroom as a supplementary tool to expose students to traditional math formats. In particular, they help students practice showing their work, read word problems carefully and check their own work.
Calculators are introduced as tools to support and verify mathematical thinking, allowing students to focus on problem-solving and accuracy while building confidence. Across all uses, technology is limited and only integrated thoughtfully to complement hands-on learning and strengthen student understanding.
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.
Manor Montessori takes a phonetic, multi-sensory Montessori approach to early reading beginning at 2.5 years of age. Children first build strong phonemic awareness and oral language skills, with an emphasis on “writing before reading” using Sandpaper Letters and the Moveable Alphabet to form words and express ideas. Daily language work guides students from sound recognition to word building, decoding, and early comprehension. Our structured reading series provides carefully sequenced, decodable texts aligned with phonics mastery, supporting steady and confident progression. Reading develops naturally through hands-on materials, storytelling, and individualized instruction, allowing children to move at their own pace while building accuracy and understanding. By the end of Casa, our students are reading with confidence and comprehension, having progressed from early sound work to fluent decoding through consistent practice and mastery-based learning. This approach ensures reading is meaningful, engaging, and rooted in deep understanding rather than memorization.
Process approach
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.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Information not available
The AMI Montessori approach to writing develops the skills and confidence children need before beginning formal writing with pencil and paper. Rather than relying on worksheets or repetitive copying, writing emerges through purposeful, hands-on experiences that build physical, sensory, and language foundations. Children begin with Practical Life activities such as pouring, spooning, sorting, and polishing, which strengthen hand muscles, coordination, concentration, and control of movement. Pre-writing materials, including Metal Insets and Sandpaper Letters, further prepare the hand and mind by developing pencil control, letter formation, and the connection between sounds and symbols. Children explore writing through movement and multiple sensory pathways, including tracing, sand work, and chalkboard activities. When ready, they naturally transition to pencil writing and begin expressing their own words and ideas. AMI Montessori emphasizes readiness, repetition, and independence, viewing writing as a natural extension of language and communication.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
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.
AMI Montessori education integrates science throughout the curriculum, encouraging children to explore the natural world through observation, discovery, and hands-on experiences. Rather than treating science as a separate subject, Montessori introduces scientific thinking through everyday exploration and the concept of “cosmic education” — helping children understand their connection to the larger universe. In early childhood (ages 3–6), science is sensory and exploratory. Children classify natural objects such as leaves, stones, and seeds, explore living and non-living things, observe plants and animals, and develop an appreciation for nature through outdoor experiences. During the elementary years (ages 6–12), science expands through cosmic education, exploring the relationships between the universe, Earth, life, and humanity. Students study astronomy, geography, earth science, biology, chemistry, and physics through experiments, materials, and guided research. Children first develop understanding through direct experience before connecting their discoveries to formal scientific concepts and terminology.
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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Information not available
At Manor Montessori, students in our elementary program follows a traditional approach that emphasizes understanding the mechanics of texts, including plot, characterization, and themes. Students develop comprehension and critical thinking through book reports and group novel studies, as well as structured class discussions and written responses.
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.
The AMI Montessori social science curriculum is integrated into the broader cultural curriculum rather than taught as a separate subject. In early childhood (0–6), children begin with concrete experiences focused on self, family, classroom community, and respect for others. They explore foundational geography concepts such as land and water, maps, continents, and cultural awareness through everyday experiences like food, clothing, and celebrations. In elementary (6–12), learning expands through the “Great Lessons,” introducing the origins of the universe, Earth, life, and human civilization. Students study history, geography, and culture in greater depth, including ancient civilizations, human migration, landforms, climate, and countries. They also begin exploring civics, economics, and anthropology to understand how societies function. AMI Montessori emphasizes inquiry-based learning, hands-on materials, storytelling, and research. This approach builds global awareness, responsibility, and respect for cultural diversity while helping children understand their place in the world.
Not applicable
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.
Not applicable
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
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.
Children are introduced to French at an early age at Manor Montessori, with the goal of fostering a love of language learning and helping children see themselves as part of a global community. The program is delivered through stories, songs, visuals, and interactive experiences in an engaging, immersive environment that supports creativity and hands-on learning. A dedicated French teacher, who speaks only French during lessons, leads the program. In Casa, children participate in French three times per week in small groups, beginning with greetings and songs before learning foundational vocabulary such as days of the week, months, the alphabet, themed vocabulary, and simple conversational phrases. In Elementary, students receive daily instruction in a fully immersive setting that includes grammar, reading, dictation, and conversation. By Grade 3, students are building strong reading and writing skills and using both regular and selected irregular verb forms with growing confidence.
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.
Fine Arts at Manor Montessori includes visual arts and music, fostering creativity, expression, and appreciation of the arts. In visual arts, elementary students explore colour theory and key elements such as pattern, texture, symmetry, shading, and perspective. They study artists and styles while working with drawing, painting, collage, and clay, enriched by sketching, workshops, and gallery visits. In music, children engage in age-appropriate experiences across programs. Toddlers explore Orff instruments, Casa students sing daily and build rhythm and confidence, and elementary students receive weekly instruction with a specialist teacher. They study diverse composers while learning recorder and ukulele and developing music literacy and performance skills.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
Information not available
At Manor Montessori School, technology is used purposefully to enhance learning and deepen understanding. Screens are used to view educational documentaries and to bring distant concepts to life, such as observing spaceships orbit the Moon. In the Elementary classrooms, computers are sometimes used to support students in researching, organizing, and extending information from books and classroom materials, helping them develop and refine individual projects. Calculators are introduced as tools to support and verify mathematical thinking, allowing students to focus on problem-solving and accuracy while building confidence. Across all uses, technology is limited and only integrated thoughtfully to complement hands-on learning and strengthen student understanding.
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.
Casa and Toddler students enjoy 1.5 hours of supervised outdoor play daily, supporting movement, exploration, and social development. In Elementary, students participate in weekly gym classes focused on building balance, strength, coordination, and confidence, along with health education to support lifelong well-being. The program includes dryland training, team sports, swimming, and skating. Dryland builds foundational fitness through warm-ups, balance, core strength, and agility. Team sports develop cooperation and skills through modified games. Swimming focuses on water safety, confidence, and basic strokes, while skating builds balance and control on ice. Together, these experiences promote physical literacy, teamwork, enjoyment of movement, and overall fitness.
Montessori
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.
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.
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.
Manor Montessori offers a Montessori Casa program in place of kindergarten, beginning at 2.5 years of age. Rooted in authentic Montessori philosophy, children learn through hands-on exploration, purposeful work, and individualized pacing in a prepared environment. Students build early literacy, numeracy, practical life, and sensorial skills using specialized Montessori materials that foster independence, concentration, and confidence. Mixed-age classrooms encourage peer learning and leadership. Our program provides a strong academic foundation while supporting the whole child socially, emotionally, and cognitively. A key feature is early and consistent French exposure, supporting language development and cognitive flexibility. This blend of authentic Montessori practice and enriched language programming creates a calm, structured, and engaging start to a child’s education.
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).
Information not available
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.
At Manor Montessori, our program combines high academic expectations with individualized learning, ensuring that each child progresses at a pace that is appropriate for their unique development. Students advance to new skills and challenges as soon as they demonstrate readiness and mastery, allowing them to build confidence while continuing to grow. We encourage children to create work that is thoughtful, organized, and reflective of their best effort, fostering a sense of pride and accomplishment. Above all, we strive to nurture a genuine love of learning by cultivating curiosity, independence, and the confidence to explore, persevere, and embrace new challenges.
Information not available
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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 believe in educating the whole child by nurturing academic growth alongside social, emotional, and personal development. Our goal is to help students become confident, independent thinkers who demonstrate resilience, responsibility, and respect for others. We encourage curiosity, thoughtful questions, and a willingness to embrace challenges. Through reflection, self-correction, and perseverance, children learn from their experiences, develop problem-solving skills, and build a lifelong love of learning.
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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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
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
0%
0%
$0
$0
99%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
No
No
No
No
No
No
No
No
No
No
No
Manor Montessori is designed for children who learn through hands-on exploration, independence, and meaningful engagement in a calm, structured environment. All children can thrive in our program, as we are committed to meeting each learner where they are and supporting their individual development. Success is closely connected to family alignment with our Montessori philosophy and approach. We value families who understand and support child-led learning, mixed-age classrooms, and the development of both academic and whole-child skills. We deeply care about every student’s growth and work in close partnership with families to ensure each child is supported socially, emotionally, and academically. A shared commitment to respect, consistency, and trust in the Montessori process is key to a successful experience at Manor Montessori.
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.
Admissions Process – Manor Montessori
Begin by booking a tour or joining one of our open houses to explore our classrooms and learn more about our programs. We look forward to meeting you!
Next, submit your digital application (found below) along with the $100 application fee for processing.
If your child is accepted, you will receive an official offer of enrollment from our team. To secure your child’s place, a response is required within 4 days of the offer.
A non-refundable, non-transferable deposit is required to confirm enrollment: $2,000 for Toddler and Casa programs and $2,500 for the Elementary program. This deposit is applied toward tuition.
Once the deposit is received, you will be sent an enrollment confirmation and next steps to prepare for your child’s start.
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