34 Madison Avenue, Toronto, Ontario, M5R 2S1, Canada
801 North Service Road, Burlington, Ontario, L7P 5B8, Canada
34 Madison Avenue, Toronto, Ontario, M5R 2S1, Canada
801 North Service Road, Burlington, Ontario, L7P 5B8, Canada
2016
1982
100
195
Nursery/Toddler to 12
Preschool to 8
Coed
Coed
Day
Day
English
English, French, Mandarin
Academic
Academic
Montessori
Traditional
1 to 10
16 to 19
Dedicated class; in-class adaptations
$11,742 to $24,550
Yes
No
0%
0%
Nursery/Toddler to 8
None
$0
$0
6
16
0%
0%
95%
80%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades Preschool - 8
No
No
information not available
information not available
Guidepost Montessori is a network of early-childhood centers and elementary schools, with companion middle and high school programs called the Academy of Thought and Industry. That network currently includes 80 schools across the U.S. and around the world and currently serving in excess of 7000 students. Operated by Higher Ground Education, based in Lake Forest, California, the company’s CEO Ray Girn has commented that the intention is to “mainstream and modernize Montessori education through extending its principles across infancy and into high schools.” Part of that modernization is through the use of technology-enabled spaces and a growing online offering. The pandemic accelerated that goal, given the need for online education, which the programs met and exceeded. Each outlet and online program benefits from being part of something bigger, having a wealth of resources, best practices, and expertise to draw on. So, while the Toronto location is new, the program isn’t. Rather the school is an expression of a much larger project that has rightly and very quickly turned many heads. The location for the Toronto school is a reflection of the Guidepost brand: in the heart of the Annex, it combines traditional elements with a very forward looking, urban, progressive approach. When it opens, the Toronto location will be the first Guidepost Montessori in Canada though, given the success of the schools elsewhere, it will no doubt be the first of many.
View full reportAt Fern Hill, academics are important, just as they should be at any school, but culture is important too, including a desire to capitalize on the individual strengths of the staff. Cross-curricular links are a focus, as is a desire to allow students to experience things that may, for the moment at any rate, seem to reside outside their immediate areas of interest. The school takes good advantage of its location within the Ontario Greenbelt, and field studies—there’s a bird banding program, among other initiatives—are used as an entrée to the development of confidence, skill development, and team building. Families are drawn to the strength of the academic program, the small class sizes, the broad range of co-curricular programs, and an abiding dedication to academic excellence.
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"I personally appreciate the comradery and sense of community among the children."
Justin Jones - Parent (Nov 24, 2021)
We have two children (twins) who have attended Fern Hill School – both absolutely loved their 9 ye...
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"Guidepost Montessori offers an authentic Montessori education from preschool to elementary. The new campus in Toronto's historic Annex neighbourhood opens in 2023. Our classrooms and programs are intentionally designed to deliver a powerful education for independence that develops curious, self-motivated children in school and beyond. Guidepost is also partnered with The Academy of Thought and Industry, a network of Montessori-inspired middle and high schools, to offer a continuing education for the emerging adult."
"Since 1982, Fern Hill's mission has been to graduate students aged 3-14 who are dedicated to excellence, possess a sense of personal worth and confidence in their talents and abilities. The enriched curriculum is taught in a rotary timetable by qualified, subject specific teachers who are passionate about their individual subjects. This approach is reflected in the high level of engagement found in the classrooms. Our Math, Science & Literacy program is enriched with Sports, Mandarin, French, Art, Drama, Music etc."
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"Almost all elementary schools in Ontario use a single grade teachers to deliver the core program. Fern Hill provides individual teachers for each subject in a rotary schedule similar to Ontario high schools. This allows our teachers to expand and share their expertise in the subject with students across a number of grades and allows us to enrich or support the skills of the students in each subject. Our math teachers through our art teachers believe their's is the most important subject!"
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"Morning Assembly. Completely student led in a rotation of classes from Preschool to Grade 8, this sets the tone for our day. The same respect shown to whoever is speaking at the front of Assembly, is the respect expected for each other throughout the day. The courage to perform in assembly carries forward into inquiry and engagement in classes. The community of gathering together each morning builds a sense of belonging that fosters acceptance and celebration of every child's contribution."
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We know that choosing a school for your child is a very important decision. I want to thank you for bestowing your trust in our staff to partner with you and your child on their educational journey. I would also like to express what an honor it is for us to participate in your child’s story. Our greatest hope is that you and your family feel loved and accepted into our wonderful community. Welcome to the Guidepost Montessori at Annex “family”, we look forward to partnering with you.
My vision for Fern Hill School began long before there was a building, a student body or even a faculty. It began with a wish list: small class sizes, a warm friendly environment, attention to intellectual, social, emotional and physical growth and caring subject-specific teachers.
Today, more than 30 years later, Fern Hill combines the best traditional learning approaches with individualized techniques that have proven to be effective in engaging young minds. Taught by teachers who are as passionate about their students as they are about their subject specialties, our enriched curriculum stimulates and challenges students to give their personal best.
Our families choose Fern Hill not only because of its excellence in education, but also because our 22 acre campus is warm and inviting with indoor and outdoor spaces that are rich in purpose. In addition to spacious classrooms, a fully equipped gymnasium provides opportunities to be a part of school teams. A music room where vocal music is supported by Orff instruments and where band starts in Grade 5, offers a wide range of opportunities for performance. And a spacious art centre where students are led on an artistic journey that exposes them to all aspects of form, colour, light, perspective and Art History.
My honest opinion is that the only way to know what we do, is to come to visit and see for yourself. Ask our teachers why they love to teach here and our children what is it that makes them want to come to school each day. I know you will like what they have to tell you.
Traditional
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Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
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Students at Guidepost Montessori are exposed to science, art, history, literature from multiple traditions, a structured approach to writing skills, and all intellectual foundations of global civilization. Students also engage in the celebrations of many cultures while honoring the many immigrant traditions and music that exist in the ethnically-diverse and socially progressive city of Toronto. Our innovative programs combine rigorous learning with autonomy, which helps to nurture the cosmopolitan adult: an individual who can think and act globally while living a full life unencumbered by boundaries.
Since 1982, Fern Hill's mission has been to graduate students ages 3-14 who are dedicated to academic excellence, feel sense of personal worth, and confidence in their talents and abilities. Fern Hill's enriched curriculum is taught in a rotary timetable by qualified, subject specific teachers who are passionate about their individual subjects. This approach is reflected in the enriched program and high level of engagement in the classroom. Our strong Math, Science and Literature program is enriched with a breadth of subjects including Mandarin, French, Field Studies, Drama, and Vocal studies.
Traditional Math
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
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.
There is no end to Mathematics. Students at Fern Hill develop a love of numbers through our individualized program that allows each student to progress through math concepts at their own pace. Students with a passion for math may work on problems beyond the grade expectation and graduate with accredited high school credits as a result.
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Fern Hill students practice mental math techniques for multiplication, simple division etc. making calculators unnecessary as a regular tool. In Grade 7 and 8, our laptop program provides access to calculating tools that complement the advanced concepts being studied.
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.
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Students in preschool are introduced to letters and numbers using fun, engaging materials. As fine motor skills develop in JK, students develop competency with the printing process, the begin blending letter sounds and reading begins. Reading takes flight in SK with students working on individualized programs based on their progress with phonetic decoding and vocabulary strength.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Systematic approach
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
While grammar, penmanship and cursive writing skills are important skills intrinsic to the Fern Hill Language programme, creativity is a central theme. Through journaling, poetry writing, and creative writing, students are provided with many opportunities for creative expression.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Traditional
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.
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
Core Knowledge
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).
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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History, Geography and Science are timetabled as separate subjects and often each have a separate teacher.
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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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.
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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
Information not available
Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
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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
Students attend weekly computer/technology classes as part of their timetable. Coding, hardware, and many software packages are explored. Tools including robotics are used to develop understanding and experience. Laptops are introduced in G7 & 8 to facilitate access to information and collaboration. .
Web design
Robotics
Computer science
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Our athletic program teaches the skills and drills needed to experience and develop competency in a wide variety sports though-out the year. Opportunities for participation in team competitions begin in Senior Kindergarten with our House Teams, and progress to inter-school competitions in Grade 3-8.
Academic
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.
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.
Guidepost offers Montessori education embedded in urban school environments. At Guidepost, your kindergartner will independently master a hands-on curriculum, explore learning experiences in their city, and have the opportunity to learn about and celebrate a myriad of traditions and cultures.
Our Preschool class provides a safe and welcoming learning space for children who turn 3 before December 31st. Their busy and interactive days are filled with our early reading and numeracy program along with an introduction to mandarin, french, music, drama, and phys.ed. JK and then SK builds on this foundation, introducing writing and blending sounds so that reading blossoms and number sense becomes second nature. Very much a part of the school, our youngest students are active participants in school events and performances which creates anticipation and excitement about coming to school each day.
Standard-enriched
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.
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.
Fern Hill students who are ready to reach ahead are challenged with work beyond their grade level while others are given resource help to build their confidence and build competence. Man y will graduate with accredited Grade 9 credits in their Grade 8 year.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Following the Montessori philosophy of education, Guidepost Montessori offers a rich and supportive learning environment where the individual needs of each child are met. Our academic curriculum is developmentally sequenced, culturally rich, and instilled with the foundations of scientific thinking.
As our youngest students begin what can be an eleven year journey at Fern Hill, we greet them with an environment where they feel welcome and safe and where they quickly start to learn who they are and that they are capable of trying anything. The confidence that quickly develops in these early years allows them to stretch their own expectations of what they can accomplish. As they grow, so do our expectations for academic performance as do the opportunities we provide for broader learning. Our students confidently move on to excellent high schools, well prepared both academically and socially.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
At Guidepost, we are helping to raise modern citizens of the world. Our programs strive toward self-mastery, in an effort to develop connected and versatile adults who can think and act globally. We aim to raise confident problem solvers who understand that a full life begins with an understanding and respect of self and those around them.
Teaching compassion and empathy while fostering curiosity and confidence lets Fern Hill graduate boys and girls who are academically and intellectually prepared to achieve their goals; Leaders who possess a balance of spiritual, emotional, and social skills; Adults who are able to evaluate and reason with the demands of the times. A Fern Hill student will be both intellectually adaptable and morally grounded.
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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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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
Nursery/Toddler - 8
0%
0%
$0
$0
95%
80%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades Preschool - 8
No
No
No
No
No
Yes: grades 1 - 8
No
No
No
No
One of the many benefits of Montessori is that all students learn at their own pace. Guidepost welcomes all students to apply and we are willing to work with families to discover their child’s own personalized learning journey.
