131 Duncan Lane, Fredericton, New Brunswick, E3B 7S2, Canada
2379 Trafalgar Road, Unit 6, Oakville, Ontario, L6H 6K7, Canada
Indirect Support:
131 Duncan Lane, Fredericton, New Brunswick, E3B 7S2, Canada
2379 Trafalgar Road, Unit 6, Oakville, Ontario, L6H 6K7, Canada
2017
1997
115
84
Preschool to 10
Preschool to 3
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Montessori
Varies
8 to 18
Learning, Developmental, Behavioral
In-class adaptations
$9,500 to $14,500
$13,195 to $14,195
No
No
0%
0%
None
None
$0
$0
8
12
0%
0%
50%
95%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6
Preschool, JK, SK, 1, 2, 3
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
No
No
No
information not available
information not available
Fredericton Montessori Academy (FMA) provides a stimulating and nurturing environment for kids from Junior Kindergarten to Grade 7. FMA offers a Montessori curriculum that involves learning through investigation and discovery. Since not all kids learn the same way or at the same pace, it has a flexible curriculum tailored to kids’ learning needs and interests. The school offers acceleration and enrichment in a variety of subjects including French and Spanish, music, theatre, and the performing arts. Physical education at FMA focuses on fitness and cooperation rather than competition. Consistent with the Montessori approach, kids have lots of freedom to explore and pursue their natural curiosity and interests, which often leads to happy and engaged learners who excel academically.
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Trafalgar Ridge Montessori School is an established, proven, Montessori program that reflects the core of the method—respect, community, purposeful engagement, motivated learning—within a setting crafted to deliver it. The staff see themselves as a natural support of the families that turn to them, not merely teachers of students, adding further strength to the program. The extended hours and summer camp programs take the offering beyond the hours of the school day and through the holiday months, something that parents rightly appreciate—it adds a consistency, and a sense of the familiar, throughout the calendar year. The school has parent association, which says a lot, actually. It’s unique to schools of this size and focus, though signals a dedication to communication and transparency. The program and the school culture no doubt benefit from that level of parental involvement.
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"I feel my child has learned more in the 1.5 years at Montessori than she did in the public sector for four years."
Monika Kovacs - Parent (Feb 24, 2023)
Until Montessori, school was a huge struggle for our daughter. Confidence was an extremely concernin...
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"They encourage kids to know more, ask more and learn more in a way that truly benefits them in the long run."
Sahar Saied - Parent (Feb 24, 2023)
Before joining FMA my son was in a playschool that followed the "learning through play" approach. Mo...
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"Welcome to Fredericton Montessori Academy. We are currently an applicant school with the Canadian Council of Montessori Administrators (CCMA) and will soon be the only accredited Montessori school in Atlantic Canada. We currently offer programming to students age 3- Grade 10 in an authentic Montessori setting."
"Trafalgar Ridge Montessori School has provided "Quality Education in a Nurturing Environment" since 1997. The fundamental principle governing our approach to learning is that the "whole child" (emotional, intellectual, social & physical) must be the focal point of the activities so each student can develop at their own pace. We embrace multiculturalism and the uniqueness of each member of our school community and offer Montessori programs from Preschool to Grade 3."
"Our multi-age classrooms allow children to work at their own pace to ensure their full potential while instilling a love of learning and independence. We are conscious to include all family cultures, beliefs and orientations and promote great respect for all differences."
"Our forte is personalized care and early learning for each of our unique students. We treat children as an extension of our family and support the parents in helping them raise amazing and happy citizens of the world. Another measure of success is the overwhelming positive feedback we receive from our Alumni. Our goal is to prepare students for continued positive growth on their educational journey once they move on to different schools."
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"Our belief is that you not only onboard a child, but the whole family. It is essential that children feel honoured, respected and safe in our school as an extension of their home. Our open door policy allows parents to communicate with teachers and administrators regularly."
"Affordable true Montessori quality education. One to eight Teacher to Student ratios for Preschool but also for Junior and Senior Kindergarten. Structured learning program and daily French instruction. Music and dance are integral parts of the curriculum. Off & on- site physical education program. Information technology and coding for Elementary students."
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"Our school works tirelessly and year-round to provide the absolute best environments and opportunities for our children, families and staff."
"The exterior frontage of the school perceives it to be quite small but in reality we have spacious classroom and a bright interior environment. Our playground is nature based and spacious."
"Our school community is very strong and we approach ideas together. We communicate exceptionally well with our families through face-to-face interactions, newsletters, emails, etc."
"The owner has been actively involved at TRMS since the school was established in 1997. First as a parent, volunteer and teacher and later as administrator and for the past 21 years as owner and Director. She has a reputation for her commitment to each student and their family. "There is no greater privilege or responsibility than educating young minds. Each child in our care must be treated with the upmost integrity and in a loving and nurturing manner at all times." S. Lescure"
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Choosing a school, that is most appropriate to the individual needs of your child, is a major decision for parents. Many questions arise but the most important is whether the school’s educational and social philosophy meets the parent’s own expectations and standards.
Trafalgar Ridge’s philosophy is based on the principle that each child will achieve their personal best in all areas of their development! Education involves the progress of self-motivated, responsible and self-disciplined children. From a very young age we bring children, through purposeful activities, to independent learning and self-initiative, enabling them to achieve their highest potential. Self-esteem is achieved and skills vital to a fully functioning member of society are developed.
Our students work independently as well as cooperatively, learning to respect the needs of others as well as their own. A love of nature and a deep sense of responsibility for others and their environment are fostered. Also, the child should have fun and develop new friendships. Most importantly self esteem is nurtured so that each child is proud of their ability and is confident in what they can achieve.
A child’s school should be an extension of their family, providing a safe environment in which they can explore ideas and feelings. Parents who enrol their children at Trafalgar Ridge are required to attend and participate in all information meetings arranged by the school to foster open communication channels for the benefit of the children.
All this in an multicultural environment that embraces diversity and teaches children to celebrate their cultural heritage and that of others!
It is our aim to direct each child to achieve their personal best by allowing them to develop at their own pace.
Please contact us to arrange a tour of our school and to meet our passionate and dedicated teaching team.
We hope to see you soon!
Montessori
Information not available
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Not applicable
We not only teach a rigorous academic curriculum using the Montessori approach, but as a Montessori school, we teach the whole child which includes their social / emotional growth over the three of four developmental stages.
TRMS offers the full Montessori curriculum from Preschool to Grade 3 focusing on developing the whole child by introducing them to all areas of learning including language, STEM, social studies, art, music and physical education. French enrichment is included at all grade levels. We also focus on character education and social emotional wellness. We strive for happy students who love life and 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.
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We offer a two fold Math curriculum that encompasses Montessori and traditional Math. We offer coding for grades 1 to 3.
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Phonics-intensive
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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The Montessori curriculum is mostly focused on phonics however whole language concepts are also introduced during early reading and onwards. Reading comprehension and deciphering information occurs once the child starts to read beginning phonics readers. A comprehensive reading program is introduced during the Casa years.
Systematic approach
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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Learning to write works in conjunction with early reading literacy. From Preschool onwards children learn to formulate letters, words and sentences. A strong focus on grammar and creative writing skills occurs in Senior Kindergarten to Grade 3.
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.
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STEM is introduced from Preschool through exploration and inquiry. Elementary grade 1,2,3 students participate in a mandatory annual STEM FAIR.
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
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
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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
Core Knowledge
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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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Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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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
These programs have an equal emphasis on receptive and creative learning.
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
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
More focus is placed on the action of typing, but we do most of our research through books and encyclopedias. Computers are introduced in the Upper Elementary.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Physical Education is taught for 2 hours a week.
Physical development is essential for the growing child. We offer movement breaks both structured and free style (recess) throughout the day. In addition an off site structures physical education program is offer for JK to Grade 3 which can include multi-sports, Zumba and skating, swimming depending on the grade level.
Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
We offer a lower Casa (preschool) and Upper Casa (JK SK) well-rounded Montessori program taught by Accredited and experienced Montessori teachers.
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
We allow the child to progress at their pace.
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.
Students work rigorously at their individual levels.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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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 | |
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. | ||||
| Learning disabilities | ||||
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. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
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. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
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. | ||||
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. | ||||
| Developmental | ||||
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). | ||||
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. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
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). | ||||
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. | ||||
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. | ||||
| Behavioral and Emotional | ||||
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. | ||||
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. | ||||
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. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
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. | ||||
| Physical | ||||
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. | ||||
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. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
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. | ||||
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. | ||||
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." | ||||
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). | ||||
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. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Information not available
We are open and transparent with parents. If they develop learning difficulties while at school, we encourage a Psychological Assessment by a professional.
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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
0%
0%
$0
$0
50%
95%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6
Preschool, JK, SK, 1, 2, 3
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
No
No
No
No
No
No
No
No
No
No
No
We are proud to accept a family rather than just a student. We would love to have all of our students continue to the end of Grade 6, however, we accept students regardless of how long they want to remain with us. While we accept learning differences, we are a strong in our academics and behaviour. We are not equipped to accept children who demonstrate high behavioural needs.
Families who are seeking a nurturing environment for their child to develop in all areas of learning at their pace. Students who complete the full Montessori program at both the Casa and Lower Elementary level achieve the best foundation in their early education.
Section 1 – New Student Enrollment Process
Step 1 – Application for Enrolment
We require parents to fill out an application for enrolment. At this point, students will be placed in a wait pool. Applying for a placement in our academy commits the parents to the following:
Step 2 – Acceptance into Program
Once your family has fulfilled Step One, we will be accepting students starting as early as March 1st into our program for the upcoming year. If acceptance is granted, the family will have one week to make a final decision at which point a payment of $500 is required to hold their spot. This will be credited toward their yearly tuition. At this time, you will be asked to fill out a child profile, provide proof of immunization and sign the contract stating that you have read the Family Handbook and agree to its contents.
If you choose not to attend the school in the fall, the deposits are non-refundable. Please be advised, if your child is in the waiting pool, and we cannot offer him/her enrolment, the registration fee is non-refundable.
Section 2: Returning students Enrollment Process
Our current students will be given first priority to reenrol at FMA for the following school year.
Our classes have a maximum size, and most grades are at that maximum now. We expect more grades to reach maximum enrolment in the future. We want all our current students to return. In order for parents to be confident their child holds a spot in next year’s class, please follow the process outlined below.
When this step is complete your child is placed on the class list.
Contact the school for program information, then to schedule a tour.
