401 Kingston Road, Pickering, Ontario, L1V 1A3, Canada
99 Sheppard Avenue West, Unit A, Toronto, Ontario, M2N 1M4, CanadaIndirect Support:
401 Kingston Road, Pickering, Ontario, L1V 1A3, Canada
99 Sheppard Avenue West, Unit A, Toronto, Ontario, M2N 1M4, Canada
340.0 km
340.8 km
1984
2001
200
75
Nursery/Toddler to 8
Preschool to 9
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Traditional
Varies
5 to 12
Learning, Developmental
Dedicated class; in-class adaptations
$15,850
No
No
0%
0%
None
None
$0
$0
15
6
0%
0%
0%
100%
Nursery/Toddler, Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Not available
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 6
No
No
information not available
information not available
information not available
Often what attracts parents to Montessori education is the close, community feel that many schools are able to provide, and that’s very true of MLCP. The school began in 1984 with 25 students, and growth has been less of a concern for its administrators than quality. The student population today is just 200, this in a program that spans preschool through Grade 8. Yes, there are all of the things we expect of the Montessori approach, though that’s coupled with a very close attention to the needs of individuals, both students and parents combined. Before and after care is available, and while it’s not included in tuition, the rates are very reasonable. Likewise, those programs are entirely flexible—parents pay only for what they use. In that, and in other ways, this is a school that really operates with the needs of its families foremost in mind.
The student body at Little Owl reflects the diversity of the surrounding community, and the school uses that as a foundation to encourage and celebrate a multicultural perspective. Little Owl is small, which is a draw for the families that enroll, as is the program that runs from preschool through the primary and elementary years. There is a close, family feel, with an individual attention to the needs of the students. Likewise, there is an attention to building students’ emotional and social esteem within a values-based environment. The ideal student is one looking for something different, and who will thrive in a hands-on, community based academic environment.
information not available
information not available
MLCP caters to students aged 12 months to 14 years, following Maria Montessori's philosophies and theories. Her exciting range of materials is available to introduce new concepts and lessons. To further enrich the curriculum, the school offers French, Physical Education and Music and Movement, with Home Economics, Civics, Computer, library visits and community service for the older students. A bilingual programme is offered beginning at the Junior Elementary Level.
Academic grades range from preschool right up to grade 9. Theme based History, Geography, French, Math, Science & Art classes increase student's interest & their understanding of core topics. Small class sizes offer cognitive development through problem-solving & an understanding of how nature & science interact with our daily lives. Physical Education, Music & Drama add an important element to their education.
Nicola Phillips opened the Montessori Learning Centre in Pickering in 1984 with the view to offering the Montessori environment in the way that had excited her during her training. The school continues to be devoted to the individualized nurturing and deveopment of each student encouraging potential in each area of the curriculum. Stong subject areas are honed and potentialized and areas in need of attention are recognized and strengthened. The nurturing element of Montessori's method is exercised at all levels with both students and staff respecting differences and encouraging growth in all areas both academic and social.
At Little Owl Preschool Elementary, we Teach Your Children Well.
That means we use discovery-based learning methods and universally designed lessons. We also love to celebrate your child, our holidays, and the outside world. We go on fieldtrips, and we invite special guests and performers to engage and delight. A rounded developmental experience full of learning and inquiry is gained. Character development and education are key at Little Owl Preschool Elementary. We foster the development of confident, happy, and loving individuals. Our commitment to your child is reflected in our core values as our SPIRIT.
Support: With our support your child will develop confidence, self worth, and self-esteem.
Passion: We are passionate about your child succeeding in all their endeavours, present and future.
Integrity: Everything at Little Owl Preschool Elementary is done with integrity and honesty, so as to lead by example.
Respect: We respect your child’s feelings without judgment or criticism.
Imagination: Innovation and creativity are encouraged in every activity your child undertakes.
Trust: We assist your child in developing confidence and trust for self and others.
I thank you for choosing Little Owl Preschool Elementary.
Natasha Galinskaya
Principal
Little Owl Preschool Elementary
Traditional
Information not available
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
MLCP follows the Montessori method of educating the child academically, socially and emotionally with the support of her specially created materials. Students of all ages are encouraged to learn at potential and are not limited by prescribed expectations. Students learn from teachers and other students supporting our motto of "Knowledge with Understanding"
We use discovery based learning activities, sensory manipulatives, and developmental centres to fully engage your child in their lessons. We assess your child's understanding and gently challenge them to continue their next developmental phase. We teach traditional academic subjects with an emphasis on supplemental activities and elements such as dance, drama and music to give our children a richer and fuller experience during their education.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The Montessori math materials are incredibly exciting in both presentation and execution. Discovery and implementation are encouraged and supported and the students enjoy hands on manipulation of quantities and qualities allowing both a tactile and intellectual understanding of each new concept presented.
Little Owl uses the Ontario curriculum as our main guide to teach mathematics, with in-class activities to emphasize the topics learned.. Younger children learn through more hands-on activities, and as they age, we us a more abstract teaching approach. The Mathematics program focuses on developing our students' numeration, algebra, measurement, geometry, data management and probability skills. We place emphasis on cognitive development through problem-solving, logic, experimental learning, inventive strategies, mental math, technical vocabulary, higher order thinking and applying real life application.
Some traditional books are used as support for the Montessori curriculum at the elementary level preparing the students for high school.
Text books include Nelson Mathematics and Carson Dellosa Weekly Practice.
Once a concept has been grasped in practice calculators are acknowledged as time savers.
Calculators are incorporated into our math program beginning in grade 7.
Balanced Literacy
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.
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.
MLCP supports the phonetic approach encouraged beautifully by the tactile, colorful Montessori material and objects so interesting to the young mind. With this approach, word attack skills are honed at a young age allowing for stronger reading at a younger age.
Our students begin with a phonics-intensive program and as they become more comfortable and fluent with the language, they are able to move onto a whole language program. Learning to read is a gradual process and students will always find new words that they learn through both methods. We feel that both phonics-based learning and context clues are equally instrumental in the early reading process.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Students at all levels are encouraged to explore writing strategies appropriate to both ability and age. Each student is, through the systematic Montessori materials able to move, at their pace, towards development of interesting, well thought out and creative documentation.
Our students start intially by learning specific grammar rules such as proper sentence structure and punctuation and writing methodologies, and as they become more familiar with writing, they are able to express themselves more personally in writing. Throughout the learning process, students will not only write sentences and stories, but focus on aspects such as word choice to convey mood or a specific idea and the place of writing in mediums beyond paragraph-based stories.
Expository
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.
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.
Curiosity is an instinct natural to students. Beginning with simple classroom experiments and growing into formalized scientific theory and substantiating evidence the student body develops through challenging instruction
Students gain foundational Science facts using a balance of inquiry and balanced instruction practices. Students read and learn from a diverse selection of school materials, textbooks, books, videos and inquiry. Besides this, we offer a variety of interesting collaborative learning opportunities through experiments and interesting research projects. Students use hands-on experiments to observe and test science facts in a fun and engaging way. For example, In Living Things, we chart and observe seed to plant growth and in Seasonal and Earth changes, we build and compare animal homes based on the habitat, time of year and other environmental conditions. In activities like these, we integrate the creative and scientific inquiry process.
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
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.
Information not available
Children in English class learn to analyze texts and create their own. Literature is handled primarily as a learning tool for our younger children, but older ones begin to decode the mechanics plot, characterization and themes in basic texts.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Information not available
Students begin their studies by focusing on themselves and their own lives, then by gradually expanding the scope of their studies to their local communities and finally, the globe. They study both local and foreign culture and history through readings and exercises designed to develop in them an appreciation of the complexities of the different people and cultures world and to analyze how they might connect those aspects to their daily lives.
Not applicable
Not applicable
Not applicable
Information not available
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Our French program places emphasis on proper pronunciation and the complexities of the language as compared to English. We encourage students to continue their learning outside the classroom to practice their structured learning in a real-world context. We believe that emphasizing proper pronunciation and rules allows students to experience the richness of the language outside the classroom without feeling self-conscious about their inexperience while also allowing them to discover the language at their own pace. Children learn Spanish through music, books and hands-on activities with new themes every week and a weekly "take me home" letter to practice vocabulary with the family at home. We also expose children to Spanish culture through art projects and short performances.
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
Creative
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.
Information not available
We believe that the creative theatrical process is as important as the final result. As such, students are taught not only how to perform but how to create their performance from early brainstorming to script-writing and improvisation. Students learn that elements of theatre can be applied to their lives beyond the classroom and that there is place for both discipline and freedom at the same time. Our objective is to encourage students to explore their artistic potential. Through the fine arts program students are introduced to various mediums, application styles and art history. Our goal is to create non-judgmental environment where students feel confident and comfortable expressing themselves through their art.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Not applicable
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
We believe that computers are a useful supplementary tool for lessons. The internet allows for access to a vast range of teaching materials and media. That said, the focus of our students' lessons is on the direct teacher-student relationship. When the student and teacher interact, with the ability to communicate with each other immediately, we believe that the teacher is able to gauge and provide the necessary guidance to the student without the need for any technology. The integration of technology in the children's lives happens all around them outside the school. There is still a place for interpersonal interaction in their lives at Little Owl.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
We have a recess for every class as well as Yoga, Ballet and Martial Arts programs. Children are encouraged to participate and take part in at least 45 minutes a day of physical activity.
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.
We, at MLCP, endeavour to provide an environment rich in both Montessori materials and her proven methodology and practice and in the CCEYA and HDLH foundations for learning. As such, our classrooms provide encouraging, supportive, individualized learning opportunities through the appealing Montessori materials and the carefully prepared environments.
At Little Owl students are taught English and French. Play is an important aspect in the development of young minds. Our curriculum allows for a balance between focussed academic efforts and the natural need for free expression. In the areas of Math and Science, we focus on cognitive development through problem-solving as well as promoting an understanding of how nature and science interact with our daily lives. Students also develop their creativity and imagination with our Ballet, Drama & Art classes.
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.
Montessori stresses the importance of the combined age groups supporting and nurturing each other.
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
MLCP promotes a supportive learning environment instilling a love of learning and an expectation of production at potential. Students are offered opportunities to be continually challenged and are emboldened to achieve at potential in each academic area. Montessori classrooms are created to encourage success offering each student what is needed for them to be the best person they can be academically, socially and as a valued community member.
We provide structure for children to follow with opportunities for them to explore and instill in them a love of learning. Our students follow the Ontario curriculum as well as the Little Owl curriculum of enriched arts. We support children's love of learning and curiosity about the world. We seek to help guide them along their academic journey both creatively and academically.
"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."
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."
We aim to shape our students into well-rounded, healthy individuals with strong problem-solving and interpersonal skills. Children can become de-individualized in certain teaching methods and we aim to support each students individuality and self-expression. It is important for children to have a strong sense of self and by helping them hone their intellectual and emotional selves, we help them become confident and talented people with a drive to succeed and create success for themselves, both personally and in the world outside the classroom.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Montessori Learning Centre of Pickering |
Little Owl Private School |
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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
MLCP does not have specialists on site - here again we work with parents to decide what services are available to complement our programme and whether or not our school is a good place for their child to receive the best suited education for them. As such, we are obviously limited in the number of special needs students we can support within each age group.
Teachers are ready to accommodate students' needs in class, and we collaborate with an occupational therapist with experience working with children with ADHD, Autism, behavioural problems, and other learning disabilities who parents are free to get in contact with for information regarding their children.
We attempt to assess each student individually and decide with parents whether or not our services are the best suited for their child.
Students with mild learning disabilities are welcome at our school. We believe that every child deserves a good education and excellent care regardless of ability.
Montessori Learning Centre of Pickering |
Little Owl Private School |
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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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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
0%
100%
Nursery/Toddler, Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Not available
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 8
Yes: grades Preschool - 6
No
No
No
No
No
No
No
No
No
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We are looking for families / students who are committed to Montessori's belief that children have different learning styles and that our goal of having each child reach their potential in each area of development and curriculum is important. Montessori offers a whole person approach to education which needs to be respected by all involved parties.
We believe that every child can be smart, enthusiastic and curious and every child is welcome at Little Owl.
We meet with prospective parents to ensure that they have read through our admissions package and that Montessori's philosophies and theories are in line with their educational plan. We arrange some on site visits, as needed, to further ensure that parents are aware of how the classrooms work and the expectations of the school.
Documents required: proof of date of birth (passport or birth certificate); report card from previous school; application form; admission fee.
