964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
275 Duncan Mill Road, Toronto, Ontario, M3B 3H9, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
275 Duncan Mill Road, Toronto, Ontario, M3B 3H9, Canada
5,699.0 km
5,688.2 km
1992
1962
150
1130
Preschool to 8
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, Montessori
Traditional
Varies
20 to 22
Learning, Developmental
Dedicated gifted school
Accelerated curriculum
$7,500 to $15,000
$20,950 to $31,050
No
Yes
0%
0%
None
6 to 12
$0
$5,000
13
71
0%
0%
95%
100%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes
Yes: grades Preschool - 12
No
No
information not available
“Everyone we met in the Bayview Glen community emphasized that it’s a place where all types of students can find a sense of belonging.”
“Student well-being–academic, social, and emotional–is paramount at Bayview Glen. There are always multiple pairs of eyes on every student, ensuring they’re doing all right and getting them the support they need if they aren’t.”
“Bayview Glen is undoubtedly a school that nurtures and values high academic achievement, yet students can always access extra help, whether on an ongoing or time-limited basis.”
Read The Our Kids Review of Bayview Glen
Maria Montessori opened her first school in 1907, so the Montessori method has been with us, fully formed, for more than a century. The ideas that Montessori brought to the table have found their way into mainstream education in a variety of ways. That said, the whole is truly greater than the sum of any of the parts, and it’s the sum that Peel Montessori offers. Parents who turn to Peel are looking for fidelity to the core program as initially described: the community feel, the organization, and the individualized approach that makes the method so successful with young people. Children have fun, though the school rightly brings leadership and responsibility into the classroom as well. The goal is for students to gain not just with the skills and knowledge necessary for success, but also the confidence to excel.
View full reportIt's a big world out there, with lots of big ideas in it, and Bayview Glen prides itself on offering students an introduction to all its breadth and complexity. The school is part of the Round Square network of schools, which reflects that ambition; the program includes cross-curricular links to concepts of community, self-reliance, and entrepreneurialism. For some students, it can be a lot, perhaps especially for those within the younger grades—the school admits students from preschool through to grade 12. A broad range of curricular and co-curricular activities back up the school's promise to deliver the world: Mandarin classes, a model United Nations program, as well as a range of arts and athletics. While learner support is provided, the ideal student is one who is able to thrive in an intellectually diverse, academically challenging environment.
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"Our curriculum is student-centred with every child receiving personalized attention similar to having a dedicated tutor. This ensures students stay on track, practise developing areas, and excel in subjects of strength. Our research-supported strategies develop students' intellect, character, and social-emotional skills. Our passion is to guide students to think critically, communicate effectively, and grow into compassionate leaders. Students genuinely “love coming to school” and that makes all the difference!"
"Bayview Glen is an accredited, co-educational independent day school serving students from Toddler (age 2) through Grade 12. Founded in 1962, the school is guided by the mission “Whole Child. Purposeful Life. Better World," and is grounded in the core values of compassion, curiosity, and courage. Across two closely connected campuses in North York, Bayview Glen offers one continuous and thoughtfully designed educational journey. Our diverse community is shaped by expert educators, strong relationships, and a forward-thinking curriculum that encourages students to ask meaningful questions, take intellectual risks, and act with empathy and integrity. We nurture curiosity through engaging learning experiences, cultivate compassion through connection and service, and build courage by supporting students as they challenge themselves and grow with confidence. Bayview Glen graduates are well prepared for top universities and equipped with the adaptability, ethical grounding, and perspective needed to thrive and lead in a rapidly changing world."
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"Bayview Glen distinguishes itself through a long‑view educational continuum, a global perspective, and an intentional focus on experiential learning. As members of Round Square, we embed our values of leadership, service, democracy, environmental stewardship, and internationalism into daily school life. This reflects our belief that students learn best when values are experienced, not just taught.
Academic enrichment is supported through Advanced Placement, allowing students to explore subjects in greater depth while maintaining balance across a broad and engaging school experience. Learning beyond the classroom is a core element of a Bayview Glen education and includes international travel opportunities, outdoor education, philanthropy initiatives, and real‑world problem‑solving opportunities. Together, these experiences reflect our commitment to developing independent thinkers and compassionate leaders prepared to navigate complexity and change."
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"Several key moments have shaped Bayview Glen into the relationship-driven, future-focused school it is today. Founded in 1962 by Lois Doreen Hopkins as a nursery school and day camp, it was built on the belief that children learn best when they are deeply known, nurtured, and supported as individuals. This philosophy continues to guide its commitment to whole-child development.
In the 1980s and 1990s, Bayview Glen expanded into a full elementary and secondary program, graduating its first class in 1991 and establishing a complete academic pathway while maintaining a close-knit community. The opening of the Upper School campus in 2000 strengthened its university-preparatory focus and global outlook. Today, a transformational new build—featuring C-STEM and innovation spaces, an aquatics facility, and flexible learning environments—reflects its continued investment in innovation, wellbeing, and community."
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"Bayview Glen is well suited to students who benefit from a thoughtful balance of structure and personal attention and who are motivated to engage fully in academics while also exploring the arts, athletics, and leadership opportunities available to them. Students who thrive in a diverse, co‑educational environment where relationships and a strong sense of community are central to the learning experience often find Bayview Glen a strong fit.
While many families value the continuity of progressing through the school over time, Bayview Glen also welcomes students at various entry points. The School is intentional about ensuring that new students are known, supported, and quickly integrated into the life of the community. As a result, Bayview Glen appeals both to families seeking long term consistency and to those joining later who are looking for a connected, values aligned environment in which their child can thrive."
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"Bayview Glen is intentionally designed for families who value a co-educational environment where children are known well, supported closely, and cared for as whole individuals. Our approach places strong emphasis on wellbeing, relationships, and connection, with educators and staff actively involved in students’ academic, social, and emotional development.
The school experience is personal, relational, and thoughtfully guided rather than distant or impersonal. Families who are seeking a hands off or highly anonymous educational model may find this approach does not align with their expectations or educational priorities."
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"Community sits at the heart of the Bayview Glen experience, and is one of the primary reasons families choose the School. Parents are drawn to an environment where their children are academically challenged while also being genuinely known and supported within caring and connected community.
Families frequently highlight close relationships with educators, individualized attention, and a balanced approach that integrates academics, wellbeing, and co‑curricular opportunities into daily life. Alumni often echo these sentiments, reflecting on how the supportive community shaped their confidence, character, and sense of purpose. Many credit Bayview Glen with preparing them not only for the academic demands of post-secondary studies but also for life beyond it."
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"Bayview Glen is widely viewed as a well-established and values driven independent school that combines strong academic preparation with a deep commitment to the whole child. The School is associated with balance, offering rigorous pathways to post-secondary studies alongside meaningful opportunities in the arts, athletics, leadership, and experiential learning.
Our Toddler (age 2) through Grade 12 continuum is seen as a source of stability and continuity, while our diverse, co-educational environment reflects a culture that is inclusive and grounded in real world preparation. Publicly, Bayview Glen is recognized not only for consistently strong post-secondary outcomes, but also for the way students are supported, and grow with confidence, character, and purpose."
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"An underappreciated strength of Bayview Glen is the depth of continuity within the school community. As a Toddler (age 2) through Grade 12 school, many students begin in the early years and graduate as lifers having spent more than a decade within one consistent learning culture, shaped by shared values, common language, and enduring relationships.
This continuity is further strengthened by remarkable faculty and staff retention, with many educators having taught at Bayview Glen for ten plus years. The presence of long-tenured teachers provides stability, institutional knowledge, and deep understanding of students’ developmental journeys, contributing to a learning environment that is both grounded and responsive."
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"Families are often surprised by how intentionally Bayview Glen’s founding philosophy continues to shape the School today. Established in 1962 with the belief that every child is precious, Bayview Glen remains deeply committed to nurturing strong relationships and knowing students as individuals.
Despite its size and scope, educators are highly accessible and deeply engaged in each child’s growth. Learning experiences are thoughtfully crafted, supports are carefully aligned to students’ needs, and students are encouraged to grow with confidence, curiosity, and a strong sense of responsibility to others."
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"In recent years, Bayview Glen has made significant investments to enhance both its campus and the student experience. Most notably, the School is completing a transformational New Build, scheduled to open in June 2026.This development reflects our ongoing commitment to wellbeing, innovation, and connection.
This addition includes a C‑STEM and Innovation Lab, an indoor aquatics facility featuring a 5-lane pool, a new gymnasium, outdoor discovery learning areas, a dedicated Health Centre, and flexible environments that support learning, movement, and collaboration. Together with continued programme enhancements, these improvements nurture the while child and allow Bayview Glen to better serve students today while preparing them for an ever-changing world."
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"Over the next five years, Bayview Glen will continue to strengthen its role as a leader in bold thinking and future readiness while remaining firmly grounded in its founding values. Experiential and interdisciplinary learning will deepen, enabling students to apply their knowledge meaningfully beyond the classroom.
Academic excellence will continue to evolve through innovative pedagogy, thoughtful integration of technology, and sustained professional learning for faculty and staff. Our focus on student wellbeing, identity, and belonging will expand further, reinforcing our commitment to pluralism. Through strong partnerships, global and community-connected learning opportunities, and adaptable learning environments, Bayview Glen prepares graduates who are confident, ethical, and ready to thrive in a rapidly changing world."
We welcome you to experience the Peel Montessori Private School difference where students of all ages can achieve an edge. Whether a child is three years old and beginning to read or a Grade 4 student learning algebra, emphasis is always placed on doing ones personal best.
We are passionate about teaching and dedicated to helping each child reach their full academic potential as well as focus on the development of key personal qualities such as character, leadership skills, and a good sense of humour.
Our halls and classrooms are filled with laughter, caring attitudes, a love of learning, and excitement to attend school. The entire school interacts as a large, family-like community, supporting, inspiring, and motivating each other to succeed.
Peel Montessori provides a solid educational and social foundation in which each child can build their future with confidence and a feeling of self-worth.
We look forward to meeting you and your child. Contact our school for a personal visit and experience the difference where your child can learn to their potential and enjoy school.
As a dedicated community of learners and leaders, Bayview Glen is a world class, co-educational institution that provides a wealth of opportunities for aspiring young minds to explore, experience and discover their passions through a rigorous, academic and supportive learning environment guided by our talented faculty and staff. Our mission is Whole Child: Whole Life: Whole World.
As a vibrant school community, it is paramount at its core that each individual feels welcomed, understood and valued. Our teachers place a high priority on engagement, mentorship and character development through our core values of Respect, Responsibility, Compassion, Integrity, Equity and Balance. The fundamental building block of feeling a sense of belonging allows for greater opportunities and pathways for students to learn, explore, discover and experience the enrichment through our academic and extensive co-curricular programmes.
In today’s world and tomorrow’s pathway for students, one of the important goals of educational institutions is to teach our generation, not only to strive to be the best of who they are and get to a good place, but do it in a good way, with purpose and passion.
I invite you to contact our Admissions Department and visit our campus to experience firsthand our unique place of learning where students are provided a wealth of opportunities to discover their passions and purpose.
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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Students of all ages interact with respect and civility learning from each other and building leadership skills. The teacher acts as a facilitator that focuses on lessons that bring forth respect for global peace and that build a strong foundation in the core subjects of mathematics, literacy, and writing component, given individual capabilities. These areas build essential skills and knowledge needed to succeed in all other subject areas. Strategies in place from a young age help students begin to develop good work habits, responsibility, organizational, self-discipline, and understanding of concepts, over time. Students strengthen personal qualities and their understanding of concepts through active, hands-on learning opportunities in a stimulating, spirited, and positive environment. Creativity and critical thinking skills are interconnected in all areas of the program. French language development, Music, Arts, Computers, and Physical Education promote personal and healthy living skills. Our teaching methods and materials used demonstrate the philosophical commitment to support students and our commitment to prepare them to handle whatever challenges may be encountered in “real life”. - See more at: http://montessori.on.ca/WhyMontessori#sthash.y96ESVN1.dpuf
Educating the whole child requires we provide a wide range of opportunities for students to explore. Developing an entrepreneurial mindset and establishing excellent communication skills are also top priorities.
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Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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Mathematics is approached with a child experiencing a concept with concrete materials in order for them to understand the process. This process allows the child to grasp concepts with understanding and clarity, avoiding learning gaps. A child completes the work independent of the materials when they are ready, for if a child is struggling with a concept, they are able to spend the time to solidify their understanding. This is essential as mathematical concepts build upon one other and gaps in previous skills compound over time, affecting a child’s confidence, understanding, and mathematical performance. If a child grasps mathematical processes with ease, they are able to advance through skills at their own pace and level, challenging their learning, igniting interest, avoiding boredom, and often results in a child surpassing grade level expectations.
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There are no calculators, until a student approaches high school math concepts. As we cheerfully inform our students - "Your brain is your calculator!"
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Our program focuses on children learning the phonetic sounds of the alphabet and the related key phonograms, which allows children to spontaneously compose any word using hands-on materials. This allows children to start the process of writing (building words) and reading much earlier than traditional educational programs. As a result of this process, children begin to read and blend phonetic and phonogram words at an earlier pace, then focusing on sight words, alternate spellings, early readers, and vocabulary development.
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No
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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
Physics
Not applicable
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
Not applicable
Not applicable
Information not available
Information not available
Not applicable
Not applicable
Information not available
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Not applicable
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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
Not applicable
Not applicable
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Not applicable
Information not available
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Web design
Robotics
Computer science
Information not available
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Reggio Emilia
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.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
In a spirited, happy, and nurturing environment, children interact with kindness and friendship as they develop a lifelong enjoyment of learning. Children have a natural curiosity to explore and the classrooms and programme are organized to enables each child to learn to their individual potential at their pace. Children learn from each other and the teacher using hands-on activities and grow personally in character, creativity, and self-confidence through the positive interactions. Early reading, math, and writing are a introduced when readiness is observed while children continue to refine their senses, hand-eye coordination, concentration, social interactions, and grace and courtesy.
Bayview Glen offers a balanced programme starting at age two years.
Accelerated
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum 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).
The Montessori hands-on activities and inherent organization of the class allows for flexible pacing and personalized growth. One-on-one lessons are presented when readiness is observed, and the multi-year groupings allow for individualized academic and social stimulation and pace. Independent learning strategies enable personalized pacing in all subject areas.
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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”.
Although an advanced curriculum content, each student is supported and expected to work and progress to his or her individual potential. Student capabilities, attitude, and internal drive are reflective of their overall academic performance. High expectations are established for intellectual and personal development in areas that can include strength of character, self-regulation, and respectful nature. Modifications are made as needed to meet individual needs. Students advance in areas of strength, while developing skills and subjects requiring further practise.
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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."
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The intellectual and personal growth are equally essential in developing the emotional, intellectual, social, and physical aspects of the whole child. High academic and personal standards and expectations are established and support is provided to enable each student to work to his or her fullest potential, given their individual capabilities.
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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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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Some children with learning differences can be accommodated in our regular classes. Special education classes are not available. Once a Montessori Personal Education Plan is determined, class teaching staff is offered informal support and guidance to implement any accommodations/modifications. Children are assessed on an individual basis to ensure a good fit between our program and the individual needs of the student.
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Peel Montessori provides an environment that encourages children to grow and develop to their potential. Experiential, tactile exercises and our ability to personalize the program to fit individual learning needs, results in a small number of children considered for our program. Careful observation and/or psycho-educational assessment allows us to determine whether our program can meet each individual learning difference, as we aspire to provide realistic, attainable support. A student’s capabilities are assessed including their strengths, challenging areas, and learning style. Should our program not be a good fit, or if it cannot meet the student’s needs, referrals are provided.
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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 |
||||
Soccer |
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Softball |
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Squash |
||||
Swimming |
||||
Tennis |
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Track & Field |
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Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
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
6 - 12
0%
0%
$0
$5,000
95%
100%
Rolling
Rolling
Not available
Not available
Yes
Yes: grades Preschool - 12
No
No
No
No
Yes
Yes: grades 1 - 8
No
Yes: grades 9 - 12
No
No
Students wishing to study at Bayview Glen are asked to submit a completed application form, along with a copy of their birth certificate, immunization records, a recent school report, a photo and an application fee of $100. Admission to the school is based upon a review of past school reports, an interview or class visit, entrance testing and space availability. The Admissions Office is available to answer your questions, provide you with more information, and arrange for you to visit the school. For more information, please contact Judy Maxwell, Director of Admissions, at 416.443.1030 or [email protected].
Our admission process helps applicants and their parents become more familiar with Bayview Glen, its programmes and our educational philosophy. You begin by submitting a detailed application form. Then, students will visit the school to experience life in class, and will complete an entrance assessment. Once the admissions process is complete, students are notified in writing each March regarding their application status. Please visit the Admissions section of the Bayview Glen school website (www.bayviewglen.ca/admissions) for further details.
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