964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
1305 Taylor Way, West Vancouver, British Columbia, V7T 2Y7, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
1305 Taylor Way, West Vancouver, British Columbia, V7T 2Y7, Canada
5,699.0 km
7,659.7 km
1992
1979
150
60
Preschool to 8
Preschool to K
Coed
Coed
Day
Day
English
English
Academic
Progressive, Montessori
Montessori
Varies
Varies
Learning, Developmental
Dedicated gifted school
$7,500 to $15,000
$8,100 to $18,720
No
No
0%
0%
None
None
$0
$0
13
15
0%
0%
95%
95%
information not available
Preschool, K
information not available
information not available
Rolling
Not available
Not available
Not available
Yes
No
No
No
information not available
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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.
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"Our family's experiences have been wonderful, especially because of the teachers both of my children have had, who created this environment for our family."
Anisha Somji - Parent (Jun 03, 2026)
We have a great relationship with the teachers, as they always make our children feel welcome and br... View full review
"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!"
"For over 47 years, Gatehouse Montessori School has provided a warm, nurturing, and enriching learning environment for children on the North Shore. As a non-denominational, not-for-profit society, we are dedicated to maintaining the outstanding quality and reputation our school is known for. Led by experienced Montessori administration and certified Montessori and ECE educators, we foster independence, confidence, curiosity, and a lifelong love of learning."
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"Gatehouse Montessori School differentiates itself through its authentic commitment to the Montessori philosophy, delivered with consistency over more than 47 years of practice. Guided by trained AMI educators, we provide a true Montessori environment where learning is structured around five interconnected areas: Practical Life, Sensorial, Language, Mathematics, and Cultural Studies.
Rather than following a standardized, age-paced curriculum, children learn through hands-on materials within a 3-year mixed-age cycle. This allows each child to progress at their own developmental stage, with educators carefully observing and introducing lessons when readiness is demonstrated.
We intentionally prioritize depth, focus, and independence over overstimulation or fast-paced instruction. Enrichment such as French and music is thoughtfully integrated to complement core Montessori learning without disrupting continuity."
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"Gatehouse Montessori School makes intentional choices about how children learn. We prioritize depth over speed, allowing sustained engagement with materials rather than rapid coverage of content. Children spend time mastering concepts through hands-on work instead of moving quickly between activities.
We emphasize collaboration over competition. Students are not ranked or compared, but learn within a mixed-age environment where peer learning and mutual respect are central.
In balancing tradition and innovation, we favour time-tested Montessori materials over early reliance on technology. We believe strong foundations are built through concrete, tactile experience.
We also prioritize calm structure over high stimulation, supporting concentration, independence, and self-regulation.
These choices develop confident, self-directed learners with strong foundational skills."
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"Founded over 47 years ago, Gatehouse Montessori School was established with a clear commitment to authentic Montessori education. This early focus on a child-centred, hands-on approach continues to shape the school’s identity today.
A key milestone has been maintaining fidelity to the Montessori philosophy, including the use of trained AMI educators and the 3-year classroom cycle. Rather than following changing trends, the school has remained consistent in how it supports children’s development.
Over time, Gatehouse has evolved thoughtfully to meet the needs of modern families, introducing enrichment such as French and music in ways that complement, rather than disrupt, core Montessori learning.
This balance of consistency and intentional growth defines Gatehouse as a stable, trusted Montessori environment."
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"Gatehouse Montessori School is an excellent fit for children who are naturally curious, observant, and benefit from a calm, structured environment that supports independence. Students who thrive here are those who are willing to engage deeply with hands-on materials, work at their own pace, and develop concentration over time.
Our program is particularly well-suited to children who may not thrive in fast-paced, highly directive settings, but instead benefit from individualized guidance and the opportunity to build confidence through self-directed learning.
Families who value consistency, respect, and a thoughtful approach to early education will find strong alignment with our philosophy. Those who appreciate long-term development over quick results, and who trust in a child’s ability to grow with guidance rather than pressure, tend to get the most out of the Gatehouse experience."
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"Families looking for fast-paced programs with constant activity changes or high levels of external stimulation may find our calm, focused classrooms to be a different experience than expected.
In addition, those who prefer early and extensive use of technology in the classroom may find our emphasis on hands-on, material-based learning to be more traditional.
Our program is best suited to families who value independence, consistency, and a thoughtful, developmentally grounded approach to early education."
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"Gatehouse Montessori School is widely regarded as a warm, nurturing, and well-established Montessori community where children experience meaningful growth. In the public eye, the school is known for its caring, professional educators and its authentic Montessori approach, with a strong emphasis on independence and individual development.
Families often associate Gatehouse with noticeable progress in their children’s confidence, social-emotional development, and learning skills. The calm, welcoming environment and thoughtfully prepared classrooms are frequently highlighted as key strengths.
The school is also recognized for fostering a positive and engaging experience for children, where they feel excited to learn and share their daily experiences. Overall, Gatehouse is seen as a trusted, supportive environment that leaves a lasting impact on early childhood development."
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"One of the most underappreciated aspects of Gatehouse Montessori School is the level of intention and planning behind each child’s learning experience. While families notice the calm classrooms and independent work, the depth of observation, record-keeping, and individualized lesson planning is often less visible.
Our educators carefully track each child’s progress, prepare detailed reports for kindergarten readiness, and introduce materials at the right moment based on readiness. This ensures learning is both personalized and purposeful.
The mixed-age classroom is another element that may seem simple but plays a key role in fostering peer learning, leadership, and collaboration.
Over time, families come to understand that these quieter, less visible practices are what support meaningful growth, independence, and long-term success."
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"Families are often surprised by the depth of learning that takes place within our calm and structured environment. At first glance, the classrooms may appear quiet and simple, but over time, parents begin to see the level of focus, independence, and problem-solving children develop through hands-on Montessori work.
Another common surprise is how quickly children build confidence and take ownership of their learning. Tasks that may seem small- such as caring for materials, completing work independently, or helping peers-contribute to a strong sense of responsibility and self-assurance.
Families are also often struck by how much their children enjoy the experience. Children frequently share what they’ve learned, from new concepts to songs and daily activities, reflecting a genuine engagement with their environment.
Over time, what may have initially seemed understated reveals itself as a highly intentional and impactful approach to early education."
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"As of 2025, we introduced a structured summer program, allowing families the option to remain enrolled year-round rather than closing for the summer. While separate from our Montessori academic program, the summer program focuses on outdoor play, creative activities, and flexible, theme-based experiences in a more relaxed setting.
We have also continued refining classroom routines to support longer, uninterrupted work cycles and greater consistency across classrooms. In addition, we have strengthened staff collaboration and professional development to ensure high-quality, consistent practice. These updates reflect our commitment to providing stability for families while maintaining a strong, focused Montessori program during the academic year."
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"Over the next five years, we plan to continue strengthening consistency and quality across all classrooms while maintaining the integrity of our Montessori program. Our focus will be on refining classroom practices, enhancing staff training, and ensuring a consistently calm, well-prepared learning environment for all students.
We also aim to further develop our enrichment offerings, including seasonal programs to better support the needs of our families. As our community grows, we will prioritize thoughtful, sustainable expansion while maintaining small class sizes and strong teacher-child relationships. Our goal is to build on our existing foundation, ensuring every child continues to receive a focused, high-quality, and supportive early learning experience."
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.
I am proud to lead a Montessori school where children are given the time, space, and guidance to grow at their own pace. We focus on creating a calm, respectful environment where children feel secure, capable, and genuinely engaged in their learning.
Our role as educators is to observe carefully, support thoughtfully, and provide meaningful experiences that build independence and confidence over time. We work closely with families to ensure consistency between home and school, and we value open communication and partnership.
Most importantly, we want children to feel happy coming to school each day, and to leave with a strong foundation not only academically, but also in how they think, solve problems, and interact with others.
Montessori
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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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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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
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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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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
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Not applicable
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Web design
Robotics
Computer science
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Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
Our program follows an authentic Montessori philosophy inspired by Dr. Maria Montessori, focusing on child-led, hands-on learning in a carefully prepared environment. We offer a three-year mixed-age cycle (ages 3–6), supporting continuity, independence, and confidence-building. Preschool children engage in practical life, sensorial, language, and early math materials that develop concentration, coordination, and foundational academic skills. Learning is enriched through outdoor exploration, cultural studies, music, French, and fine arts. In Kindergarten, children enter the final year of the Montessori cycle, where they deepen literacy, numeracy, and problem-solving through advanced materials, journaling, and collaborative project work. Older students also mentor younger peers, strengthening leadership and social-emotional growth. Our extended-day structure provides consistency and additional enrichment opportunities throughout the school day.
Standard-enriched
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.
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.
Our Montessori environment uses multi-age classrooms, flexible groupings, and individualized learning plans to support each child’s development. Students work at their own pace within a structured three-year cycle, receiving guided instruction, small-group lessons, and extended independent work periods that allow mastery, confidence-building, and differentiated progression across all learning areas.
Supportive
A school with a “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.
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.
Our academic culture is supportive, child-centred, and focused on fostering a lifelong love of learning. We emphasize mastery, independence, and motivation that comes from genuine interest rather than external pressure or comparison. Children progress through a carefully prepared Montessori environment at their own developmental pace within a structured three-year cycle, receiving individualized guidance and high expectations appropriate to their stage of learning. Teachers observe closely, provide targeted lessons, and support each child in building confidence, concentration, and competence across all learning areas. Academic growth is seen as a natural outcome of meaningful engagement, hands-on exploration, and consistent encouragement. We prioritize curiosity, resilience, and a positive relationship with learning, ensuring children feel both supported and appropriately challenged.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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."
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.
Our developmental priority is to cultivate intellectually curious, capable, and independent thinkers who take ownership of their learning. Through a Montessori environment, children develop strong foundational skills in literacy, numeracy, problem-solving, and critical thinking through hands-on, self-directed exploration. Equally important, we aim to nurture socially responsible individuals who are respectful, collaborative, and aware of others. Mixed-age classrooms encourage mentorship, cooperation, and empathy, helping children learn to contribute positively within a community. Our goal is to support children in becoming confident, thoughtful learners who are capable of making informed decisions, working effectively with others, and approaching challenges with resilience, curiosity, and respect for themselves and those around them.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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.
Information not available
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.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
95%
95%
Preschool, K
Rolling
Not available
Not available
Not available
Yes
No
No
No
No
No
Yes
No
No
No
No
No
Students who thrive in our program are curious, independent, and comfortable engaging in hands-on, self-directed learning. We look for children who show emerging responsibility, are able to participate in group settings with respect, and can follow simple routines within a structured Montessori environment. A willingness to explore, concentrate on tasks, and engage with materials is important. We value children who are kind, socially aware, and able to work cooperatively with peers in a mixed-age classroom. Success is best supported when families are aligned with Montessori principles and support independence, consistency, and respect for the learning process at home as well as at school.
Step 1 – Book a tour (Parents only)
Give us a call or schedule a tour via the link below to come in and get to know us better. We will explain our program to you and give you a tour of the school. You will also get an opportunity to observe a classroom in action. This visit will also allow you to ask questions regarding your child and their education.
An application package will be provided to you at the end of the tour for your review.
Step 2 – Submit the Application and Payment
The application package includes all the forms and information you will need to register your child in our program. The required forms will need to be completed along with the deposit which consists of the application fee ($215), activity fee ($300) and one-month tuition. Please refer to our fee overview for further detail.
Step 3 – Child comes for a visit
We will also invite you to bring your child for a tour of the classroom environment. This will potentially be their home away from home for the next few years and that initial tour is an opportunity to get to know the classroom, meet the teachers and most importantly, watch their eyes light up at the sight of the Montessori materials
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