2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
105-20 Upjohn Rd Unit, North York, Ontario, M3B 2V9, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
105-20 Upjohn Rd Unit, North York, Ontario, M3B 2V9, Canada
5,530.9 km
5,688.1 km
1983
2025
200
41
Nursery/Toddler to 8
Nursery/Toddler to Preschool
Coed
Coed
Day
Day
English, French
English, French, Mandarin
Academic
Montessori
Varies
Varies
Learning, Developmental, Behavioral
In-class adaptations
$4,620 to $19,495
$1,580 to $1,650
Yes
No
0%
0%
1 to 8
None
$0
$0
15
21
0%
0%
99%
90%
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.
View full reportMiracle Montessori School has created a warm, nurturing learning environment that's centred on the child. Their thoughtfully prepared space encourages children to grow in independence and confidence while building in them a lifelong passion for learning. With dedicated AMI- or MACTE-accredited educators, small class sizes and mixed-age classrooms, they promote hands-on exploration, emotional well-being, and personalized learning paths uniquely developed for each child’s development. Their approach includes language immersion, real-world problem-solving, and teacher-child collaborations, all hallmarks of their personalized educational experience. Families are welcomed into their supportive atmosphere that values meaningful growth over academic pressure or standardization. Under the guidance of our founder and Executive Director, Nina Na, Miracle Montessori is committed to continuously investing in their staff, families, and learning environment to ensure that every child feels cherished, supported, and inspired as they eagerly explore the world around them.
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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
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"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."
"Miracle Montessori School, located in North York, Ontario, serves up to 41 children aged 18 months to six years. We offer a warm, secure environment with customized Montessori education tailored to each child’s needs. Our AMI- and MACTE- accredited teachers and trained assistants support children’s development in age-appropriate ways. We proudly serve the York Mills/Leslie community. Our mission is to nurture each child’s spirit, fostering independence, curiosity, and a lifelong love of learning."
"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 Miracle Montessori School, we offer a deeply personalized Montessori education grounded in respect, connection, and child-led learning. What sets us apart is our commitment to customized learning paths tailored to each child’s developmental stage, interests, and needs. Our AMI- or MACTE-accredited teachers observe and guide rather than instruct, allowing students to progress at their own pace with confidence and joy. In our mixed-age classrooms, children build independence, empathy, and real-world problem-solving skills. We integrate language immersion into daily routines, fostering early fluency and cultural awareness. Emotional development is central to our approach—we support each child’s sense of security and belonging, nurturing the whole child. With a small and close-knit community, we offer consistency, connection, and meaningful relationships. The result: students who are not only academically capable, but socially confident, emotionally grounded, and motivated by a lifelong"
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"At Miracle Montessori School, our commitment to personalized, child-led learning means we intentionally deprioritize standardization, rigid benchmarks, and early academic pressure. Instead, we focus on nurturing each child’s curiosity, independence, and emotional development within an authentic Montessori environment. We value depth over speed, mixed-age collaboration over competition, and hands-on experiences over early technology use. While this may mean fewer structured extracurriculars or less emphasis on test-based outcomes, it allows us to invest in highly trained staff, customized materials, and strong teacher-child relationships. Guided by our vision to help each child reach their fullest potential, we also prioritize close partnerships with families and the growth of our educators. These choices reflect our belief that meaningful learning happens when children feel respected, connected, and free to explore—leading to capable, compassionate learners for life."
"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!"
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"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."
"We find that students with a love for hands-on exploration, creativity, and practical problem-solving flourish in our Montessori environment. Families who are a strong fit value a whole-child approach and trust in a child-led, individualized learning journey. They understand that growth takes time and that success looks different for every child. These families are collaborative, communicative, and aligned with our belief that confidence, compassion, and intrinsic motivation are just as important as academic achievement. Together, we nurture joyful, capable, and lifelong learners."
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"While we warmly welcome families who share our values, we understand that Miracle Montessori School may not be the right fit for every child. Families seeking a highly structured, fast-paced academic environment with early emphasis on tests or competition may find our child-led, developmentally paced approach quite different from their expectations. Our calm, mixed-age classrooms support independence, hands-on exploration, and collaboration. We prioritize personal growth, curiosity, and the process of learning, rather than external rewards or frequent assessments. Additionally, while we strive to support every child with care and respect, our program is not designed to meet the needs of children who require significant specialized support. Our environment works best for children who are able to engage independently within the Montessori framework. Families who value a nurturing, respectful setting that honors each child’s individual journey tend to find the most meaning and success in"
"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 Miracle Montessori School because they are seeking more than academics—they want an environment where their child is known, respected, and supported as a whole person. Many parents tell us they are drawn to our calm, mixed-age classrooms, where children learn at their own pace and develop independence, curiosity, and confidence. Our adherence to authentic Montessori principles—combined with highly trained, caring educators—gives families trust in both our philosophy and our day-to-day practices. They also value our small, close-knit community, where communication is open and every child receives thoughtful attention. Compared to more traditional or academically accelerated options, families appreciate our balanced approach that prioritizes emotional well-being, love of learning, and self-motivation. Ultimately, they choose us because they want a nurturing, respectful environment that honors their child’s individuality and fosters joyful, meaningful growth."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"In the public eye, Miracle Montessori School is known as a warm, welcoming, and attentive early learning environment where both children and parents feel supported. Families often describe us as calm, clean, and thoughtfully prepared—a place where children adjust quickly, grow confidently, and are treated with great care. People associate our school with individualized attention, consistent communication, and a team that truly listens. Our Montessori approach, delivered by experienced and nurturing educators, is seen as both professional and deeply personal. Many parents are surprised by how independent and joyful their children become in such a short time. Words like “trustworthy,” “patient,” and “dedicated” come up often in conversations and reviews. While small in size, our school has earned a big reputation for helping children—and families—transition with ease, build strong foundations, and experience the joy of learning in a space that feels safe, respectful, and like home."
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"One often underappreciated aspect of Miracle Montessori School is the intentional calm and order of our classrooms. Families notice the peaceful atmosphere but may not fully realize its purpose or impact. This calm is not accidental—it is the result of careful preparation, respectful routines, and our belief that children learn best in a setting where they feel emotionally secure and uninterrupted. The quiet allows for deep concentration, internal motivation, and respectful social interaction. Similarly, the role of the teacher as an observer and guide—not a constant instructor—is sometimes misunderstood. Yet this subtle, responsive approach supports a child’s independence and self-discovery more profoundly than direct teaching alone. Families also may not immediately recognize the power of our mixed-age classrooms, where peer learning and leadership develop naturally. These elements, though gentle and quiet in presence, have a transformative and lasting impact on the child’s confidenc"
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"Families are often surprised by how quickly their children adapt, grow, and thrive at Miracle Montessori School. While many expect a caring environment, they may not anticipate just how capable and independent even very young children become. Parents often mention the smoothness of the transition and the emotional support they receive—not just for their child, but for themselves. Frequent photo and message updates ease parental anxieties and build trust early on. Families are also surprised by the calm, focused energy of the classroom, and how much meaningful learning happens without worksheets, tests, or pressure. Our respectful, individualized approach allows children to lead their own learning in ways that are both joyful and effective. Many parents tell us they expected “daycare,” but what they discovered was a nurturing, beautifully prepared space where their child is known, valued, and given the freedom to grow confidently—academically, socially, and emotionally."
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"In line with our commitment to personalized, child-centered learning, Miracle Montessori School has made several recent improvements to strengthen the quality of care and education we provide. We’ve expanded our classroom materials to support hands-on, individualized learning across all age groups and introduced new Montessori resources aligned with children’s sensitive periods. To ease transitions for both children and families, we enhanced our parent communication system with more timely updates and reflections from teachers. We’ve increased professional development for staff, including Montessori refreshers and training on emotional regulation. Most recently, we’ve begun preparing a series of Parent Workshops designed to deepen understanding of Montessori principles and support families in applying them at home. These changes reflect our continued focus on trust, independence, and joyful learning—for both children and the adults who support them."
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"In the coming years, Miracle Montessori School will continue to deepen its commitment to personalized, Montessori-based education by strengthening both our classroom practices and family partnerships. We envision growing our Parent Workshop program to foster stronger home-school connections and support families in understanding child development and Montessori philosophy. We also plan to expand our library of Montessori materials and refine our environments to meet the evolving needs of our mixed-age classrooms. Continued investment in teacher training will ensure our staff remains inspired and grounded in best practices. Looking ahead, we also aim to enhance outdoor learning opportunities, supporting children’s connection with nature and their physical development. While our growth will remain intentional and child-focused, each step is designed to enrich the learning experience and ensure every child feels seen, supported, and inspired—today and into the future."
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.
As the founder and an internationally certified Montessori educator, I am dedicated to upholding the authenticity and integrity of the Montessori philosophy in every classroom at Miracle Montessori.
Our carefully prepared environment is rich in hands-on, self-correcting materials that inspire purposeful exploration. Within this structured yet nurturing space, children are free to follow their natural curiosity and choose activities that meet their developmental needs. Through repetition and deep concentration, they progress at their own pace—building independence, refining their skills, and cultivating a strong sense of confidence and intrinsic motivation.
At Miracle Montessori, connection comes before instruction. Before children can fully engage in learning, they must first feel safe, seen, and supported. That is why we begin by nurturing trust, love, and attachment—ensuring every child feels welcomed, valued, and deeply respected. With gentle observation, patient guidance, and intentional care, we support each child as they transition gracefully and securely into our environment.
Our approach goes beyond education—we nurture growth and development. We personalize, tailor, and honour each child's individuality. With patience, guidance, and unwavering respect, we walk alongside them—supporting their journey as they explore the world with their own hands, hearts, and minds.
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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.
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BHMS offers a Christian based Montessori education in a safe community where infants to young adolescents are encouraged to reach their full developmental potential.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
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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).
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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.
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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.
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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).
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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.
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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
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These programs have an equal emphasis on receptive and creative learning.
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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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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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.
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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.
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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.
At Miracle Montessori, our preschool program strictly follow the AMI Montessori approach. Children learn through hands-on, self-correcting materials in Practical Life, Sensorial, Math, Language, and Cultural areas. Each classroom is carefully prepared to promote independence, concentration, and a love of learning. Multi-age groupings (2.5–6 years) foster peer learning and collaboration. Teachers, all AMI-certified, guide rather than instruct, observing each child’s readiness before introducing new materials. Emphasis is placed on freedom within limits, choice, and respect for each child’s developmental pace. Our calm, orderly environment supports self-discipline and deep engagement, allowing children to build confidence, responsibility, and foundational academic skills in a joyful and purposeful way.
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.
We use multi-age classrooms to support peer learning and flexible progression. In-class ability grouping and differentiated instruction allow teachers to tailor lessons based on each child’s developmental stage, interest, and readiness. This ensures personalized pacing while fostering collaboration, independence, and a deep understanding of concepts across all learning areas.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
The School works collaboratively with parents teachers and students to foster the development of each child. The outcome of this partnership is our Portrait of a Graduate which consists of following skills and attributes: academically prepared, leader, independent thinker, intrinsically motivated, socially responsible, respecter of all persons, competent learner, confident, creative thinker, collaborative worker, protector the environment, engaged community citizen, secure with their relationship with God. Portrait of a Graduate illustrates the skills and attributes BHMS students can develop when parents and teachers work collaboratively to foster the development of their child’s academic, social, emotional, and spiritual development.
At Miracle Montessori, we combine the depth of the Montessori method with a rigorous academic culture, particularly in our approach to mastery and independence. While we honor each child’s developmental timeline, we maintain high expectations for focus, precision, and deep conceptual understanding. Our AMI-trained guides introduce progressively challenging materials based on readiness, ensuring students are consistently engaged at the edge of their abilities. We value effort, responsibility, and a growth mindset, encouraging students to take ownership of their learning and strive for excellence. Assessment is ongoing and observational, focused on mastery rather than rote outcomes. This rigorous yet respectful approach fosters intellectual curiosity, resilience, and a strong academic foundation that prepares children for lifelong success.
"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 Miracle Montessori, we aim to cultivate intellectually curious and emotionally grounded individuals. Through the Montessori method, children develop critical thinking, creativity, and a deep understanding of concepts, not just memorization. Equally important is the development of emotional intelligence—self-awareness, empathy, and confidence—fostered through respectful interactions, self-directed work, and a calm, orderly environment. We believe true success arises from the harmony of intellect and emotional maturity. Our goal is to shape thoughtful, resilient individuals who are capable of independent thought, meaningful collaboration, and compassionate leadership. By nurturing both mind and heart, we prepare students not just for academic achievement, but for purposeful, balanced lives in an ever-changing world.
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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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
At Miracle Montessori, we are committed to providing a high-quality, focused learning environment aligned with the Montessori philosophy. Due to our specialized approach and limited resources, we are not equipped to support children with clinically diagnosed learning disabilities or significant behavioral challenges. If a child were to develop learning difficulties while enrolled, we would work closely with the family to observe and assess the situation, and offer short-term support within our capacity. However, if the child’s needs exceed what we can provide, we would recommend alternative programs better suited to support their development. To ensure the best outcomes for all children, we advise families of children with diagnosed learning disabilities to consider schools with appropriate support services.
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%
90%
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
At Miracle Montessori, we welcome children who are curious, independent, and eager to explore the world around them. Students who thrive in our environment are those who benefit from gentle guidance, show readiness for self-directed learning, and can engage respectfully with others. While no prior academic experience is required, children should demonstrate the ability to follow routines, show emerging focus and concentration, and adapt to a calm, structured environment. Families who value the Montessori philosophy and are committed to a respectful, collaborative home-school partnership are essential to each child’s success in our community.
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.
Book a Tour – Families are invited to schedule a school tour to learn more about our environment, philosophy, and daily routines.
Submit Enrollment Form – After the tour, interested families can complete and submit the Enrollment Form to begin the application process.
Secure Your Spot – A deposit of $1,000 is required to confirm enrollment. This includes a $500 registration fee (refundable) and a $500 non-refundable administrative deposit.
We encourage early registration, as spots are limited and offered on a first come, first served basis.
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