531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
1305 Taylor Way, West Vancouver, British Columbia, V7T 2Y7, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
1305 Taylor Way, West Vancouver, British Columbia, V7T 2Y7, Canada
5,693.0 km
7,659.7 km
1953
1979
450
60
JK to 12
Preschool to K
Coed
Coed
Day
Day
English
English
Academic
Traditional
Montessori
15
Varies
Learning, Developmental, Behavioral
$10,000 to $16,000
$8,100 to $18,720
Yes
No
18%
0%
JK to 12
None
$900
$0
30
15
0%
0%
0%
95%
information not available
Preschool, K
information not available
information not available
Rolling
Not available
Not available
Not available
Yes: grades JK - 12
No
No
No
information not available
information not available
Crawford is one of those schools that, for whatever reason, has flown a bit below the radar. It was established in 1953 with a dedication to providing a close-knit learning environment based in Christian teaching. The community is a highlight, to be sure, and while families are attracted to the academic program, and the values that inform it, it’s the community that alumni speak of first as the thing they appreciated most while there. Spaces are clean, open, and the campus has a welcome polished feel. While not an international school per se, students are attracted from overseas, and homestay programs are arranged in partnership with the school. The international students add a diversity to the population, and add dimension to the student experience. The ideal student is one preparing to advance to university programs in North America.
View full reportA close partnership between educators, families, and the broader school community is central to Gatehouse Montessori School. Combined with low student-to-teacher ratios and a strong sense of belonging, this collaborative approach helps create a nurturing environment where young learners can develop the confidence and skills needed for future success. The school's programs are designed around the Montessori three-year learning cycle for children ages 3 to 6, a period widely recognized as foundational to a child's development. Within carefully prepared Montessori classrooms, students engage in hands-on learning experiences that encourage self-directed discovery. Through work in the core Montessori areas of Practical Life, Sensorial, Mathematics, Language, and Culture, children build academic skills while developing social awareness, responsibility, and self-motivation. The school seeks to support students' emotional, social, physical, and intellectual growth while also focusing on curiosity, creativity, and positive relationships. Teachers act as guides, helping children learn to explore ideas independently within a supportive environment.
View full report
"My experience at Crawford was transformational."
Kimberley Springer - Alumnus (Mar 09, 2021)
My experience at Crawford was transformational. I had the opportunity to learn practical life skills... View full review
"Our family's experiences have been wonderful, especially because of the teachers both of my children have had, who created this environment for our family."
Anisha Somji - Parent (Jun 03, 2026)
We have a great relationship with the teachers, as they always make our children feel welcome and br... View full review
"All I wanted was for my daughter to feel safe and learn in a nurturing environment, which she has at Gatehouse."
Naya Ladha - Parent (Jun 08, 2026)
We truly feel blessed to have found Gatehouse. The learning environment, teachers and the community ... View full review
"Established in 1953, Crawford is committed to the holistic development of our students through academic excellence, spiritual nurture, enhancement of social & physical abilities. With an emphasis in music, science, technology, sports, we are a balanced, co-ed family of schools - campus locations in North York (Main JK-12), Pickering (East JK-8) & Mississauga (Peel JK-8) - that successfully develops students for post-secondary education & their chosen career path and to remain committed to a lifestyle of service."
"For over 47 years, Gatehouse Montessori School has provided a warm, nurturing, and enriching learning environment for children on the North Shore. As a non-denominational, not-for-profit society, we are dedicated to maintaining the outstanding quality and reputation our school is known for. Led by experienced Montessori administration and certified Montessori and ECE educators, we foster independence, confidence, curiosity, and a lifelong love of learning."
"We blend rigorous academics with the values of Christian character education, developing both the minds and hearts of our students. Our Christ-centred approach is linked with smaller class sizes and personalized instruction, ensuring that teachers are attuned to each student’s unique strengths and aspirations. We prioritize active participation in music, sports, and science, utilizing extracurricular opportunities to reinforce leadership, teamwork, and responsibility. Distinctively, our school culture encourages community engagement and service, with students actively involved in music ministry and outreach projects. Through holistic education, including spiritual growth, critical thinking, and physical activity, we prepare students to excel academically and become compassionate, effective leaders, surpassing the boundaries of traditional schooling."
"Gatehouse Montessori School differentiates itself through its authentic commitment to the Montessori philosophy, delivered with consistency over more than 47 years of practice. Guided by trained AMI educators, we provide a true Montessori environment where learning is structured around five interconnected areas: Practical Life, Sensorial, Language, Mathematics, and Cultural Studies.
Rather than following a standardized, age-paced curriculum, children learn through hands-on materials within a 3-year mixed-age cycle. This allows each child to progress at their own developmental stage, with educators carefully observing and introducing lessons when readiness is demonstrated.
We intentionally prioritize depth, focus, and independence over overstimulation or fast-paced instruction. Enrichment such as French and music is thoughtfully integrated to complement core Montessori learning without disrupting continuity."
"To maintain small class sizes and provide personalized, holistic Christian education, we focus resources on critical programs, music, science, athletics, and faith formation, occasionally limiting the range of specialized electives or luxury amenities. This ensures depth and quality in student experiences and community engagement."
"Gatehouse Montessori School makes intentional choices about how children learn. We prioritize depth over speed, allowing sustained engagement with materials rather than rapid coverage of content. Children spend time mastering concepts through hands-on work instead of moving quickly between activities.
We emphasize collaboration over competition. Students are not ranked or compared, but learn within a mixed-age environment where peer learning and mutual respect are central.
In balancing tradition and innovation, we favour time-tested Montessori materials over early reliance on technology. We believe strong foundations are built through concrete, tactile experience.
We also prioritize calm structure over high stimulation, supporting concentration, independence, and self-regulation.
These choices develop confident, self-directed learners with strong foundational skills."
"Crawford Adventist Academy’s journey began in 1953, when the Willowdale Seventh-day Adventist Church opened Toronto Junior Academy to serve the educational needs of its children. The addition of a purpose-built facility, made possible by the generosity of Dr. Erwin Crawford, set the stage for growth and innovation, and his name became an inspiration for the school's identity. In 1978, the creation of the Toronto Adventist District School Board united local Adventist churches in a shared vision for holistic education, providing stability, resources, and governance as the school expanded. Responding to community demands, the academy added junior high and high school grades in the early 1980s. The 1990s and 2000s saw further milestones as new campuses opened in Pickering (East) and Mississauga (Peel), allowing Crawford to serve a growing and diverse student body. Each expansion reflected Crawford’s core mission: to deliver Christ-centred, whole-person education for students across the Gre"
"Founded over 47 years ago, Gatehouse Montessori School was established with a clear commitment to authentic Montessori education. This early focus on a child-centred, hands-on approach continues to shape the school’s identity today.
A key milestone has been maintaining fidelity to the Montessori philosophy, including the use of trained AMI educators and the 3-year classroom cycle. Rather than following changing trends, the school has remained consistent in how it supports children’s development.
Over time, Gatehouse has evolved thoughtfully to meet the needs of modern families, introducing enrichment such as French and music in ways that complement, rather than disrupt, core Montessori learning.
This balance of consistency and intentional growth defines Gatehouse as a stable, trusted Montessori environment."
"Crawford Adventist Academy is ideal for students and families who value a well-rounded, faith-based education integrating academic rigour with spiritual, musical, and athletic pursuits. Students who engage deeply in community service, appreciate small class environments, and actively nurture personal integrity and leadership skills thrive here. We welcome those eager to ask questions, seek growth beyond academics, and show respect for diversity. Students do not have to be Seventh-day Adventist, but must be open to a Christ-centred environment. A genuine desire to contribute positively, embrace service opportunities, and balance study with extracurricular involvement are key indicators of fit within our supportive and caring school community."
"Gatehouse Montessori School is an excellent fit for children who are naturally curious, observant, and benefit from a calm, structured environment that supports independence. Students who thrive here are those who are willing to engage deeply with hands-on materials, work at their own pace, and develop concentration over time.
Our program is particularly well-suited to children who may not thrive in fast-paced, highly directive settings, but instead benefit from individualized guidance and the opportunity to build confidence through self-directed learning.
Families who value consistency, respect, and a thoughtful approach to early education will find strong alignment with our philosophy. Those who appreciate long-term development over quick results, and who trust in a child’s ability to grow with guidance rather than pressure, tend to get the most out of the Gatehouse experience."
"If a family prefers an academically focused institution without integration of Christian principles, Crawford may not align with their desires. Our curriculum is Christ-centred, and participation in religious activities is integral. Those looking for highly specialized academic or extracurricular tracks, such as extensive Advanced Placement courses or elite athletic programs, may not find their preferences met. Families uncomfortable with regular faith-based instruction, required community service, or engagement in music and the arts may feel out of place. Furthermore, if a student is disinclined toward community engagement, active participation, or upholding our core values of service and respect, alternate schools may better accommodate their educational needs and values."
"Families looking for fast-paced programs with constant activity changes or high levels of external stimulation may find our calm, focused classrooms to be a different experience than expected.
In addition, those who prefer early and extensive use of technology in the classroom may find our emphasis on hands-on, material-based learning to be more traditional.
Our program is best suited to families who value independence, consistency, and a thoughtful, developmentally grounded approach to early education."
"Families are drawn to Crawford Adventist Academy by our holistic, Christ-centred education, which consistently yields high academic achievement, a compassionate peer culture, and a strong sense of community. Our proven record for university acceptance, individualized attention in small classes, and rich musical and athletic programs attract those looking for comprehensive student growth. Active engagement in service and a supportive, nurturing ethos that prioritizes both spiritual and academic development make our school stand out as a trusted, well-rounded choice."
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"Crawford Adventist Academy enjoys a strong reputation in the community as a trusted provider of Christian education. We are recognized for our unwavering commitment to academic excellence, character building, and service. The public perceives us as producing well-rounded graduates who succeed academically, contribute positively to their communities, and demonstrate spiritual maturity. Our music and sports involvement are highly regarded, and our supportive environment attracts families desiring a safe, constructive learning setting. Relationships built with local churches and community organizations further validate our standing as an institution dedicated to both scholastic and societal betterment, making us a preferred option for holistic education."
"Gatehouse Montessori School is widely regarded as a warm, nurturing, and well-established Montessori community where children experience meaningful growth. In the public eye, the school is known for its caring, professional educators and its authentic Montessori approach, with a strong emphasis on independence and individual development.
Families often associate Gatehouse with noticeable progress in their children’s confidence, social-emotional development, and learning skills. The calm, welcoming environment and thoughtfully prepared classrooms are frequently highlighted as key strengths.
The school is also recognized for fostering a positive and engaging experience for children, where they feel excited to learn and share their daily experiences. Overall, Gatehouse is seen as a trusted, supportive environment that leaves a lasting impact on early childhood development."
"Our robust music program is often underrecognized for the transformative impact it has on student confidence and community connection. From early grades, students engage in music lessons and ensemble performances at church services and public events, encouraging teamwork, discipline, and expression. Another underappreciated area is our deep focus on early literacy, which sees even Senior Kindergarten students achieving reading skills well above the norm, providing a foundation for long-term academic success. The seamless integration of faith with curriculum, where values, service, and academics reinforce each other, may also go unnoticed compared to standardized achievements. Families who choose us often comment on the strong bonds formed, the genuine care among staff and peers, and the real-world readiness their children gain."
"One of the most underappreciated aspects of Gatehouse Montessori School is the level of intention and planning behind each child’s learning experience. While families notice the calm classrooms and independent work, the depth of observation, record-keeping, and individualized lesson planning is often less visible.
Our educators carefully track each child’s progress, prepare detailed reports for kindergarten readiness, and introduce materials at the right moment based on readiness. This ensures learning is both personalized and purposeful.
The mixed-age classroom is another element that may seem simple but plays a key role in fostering peer learning, leadership, and collaboration.
Over time, families come to understand that these quieter, less visible practices are what support meaningful growth, independence, and long-term success."
"The high university acceptance rate, despite our moderate school size, often impresses newcomers. They may not expect the breadth and quality of music and sports opportunities, or the warmth of our close-knit, supportive school community, all distinguishing features that set us apart from typical private schools."
"Families are often surprised by the depth of learning that takes place within our calm and structured environment. At first glance, the classrooms may appear quiet and simple, but over time, parents begin to see the level of focus, independence, and problem-solving children develop through hands-on Montessori work.
Another common surprise is how quickly children build confidence and take ownership of their learning. Tasks that may seem small- such as caring for materials, completing work independently, or helping peers-contribute to a strong sense of responsibility and self-assurance.
Families are also often struck by how much their children enjoy the experience. Children frequently share what they’ve learned, from new concepts to songs and daily activities, reflecting a genuine engagement with their environment.
Over time, what may have initially seemed understated reveals itself as a highly intentional and impactful approach to early education."
"Crawford Adventist Academy has invested in the improvement and expansion of our facilities, including updated classrooms and gymnasiums across campuses. Recent upgrades in technology have enhanced both teaching and student learning. Our music and science programs have been expanded, and new wellness and academic support systems have been implemented to address students’ evolving needs. Additionally, safety and accessibility improvements ensure our campuses remain inviting and secure. These enhancements reflect a continued commitment to high-quality, holistic education."
"As of 2025, we introduced a structured summer program, allowing families the option to remain enrolled year-round rather than closing for the summer. While separate from our Montessori academic program, the summer program focuses on outdoor play, creative activities, and flexible, theme-based experiences in a more relaxed setting.
We have also continued refining classroom routines to support longer, uninterrupted work cycles and greater consistency across classrooms. In addition, we have strengthened staff collaboration and professional development to ensure high-quality, consistent practice. These updates reflect our commitment to providing stability for families while maintaining a strong, focused Montessori program during the academic year."
"In the next five years, Crawford will prioritize further campus upgrades, expand elementary and JK capacity, and enrich reading and STEM initiatives. Plans include broadening community and church partnerships, implementing new leadership programs, and deepening our commitment to personalized student support, ensuring all learners flourish spiritually, academically, and socially."
"Over the next five years, we plan to continue strengthening consistency and quality across all classrooms while maintaining the integrity of our Montessori program. Our focus will be on refining classroom practices, enhancing staff training, and ensuring a consistently calm, well-prepared learning environment for all students.
We also aim to further develop our enrichment offerings, including seasonal programs to better support the needs of our families. As our community grows, we will prioritize thoughtful, sustainable expansion while maintaining small class sizes and strong teacher-child relationships. Our goal is to build on our existing foundation, ensuring every child continues to receive a focused, high-quality, and supportive early learning experience."
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I am proud to lead a Montessori school where children are given the time, space, and guidance to grow at their own pace. We focus on creating a calm, respectful environment where children feel secure, capable, and genuinely engaged in their learning.
Our role as educators is to observe carefully, support thoughtfully, and provide meaningful experiences that build independence and confidence over time. We work closely with families to ensure consistency between home and school, and we value open communication and partnership.
Most importantly, we want children to feel happy coming to school each day, and to leave with a strong foundation not only academically, but also in how they think, solve problems, and interact with others.
Montessori
Information not available
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.
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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Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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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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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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Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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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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In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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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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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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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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A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
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Montessori
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
Our program follows an authentic Montessori philosophy inspired by Dr. Maria Montessori, focusing on child-led, hands-on learning in a carefully prepared environment. We offer a three-year mixed-age cycle (ages 3–6), supporting continuity, independence, and confidence-building. Preschool children engage in practical life, sensorial, language, and early math materials that develop concentration, coordination, and foundational academic skills. Learning is enriched through outdoor exploration, cultural studies, music, French, and fine arts. In Kindergarten, children enter the final year of the Montessori cycle, where they deepen literacy, numeracy, and problem-solving through advanced materials, journaling, and collaborative project work. Older students also mentor younger peers, strengthening leadership and social-emotional growth. Our extended-day structure provides consistency and additional enrichment opportunities throughout the school day.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Our Montessori environment uses multi-age classrooms, flexible groupings, and individualized learning plans to support each child’s development. Students work at their own pace within a structured three-year cycle, receiving guided instruction, small-group lessons, and extended independent work periods that allow mastery, confidence-building, and differentiated progression across all learning areas.
Supportive
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”.
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.
Our academic culture is supportive, child-centred, and focused on fostering a lifelong love of learning. We emphasize mastery, independence, and motivation that comes from genuine interest rather than external pressure or comparison. Children progress through a carefully prepared Montessori environment at their own developmental pace within a structured three-year cycle, receiving individualized guidance and high expectations appropriate to their stage of learning. Teachers observe closely, provide targeted lessons, and support each child in building confidence, concentration, and competence across all learning areas. Academic growth is seen as a natural outcome of meaningful engagement, hands-on exploration, and consistent encouragement. We prioritize curiosity, resilience, and a positive relationship with learning, ensuring children feel both supported and appropriately challenged.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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."
Our developmental priority is to cultivate intellectually curious, capable, and independent thinkers who take ownership of their learning. Through a Montessori environment, children develop strong foundational skills in literacy, numeracy, problem-solving, and critical thinking through hands-on, self-directed exploration. Equally important, we aim to nurture socially responsible individuals who are respectful, collaborative, and aware of others. Mixed-age classrooms encourage mentorship, cooperation, and empathy, helping children learn to contribute positively within a community. Our goal is to support children in becoming confident, thoughtful learners who are capable of making informed decisions, working effectively with others, and approaching challenges with resilience, curiosity, and respect for themselves and those around them.
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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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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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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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 12
18%
0%
$900
$0
0%
95%
Preschool, K
Rolling
Not available
Not available
Not available
Yes: grades JK - 12
No
No
No
No
No
No
No
No
No
No
No
Successful students at Crawford Adventist Academy strive for excellence and attain maximum scholastic achievement; foster spiritual growth; are drug free and refrain from the use of other narcotics that promote an unhealthy lifestyle, maintain a safe environment, are willing to cooperate with others in a way that improves school life; welcome all races; show pride in their uniform, school, home, church and country; are critical thinkers; are courteous and respectful; safeguard the moral tone of the school; upholds high athletic ideals and recognizes that he/she is part of a team; belong to a community which includes those who have gone before, those who are present and those who will follow.
Students who thrive in our program are curious, independent, and comfortable engaging in hands-on, self-directed learning. We look for children who show emerging responsibility, are able to participate in group settings with respect, and can follow simple routines within a structured Montessori environment. A willingness to explore, concentrate on tasks, and engage with materials is important. We value children who are kind, socially aware, and able to work cooperatively with peers in a mixed-age classroom. Success is best supported when families are aligned with Montessori principles and support independence, consistency, and respect for the learning process at home as well as at school.
Admissions for new students is based on:
1. Completion of the Admissions Application
2. Receipt of all required documents
3. Testing
4. Interview with the Family
5. New Parents are required to attend an Orientation Session.
For your initial Admissions appointment, please bring the following original documents:
1. Proof of Canadian Citizenship/Residency
2. Ontario Health Card
3. Immunization Record
Step 1 – Book a tour (Parents only)
Give us a call or schedule a tour via the link below to come in and get to know us better. We will explain our program to you and give you a tour of the school. You will also get an opportunity to observe a classroom in action. This visit will also allow you to ask questions regarding your child and their education.
An application package will be provided to you at the end of the tour for your review.
Step 2 – Submit the Application and Payment
The application package includes all the forms and information you will need to register your child in our program. The required forms will need to be completed along with the deposit which consists of the application fee ($215), activity fee ($300) and one-month tuition. Please refer to our fee overview for further detail.
Step 3 – Child comes for a visit
We will also invite you to bring your child for a tour of the classroom environment. This will potentially be their home away from home for the next few years and that initial tour is an opportunity to get to know the classroom, meet the teachers and most importantly, watch their eyes light up at the sight of the Montessori materials
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