2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
3410 Mainway ActivityPlex, Burlington, Ontario, L7M 1A8, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
3410 Mainway ActivityPlex, Burlington, Ontario, L7M 1A8, Canada
5,530.9 km
5,707.0 km
1983
2025
200
8
Nursery/Toddler to 8
K to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Traditional
Varies
5 to 1
Learning, Developmental, Behavioral
Learning, Developmental
In-class adaptations
$4,620 to $19,495
$25,500
Yes
No
0%
0%
1 to 8
None
$0
$0
15
1
0%
0%
99%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 8
No
No
information not available
information not available
Every school is unique, and BHMS is a particularly good example of that. It’s a Montessori program, and a faith-based school, though in both of those areas it charts its own unique approach. The school rightly prizes the relationship it has with the families that enroll, bringing them into the life of the school. Parents are drawn by the values that inform the delivery of the curriculum, as well as a focus on empathy and an appreciation of diversity within the school and beyond. While a smaller school, BHMS nevertheless offers a good breadth of extracurricular activities, which is also a principal draw.
View full reportOakHaven Academy for Diverse Learners is a small, nonprofit elementary microschool in Burlington. It's designed specifically for neurodiverse students and children who require more support than traditional classrooms can offer. With class sizes capped at five, the school offers multi-sensory instruction in literacy and numeracy, individualized success plans, and daily social-emotional learning, all supported by Ontario-certified teachers and skilled staff. Evidence-based programs, structured foundational skills, and real-world community excursions form the core of its approach. OakHaven serves students with or without diagnoses such as autism, ADHD, or dyslexia, helping them build confidence, independence, and meaningful academic progress in a calm, nurturing, relationship-based environment.
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"incredible memories"
Danilla Xing - Alumnus (Oct 20, 2017)
When I think back to my time at Bishop Hamilton Montessori School I have nothing but incredible memo... View full review
"a chance to grow at her own speed"
Marie Bordeleau - Parent (Jan 24, 2018)
Our daughter loves BHMS. She is challenged and engaged by the lessons and the activities, and inter... View full review
"able to follow my own interests and passions"
Silvie Cheng - Alumnus (Jan 24, 2018)
What stands out most from my time at BHMS was how freely I was able to follow my own interests and p... View full review
"The teachers at OakHaven Academy are truly exceptional!"
Deidre Santos - Parent (Oct 27, 2025)
In just one month, I’ve seen a complete shift in my child’s attitude toward school. He actually ... View full review
"This school has been truly transformative for our daughter."
Lisa MacInnis - Parent (Nov 11, 2025)
This school has been truly transformative for our daughter. From the very first day, she felt welcom... View full review
"The school exceeded my expectations. I had peace of mind..."
Stacey Bourbonnais - Parent (Nov 11, 2025)
My son liked the frequent "body breaks" and the ability to get up and move around when needed. The ... View full review
"Bishop Hamilton Montessori School, a not-for-profit school, provides a Christian Montessori approach since 1983 with programs for children 3 months to 14 years. Our success is built around our commitment to the academic, spiritual, physical and social growth of each student, which is the foundation of our educational approach. The breadth of our programs include enriched French, Science and Music. BHMS develops students with 21st century skills, to live in the real world."
"As a non-profit, inclusive elementary school, OakHaven Academy supports neurodiverse students and those needing additional academic support in the GTHA. Using evidence-based, structured, multi-sensory instruction, we close learning gaps and build confidence. Our small group classes from JK–Grade 8 include academic support, social-emotional learning, and community excursions. Ontario Certified Teachers and skilled staff support students with or without diagnoses such as autism, ADHD, dyslexia, or other learning differences."
"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 OakHaven Academy, we believe all students can thrive when supported in the right way. Our school is specifically designed for students with diverse learning needs, offering a supportive environment. Each student is assessed when enrolled to identify their strengths and areas for growth. We provide intensive remediation and direct instruction in literacy and numeracy to build strong foundational skills. With a low student-to-teacher ratio of 5:1, students receive personalized attention they need to succeed. Our individualized “Success Plans” replace traditional IEPs, targeting specific academic and developmental goals. We teach social-emotional skills using evidence-based programs and our students learn as a group. Learning extends beyond the classroom through regular community excursions using public transit to visit parks, libraries, museums, farms, and other local experiences that support real-world learning and engagement. We do not support full time one-to-one support."
Information not available
"At OakHaven Academy for Diverse Learners, we focus on evidence-based, individualized support in foundational literacy, numeracy, and social-emotional development. This commitment requires intentional tradeoffs. By prioritizing depth over breadth, we do not offer extensive extracurriculars, competitive pacing, or traditional grade-level progression. Instead, we give students the time and support they need to build strong academic and emotional foundations.
Our small-group model and low student-to-teacher ratios create a nurturing, flexible environment, but we do not provide intensive one-to-one behavioral support for students with oppositional behaviour. Maintaining this structure ensures a predictable and emotionally safe setting for all learners.
We share these tradeoffs so families understand what we value most: foundational skills, individualized growth, and a calm, supportive learning environment. Families interested in exploring fit are welcome to participate in a three-day trial."
"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!"
"OakHaven Academy for Diverse Learners was founded in response to the growing need for a learning environment that truly supports students with diverse learning profiles. As a new micro school in the GTHA, OakHaven was created by educators who saw firsthand how many bright, capable students were struggling in traditional settings that did not meet their individual needs. Our program was designed to focus on the core skills: literacy, numeracy, and social-emotional development—while also nurturing the whole child through afternoon programming in the arts, science, social studies, and healthy living. We believe that learning should extend beyond the classroom. Regular community excursions are a key part of our approach, helping students apply their learning in real-world contexts, develop independence, and build meaningful connections with their surroundings. OakHaven Academy continues to be guided by our belief that every student deserves to be seen, supported, and empowered to succeed."
"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."
"OakHaven Academy for Diverse Learners supports students who thrive in a personalized, nurturing environment. It serves those with learning differences like dyslexia, dyscalculia, dysgraphia, ADHD, or autism, as well as students needing more time, structure, or flexibility than traditional classrooms allow. Learners benefit from direct instruction in reading, writing, and math, and support for attention, processing, executive functioning, anxiety, or self-esteem challenges. With a 5:1 student-teacher ratio, individualized Success Plans, structured and multi-sensory literacy, math, and social-emotional instruction, students gain skills, confidence, and a love of learning. Experienced educators work alongside Child and Youth Care students to provide collaborative, hands-on support for each child’s success."
Information not available
"OakHaven Academy for Diverse Learners may not suit families seeking a fast-paced, academically competitive setting, extensive extracurriculars, or a traditional, grade-focused curriculum. We don’t offer accelerated programs, heavy homework loads, or large-group instruction. Instead, we emphasize foundational skill-building, and social-emotional development. Our approach is ideal for families who value structure, flexibility, and relationship-based teaching. Those looking for academic rankings, rigid discipline, or conventional school models may find our individualized, slower-paced methods less aligned. With small class sizes, Ontario Certified Teachers and other experienced educators and therapeutic teaching strategies, OakHaven Academy is designed for students who need an alternative path to success rather than traditional academic pressure."
"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 OakHaven Academy for Diverse Learners because they want a school that truly understands and supports children who learn differently. Many come after their child struggled in traditional classrooms where their needs weren’t fully met. They value our small 5:1 class sizes, personalized Success Plans, and skilled, compassionate educators. Families appreciate our evidence-based literacy and math programs, direct social-emotional learning, and frequent, transparent communication that keeps them involved in their child’s progress. They also value our holistic approach, including community excursions that build real-world skills and independence. Unlike schools with rigid structures, OakHaven Academy adapts to each child’s needs, creating a calm, inclusive environment. This flexibility and individualized support is why families choose us over others that often prioritize standardized pacing or large class sizes."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"OakHaven Academy for Diverse Learners is seen in the community as a compassionate, inclusive school offering expert support for students with diverse learning needs. Known for its personalized, evidence-based approach, OakHaven Academy stands out for small class sizes, individualized instruction, and a nurturing environment. Ontario Certified Teachers and trained educators specialize in supporting neurodiverse learners, including those with dyslexia, dyscalculia, executive functioning deficits, ADHD, and autism. OakHaven Academy’s strong focus on social-emotional growth, real-world learning, and transparent parent communication fosters trust and collaboration. A parent-led Board of Directors helps guide the school’s mission, ensuring family voices remain central. Community members recognize OakHaven Academy as a supportive, relationship-based alternative to traditional education—where students build confidence, develop skills at their own pace, and feel truly understood."
Information not available
"At OakHaven Academy for Diverse Learners, families may notice our frequent community outings—like library visits, daily walks to the local park, swim sessions, and city trips accessing public transportation—but could overlook their deeper purpose. These experiences are intentionally embedded in our curriculum to help students connect learning to the real world and foster a sense of community responsibility. What makes this possible is our small class sizes, allowing our experienced educator team to know each student well and communicate with families daily. With a parent-led Board of Directors, families play an active role in shaping our school. This strong, collaborative community is what makes real-world, meaningful learning thrive."
Information not available
"Families may be surprised by how deeply student voice and well-being are woven into daily life at OakHaven Academy for Diverse Learners. You might see a student jumping on our small trampoline or sitting quietly with headphones on—and that’s by design. We encourage students to communicate their needs, and we listen. If they need movement, calm, or space, we provide it. We believe open, reciprocal communication is key to student success. That includes daily conversations with teachers and actively welcoming feedback from both parents and students. Our parent Board of Directors plays a vital role in shaping the school community, ensuring families have a meaningful voice. This strong partnership isn’t just valued—it’s essential to each child’s growth, progress, and achievement."
Information not available
"OakHaven Academy for Diverse Learners has recently moved into a new learning space that reflects our commitment to student well-being, personalized learning, and inclusion. Our environment features flexible workspaces, and quiet zones where students can self-regulate and focus. Our flexible learning groups are intentionally small and designed to support multi-sensory learning, with tools and materials that meet a wide range of needs. This move allows us to expand our programming, offer more one-on-one support when required, and deepen our commitment to creating a safe, welcoming space for all learners. The location also strengthens our ability to host community excursions and real-world learning experiences using Halton Transit. Students thrive when their individual needs are recognized, respected, and supported. This new space is more than a building—it’s a reflection of the inclusive, student-centered learning we believe all children should receive from our experienced educator team."
Information not available
"In the next five years, OakHaven Academy for Diverse Learners plans to expand, offering continued support for neurodiverse learners from childhood through adolescence. This will allow us to guide students through critical transitions with the same personalized, relationship-based approach. We also envision moving into a permanent learning space designed to reflect our core values—with calming indoor environments, flexible classrooms, and dedicated outdoor learning areas that support movement, nature-based education, and social-emotional growth. Our expansion will deepen our commitment to individualized learning, well-being, and real-world skill-building, ensuring students are not only academically prepared but confident, capable, and connected. As we grow, we will continue to centre student voice, strong family partnerships, and inclusive, strength-based teaching—creating a lasting community where every learner can thrive."
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.
Welcome to OakHaven Academy for Diverse Learners
It is my pleasure to welcome you to OakHaven Academy—a new, independent school in Burlington, Ontario, created with a clear mission: to provide a nurturing, structured, and inclusive environment where diverse learners can truly flourish.
Our dedicated team brings decades of experience in inclusive and specialized education. At OakHaven Academy, we believe every child deserves to be understood, supported, and challenged to reach their fullest potential. Our personalized approach, grounded in evidence-based teaching practices, helps students strengthen foundational skills, build confidence, and develop a genuine love of learning.
Our students are engaged communicators who can express their thoughts, ideas, and needs, and who enjoy learning alongside others in a positive, collaborative setting. They benefit from small group learning, individualized coaching, clear expectations, and a caring school community that encourages both independence and connection.
With over 30 years in education—including experience as a special education resource teacher within a local public school board and as principal of an accredited independent school—I have devoted my career to helping students who learn differently find success and joy in their educational journey. That mission lies at the heart of everything we do at OakHaven Academy.
We look forward to partnering with you and your family as we work together to help your child grow academically, socially, and emotionally in a supportive and connected community.
Traditional
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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
OakHaven Academy for Diverse Learners provides a personalized, evidence-based curriculum designed to meet the needs of neurodiverse students and those requiring additional support. Our core focus is on building strong foundations in literacy, numeracy, and social-emotional development. We use structured, research-backed programs such as UFLI, Wilson, REWARDS, and Structured Word Inquiry, along with multi-sensory math instruction to ensure deep understanding and skill development. Each student follows a customized Success Plan, developed in collaboration with families, to target individual learning goals. Our low 5:1 student-to-teacher ratio allows for meaningful relationships, individualized attention, and responsive instruction. Social-emotional learning is taught explicitly through evidence-based programs like Social Thinking and Zones of Regulation, helping students build self-awareness, communication, and self-regulation skills. Afternoon programming expands learning into science, social studies, the arts, and healthy living. Weekly community excursions provide real-world learning opportunities, fostering independence and connection beyond the classroom. OakHaven offers a calm, inclusive, and flexible environment where students who haven’t thrived in traditional schools can build confidence, close learning gaps, and rediscover the joy of learning.
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.
OakHaven Academy for Diverse Learners programming follows the Ontario curriculum's overall expectations in mathematics focusing first on numeracy and number sense, with a primary focus of lessening any learning gaps the student demonstrates. Key topics are explored clearly and explicitly, with lessons and activities differentiated for each student's individual level. All learning in math builds upon earlier, foundational concepts. If students do not have a strong base in addition, they will struggle with subtraction. If they do not understand equal groups, they will not be able to understand multiplication and division. We help students to consolidate the foundational skills that they will need to unlock higher levels of math in secondary school and beyond.
Multi-sensory Math Jump Math Ontario curriculum spiralized to lessen learning gaps and build foundational skills
Students are encouraged to use learning tools and manipulatives.
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.
OakHaven's program is best described as phonics-intensive, using systematic, explicit instruction to teach students how to decode words by identifying letter-sound relationships and blending sounds. This structured, evidence-based approach is particularly effective for neurodiverse learners, who benefit from repetition, routine, and clear instruction. We recognize that many students struggle with spelling and printing, so we directly teach spelling conventions and patterns to support both accurate spelling and fluent reading. We believe that reading and spelling are deeply connected—automatic spelling strengthens word recognition and reading fluency. In addition to phonics, students receive instruction in: Cursive and print handwriting Common spelling rules and decoding strategies Paragraph writing and composition Grammar and proofreading This integrated literacy approach helps students become confident, capable readers and writers by reinforcing foundational skills across all areas of language learning.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We monitor progress using a variety of tools including Diebels and Woodcock Johnson standardized assessments.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
OakHaven Academy for Diverse Learners uses structured, evidence-based approaches to teach writing such as UFLI, Wilson and Rewards Reading and Writing which is particularly effective for neurodiverse learners, who benefit from repetition, routine, and clear instruction. We recognize that many students struggle with spelling and printing, so we directly teach spelling conventions and patterns to support both accurate spelling and fluent reading. We believe that reading and spelling are deeply connected—automatic spelling strengthens word recognition and reading fluency. In addition to phonics, students receive instruction in: Cursive and print handwriting Common spelling rules and decoding strategies Phrases, sentences and paragraph writing differentiated to individual students Grammar, and proofreading Learning to use assistive technology as a tool This integrated literacy approach helps students become confident, capable readers and writers by reinforcing foundational skills across all areas of language learning.
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.
Science is taught in the afternoon. Topics are generated from the Ontario curriculum and overall expectations are covered. We learn through inquiry and experimental learning, using hands-on experiments and student guided investigation. With multiple grades, we split students into smaller groups so they are learning their own curriculum expectations differentiated to their ability level. We also group together similar concepts so that students can work together across grades collaboratively.
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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
OakHaven Academy for Diverse Learners incorporate both of these approaches. It is vital for students to be able to decode and understand the purpose of a text for their reading comprehension and written composition. Many of our students struggles with written expression and our goal is to help them identify written elements and apply them to their own work. However, we want our students to feel competent and confident with literature.
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.
Social Studies are taught in the afternoon. Topics are generated from the Ontario curriculum and overall expectations are covered. Imagine your child is motivated to learn, not just for marks, but for the love of learning. Authentic learning ignites student interest and joy in learning by connecting what is taught in the classroom to real-world issues, problems and applications. "Learn by doing" is the core of OakHaven Academy's philosophy, as students practice foundational skills, whether they are engaging in authentic activities similar to a scientist, an artist, an engineer, or a writer. Future-ready skills such as problem solving, critical thinking, teamwork, observation, asking questions, and note-taking are consistently reinforced during authentic learning.
Pragmatism
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
BHMS offers an adolescent program within the context of the regular Montessori school, providing a supportive learning environment specially tailored to meet the needs of adolescents. Happy and healthy teenage experiences are essential for developing the coping skills and knowledge for successful adulthood. To this end, the integrated program of study for the BHMS Junior High follows Dr. Montessori’s Educational Syllabus for the adolescent: Self Expression: Music, Writing Workshops & Language Arts, Art, Physical Education Psychic Development: Moral Education, Mathematics, Languages (French) Preparation for Adult Life: Study of the Earth & Living Things (Physical Geography, Biology, Anatomy, Astronomy) Study of Human Progress & the Development of Civilization (Physics, Chemistry, Engineering, Genetics, History of Science & Technology) Study of History of Humanity (History of Exploration & Settlement, Political Geography, Environmental Studies, Religion, Peace & Conflict Studies, Law & Government, Literature/ Novel Study, National history & Current Events).
One of the best ways to help students learn to make meaningful connections to real-world experiences. This can help them to contextualize what they have learned and then apply their learning their own way.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The study of French is of utmost importance at Bishop Hamilton Montessori School where students begin their daily language study while still in the Casa program. As students progress through the levels their mastery of the language intensifies as does their understanding of Francophone culture and literature. Harnessing Ottawa’s geographic location and bilingual nature the French program conducts field-trips, culminating in annual trips to visit nearby Francophone cities of Montreal and Quebec in grades six through eight. Students graduating from grade eight of the Junior High program have successfully completed the French immersion language curriculum that is introduced at grade 10 in the public immersion system. By moulding students’ linguistic capabilities from such a tender age, and in small-group settings, they are able to become fully assimilated into the bilingual mosaic of Canada’s National Capital Region.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Beginning in the Casa level and beyond, students meet with the Music Specialist where they are introduced gradually to music theory and expression. In grade 4 students begin exploring different musical instruments and, later, are integrated into the school band. Additionally, vocal skills are honed and refined through learning and performing choral music. The BHMS passion for music and performance is evidenced through annual concerts that bring together students of all ages, as well as the staging of some popular musicals, complete with set design, costuming, and theatrics, all developed by the students. Creative expression is an important outlet for students. The Art curriculum aims to inspire students to express feelings, ideas, and issues using a variety of medians such as: two and three dimensional forms and Multimedia Art. Students learn to apply the critical analysis process to communicate feelings, ideas and understanding of Socio-cultural and Historical Contexts.
Our students spend time exploring their abilities in the fine art of music and visual art each Friday afternoon. We frequently explore local museums including the Art Gallery of Burlington for a program.
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
Computers and iPads are used as learning tools for assistive technology, inquiry and learning typing skills. We use computer games such as IXL to compliment our learning.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students at BHMS learn from a young age that a healthy mind thrives in a healthy body. Once students reach the third year of Casa they progress to classes lead by the physical education specialist in our gym or outside. These classes, taught three times weekly, teach the importance of exercise as part of a routine, the rules of certain sports and good sportsmanship. Students participate in city-wide sporting events as well as in athletic competitions with other schools. The Junior High Physical and Health Education program, taught in French and English, introduces a variety of sports, games, and outdoor pursuits. We participate in cross-country running, soccer, floor hockey, track and field, as well as, an extensive cycling program. The health curriculum uses the Ontario curriculum documents as a guide.
Physical education is taught outside in the local park setting. We have access to fields and equipment. Students walk to the park each day and enjoy our structured games. Students swim at Goldfish Swim School once a week during the last term of the school year.
Play-based
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.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
OakHaven Academy’s Kindergarten program blends play-based learning with gentle structure to support neurodiverse learners and those needing extra support. Through meaningful, hands-on play, we build foundational skills in literacy, numeracy, and social-emotional development. With a low 5:1 student-to-teacher ratio, each child receives personalized guidance and support. Learning is intentionally designed to target goals such as language development, fine motor skills, and emotional regulation, and are adapted to meet individual needs. Social skills are taught explicitly using programs like Zones of Regulation and reinforced through modeled play. Our calm, inclusive environment promotes confidence, communication, and a positive early learning experience that nurtures curiosity and builds readiness for future academic success.
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.
OakHaven Academy’s flexible pacing allows students to move forward when ready and revisit concepts as needed. Instruction is adjusted in real time based on student progress, not grade level or age. This ensures deeper understanding, reduces frustration, and supports lasting skill development across academic and social-emotional domains.
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 OakHaven Academy, we nurture self-aware, confident, and capable learners by equally supporting the learner's development. A key priority is helping students understand and embrace their own neurodiversity—recognizing how they learn best, advocating for their needs, and celebrating their strengths. Through personalized instruction, social-emotional learning, and hands-on supports, students build resilience, empathy, and self-esteem. Our classrooms foster a safe, affirming environment where differences are not only accepted, but deeply valued. We maintain high expectations while meeting students where they are, helping them grow into individuals who are curious, compassionate, and empowered. Ultimately, OakHaven strives to shape learners with a strong sense of identity, purpose, and the confidence to thrive—both in school and beyond—as proud neurodiverse individuals.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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 OakHaven Academy, we nurture self-aware, confident, and capable learners by equally supporting intellectual, emotional, and social development. A key priority is helping students understand and embrace their own neurodiversity—recognizing how they learn best, advocating for their needs, and celebrating their strengths. Through personalized instruction, social-emotional learning, and hands-on supports, students build resilience, empathy, and self-esteem. Our classrooms foster a safe, affirming environment where differences are not only accepted, but deeply valued. We maintain high expectations while meeting students where they are, helping them grow into individuals who are curious, compassionate, and empowered. Ultimately, OakHaven strives to shape learners with a strong sense of identity, purpose, and the confidence to thrive—both in school and beyond—as proud neurodiverse individuals.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
At OakHaven Academy, our programming supports students through individualized accommodations, modifications, and therapeutic strategies. With expert educators, small class sizes, visual schedules, sensory-friendly spaces, and consistent routines, we create a supportive, structured environment. Accommodations may include assistive technology, extended time, movement breaks (like trampoline time), and adapted materials to meet students where they are presently at. For those needing modifications, we adjust curriculum expectations while keeping learning meaningful and engaging. We also provide remedial support in literacy, numeracy, and executive functioning through targeted small-group instruction. When appropriate, therapeutic support is integrated into the school day, including social-emotional coaching, and collaboration with speech-language and other specialists.
At OakHaven Academy, we understand that learning needs can emerge or evolve over time. Our team is skilled in identifying and supporting students who develop learning difficulties while in our care. We provide individualized strategies, collaborate closely with families, and, when needed, connect with external professionals to ensure each child receives appropriate support. Students with clinically diagnosed learning disabilities thrive in our structured, supportive environment using evidence based programs. However, we are always honest about whether we can meet a child’s specific needs. If we believe a student requires resources beyond our scope, we will guide families toward a setting that is better equipped—always with the child’s best interest in mind.
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
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades JK - 8
No
No
No
No
No
No
No
No
No
No
At OakHaven Academy for Diverse Learners, we recognize and value the individuality of each student. Our mission is to provide a structured, supportive, and engaging environment where students can develop confidence, build essential skills, and achieve meaningful academic and personal growth. Students who experience success at OakHaven typically: - Learn best in small, supportive group settings that encourage collaboration and connection - Are developing independence and self-awareness, with guidance from a caring, experienced team - Respond positively to clear expectations, consistent routines, and a well organized environment - Demonstrate curiosity, motivation, and an eagerness to engage in learning - Have families who value open communication and active partnership in their child’s educational journey At OakHaven, we take a strengths based and individualized approach to education -helping each student progress at their own pace while cultivating a lifelong love of learning and a strong sense of self.
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.
At OakHaven Academy for Diverse Learners, we take great care in ensuring our program is the right fit for each child. Our admission process is designed to be thoughtful and collaborative, helping families and staff make informed decisions together.
1. Initial Phone Call
We begin with a conversation to learn about your child and introduce our program and philosophy.
2. Parent Meeting
Parents are invited to meet in person with our team to discuss their child’s needs in more detail.
3. Parent and Child Visit
Next, we invite both the parents and the child to visit OakHaven Academy together. This meeting allows the child to become familiar with the environment and gives our staff a chance to interact directly with them. It also helps us assess how the child engages in a new setting and gives the family a feel for our community culture. This meeting usually begins the three day trial period.
4. Three-Day Trial
Finally, to ensure the best possible match, the final step in our process is a three-day trial period. During this time, the child participates in our program under the observation of our educators and support staff. This allows us to assess how well the child responds to our structure, routines, and expectations, and to determine whether we can adequately support their learning and development.
At the conclusion of the trial, we meet with the family to review observations, share feedback, and make a collaborative decision about moving forward with enrollment.
Our goal throughout the admission process is to build a strong foundation for success by ensuring that OakHaven Academy is the right environment for each child’s growth - socially, emotionally, and academically.
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