964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
5450 Russell Street, Halifax, Nova Scotia, B3K 1W9, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
5450 Russell Street, Halifax, Nova Scotia, B3K 1W9, Canada
5,699.0 km
4,944.1 km
1992
1993
150
150
Preschool to 8
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Arts
Progressive, Montessori
Liberal Arts, Reggio Emilia
Varies
10 to 18
Learning, Developmental
Learning, Developmental, Behavioral
Dedicated gifted school
Dedicated class; in-class adaptations
$7,500 to $15,000
$12,850 to $16,000
No
Yes
0%
39%
None
SK to 12
$0
$2,000
13
9
0%
0%
95%
50%
information not available
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes
Yes: grades Preschool - 12
No
No
information not available
information not available
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 reportLocated in the historic Hydrostone district, Hydrostone Academy stands out for the way it combines academics with the arts, outdoor education, mindfulness, and community-based learning. The school offers a holistic model that will appeal to families looking for a more personal, reflective, and relationship-driven experience than a conventional school. The school’s evolving identity has been shaped through ongoing dialogue with the community, while preserving its long-standing core values. Those values include compassion, creativity, self-awareness, and student well-being. The school’s small size is one of its greatest strengths. Parents describe an environment where students receive meaningful individual attention and where teachers know children well. Parent testimonials also highlight the school’s strong, well-structured academic program, skilled teachers, thoughtful curriculum design, and how students are challenged and supported. Families also speak positively about the social atmosphere, describing Hydrostone as inclusive, respectful, and close-knit. For children who benefit from strong relationships, a sense of belonging, and an education that attends to both academic and emotional growth, Hydrostone Academy is a compelling option.
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"Hydrostone Academy truly creates an atmosphere that fosters resilience and curiosity."
Susan Joudrey - Parent (Jan 19, 2026)
My child's experience has been excellent and rewarding. He appreciates how welcoming the school is, ... View full review
"Both academically and socially, my kids have thrived at Hydrostone Academy."
Andrew Cranmer - Parent (Jan 19, 2026)
My kids have had an amazing experience at the school. Both academically and socially, they have thri... View full review
"We have had the most exceptional experiences with both the quality of instruction and kindness."
Claire Simmons - Parent (Jan 20, 2026)
My child loves the warm and nurturing learning environment. There is a culture of respect between te... 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!"
"We are founded on the belief that children and all people are inherently good. We maintain a very safe and accepting environment. Students take part in an integrated curriculum that ties together the five pillars of the school: mindfulness, outdoor education, community, arts education and culturally sustaining academics. This builds resilience, empathy and curiosity and prepares students not just for university, but for the rest of their lives."
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"Creative and engaged academics in an accepting, small school atmosphere informed by mindfulness and the arts."
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"One key trade-off we make is between standardization and personalized learning. We place less emphasis on rigid pacing guides, frequent high-stakes testing, and uniform outcomes, and more emphasis on knowing students deeply as learners and as people. This means learning may look different from classroom to classroom and student to student. The impact is that students feel seen and supported, develop confidence in their own learning process, and are more willing to take intellectual risks. The trade-off is that our approach requires more time, professional judgment, and flexibility from teachers, and it does not always fit neatly into standardized measures."
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"December 6, 1917
A Strong Building
Originally built for the Alexander McKay School in 1916. As a solid brick building on the slopes of Richmond facing Halifax Harbour, it was one of few buildings in the neighbourhood to survive the Halifax Explosion in 1917. It served as a base for those who rebuilt what we now know as the Hydrostone neighbourhood.
September 1, 1993
A Foundation of Goodness
The Shambhala School was founded by a group of parents who were members of a Buddhist community in Halifax, with the intention of providing their children with a unique educational experience.
September 1, 1995
Building Strength
The Shambhala School moves into the former Alexander McKay School building on Russell Street with the generous assistance of the City of Halifax.
January 1, 2025
Building Strong Community
The Shambhala School evolves into the Hydrostone Academy, a secular school building strong and resilient youth who are prepared for university and the challenges of life ahead of them."
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"Students who thrive at Hydrostone Academy are curious, engaged, and eager to take ownership of their learning. They enjoy exploring ideas, asking questions, and making connections across subjects. Our students are self-motivated, adaptable, and open to creative approaches, whether in projects, outdoor learning, or hands-on experiences. They value community, collaboration, and empathy, and are willing to reflect on their learning and growth. In short, Hydrostone Academy is a school for learners who are thoughtful, resilient, and curious, and who flourish in a supportive, student-centered environment where intellectual exploration, creativity, and personal growth go hand in hand."
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"Hydrostone Academy may not be the best fit for every student. Students who require intensive one-on-one support beyond what our small, collaborative classrooms can provide might not thrive here. Additionally, our school community values inclusivity, respect, and empathy. Students who struggle to engage respectfully with peers, or who hold discriminatory or intolerant views—toward race, gender, sexuality, or other differences—may not feel aligned with our environment and may find it challenging to participate fully in our culture of care and community."
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"Families choose Hydrostone Academy because we offer a learning environment that balances academic rigour, creativity, and personal growth. Unlike larger or more standardized schools, we provide personalized learning, strong student-teacher relationships, and a supportive community where every child is seen and valued. Our emphasis on social-emotional development, inclusivity, and hands-on, experiential learning helps students thrive both academically and personally.
Families select us as their preferred choice because they want more than grades—they want a school where curiosity, empathy, and critical thinking are nurtured, where students can explore their interests safely, and where their children feel known and supported every day."
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"In the public eye, Hydrostone Academy is often seen as a warm, homey, “hippy” or “granola” school—approachable and nurturing, but sometimes underestimated in terms of academic rigour. Families who enroll quickly discover that this is only the tip of the iceberg. They are often impressed by the level of academic challenge, the breadth and depth of topics, and the hands-on, experiential learning that complements strong intellectual growth. Our reputation reflects both a caring, inclusive community and a robust, challenging academic program.
Our reputation among academia is quite different. Universities often have a high regard for Hydrostone Academy grads. Professors often comment that Hydrostone Academy grads are creative individuals with strong critical thinking skills who are good at collaborating with their classmates."
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"One of the most underrated aspects of Hydrostone Academy is the combination of academic rigour and close-knit community. Families often notice the warm, homey environment first, but may not realize the depth of the curriculum and hands-on learning experiences. Students and families alike come to appreciate the inclusive, supportive culture, with many students describing it as “like going to school with your cousins.” These elements together foster both strong intellectual growth and a sense of belonging."
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"Families are often pleasantly surprised by Hydrostone Academy’s music program. Students begin learning instruments as early as Grade 1 with the recorder, and by Grade 6, each class forms its own band. Throughout the term, they practice and develop their songs, culminating in performances at our winter and spring music showcases. Many families do not expect such a robust, hands-on, and collaborative music experience alongside our strong academics."
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"Recently, Hydrostone Academy has made several enhancements to better support students and families. We now have a full-time Master Social Work counsellor on staff, providing support for student and parent/guardian wellbeing. Our playground has been transformed into a nature-based space, featuring an outdoor classroom and a native plant sensory garden, designed to foster hands-on learning, creativity, and connection with the natural world. These investments reflect our commitment to outdoor education, environmental stewardship, and holistic student development."
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"Over the next five years, Hydrostone Academy will continue to expand and deepen the ways we serve students and families, guided by our mission of fostering curiosity, creativity, and wellbeing. We plan to enhance our outdoor and experiential learning spaces, including the outdoor classroom, sensory garden, and nature-based programming. Academically, we will continue to strengthen personalized learning, transdisciplinary projects, and hands-on experiences across all grades.
Our heritage building is a treasured part of our identity, and we plan to restore it to its original beauty while making environmentally sustainable upgrades, such as solar panels and other green initiatives, to meet the needs of modern life. Together with expanded supports for social-emotional wellbeing and inclusive community, these plans ensure Hydrostone Academy remains a rigorous, creative, and sustainable learning environment."
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.
In a world that feels increasingly busy, fast-paced, and noisy, Hydrostone Academy is a place where children are truly known. As both an experienced educator and a parent, I believe deeply that school should be more than a place where academic outcomes are measured—it should be a place where children feel grounded, curious, connected, and confident in who they are becoming.
At the heart of Hydrostone Academy are five foundational pillars that guide everything we do: mindfulness, outdoor education, community, arts education, and culturally sustaining academics. Mindfulness supports students in developing self-awareness, focus, and resilience—skills they will carry with them long after graduation. Outdoor education invites children to slow down, engage their senses, and build a meaningful relationship with the natural world. Learning outdoors fosters curiosity, stewardship, and a sense of wonder that no classroom alone can provide.
Community is woven into daily life at Hydrostone Academy. Our students learn in relationship—with their teachers, with one another, and with the broader world around them. They learn how to collaborate, how to resolve conflict, how to show up for others, and how to belong. Our arts programming connects head, heart, and hands, offering students both an expressive outlet and a way to deepen their understanding across disciplines. It provides an essential balance—an out-breath—to the academic in-breath of learning.
Our commitment to culturally sustaining academics ensures that students see themselves reflected in what they learn, while also developing respect and curiosity for perspectives beyond their own. We strive to nurture thoughtful, compassionate young people who move through the world with empathy, confidence, and purpose—children who carry love and light forward into their communities.
The best way to understand Hydrostone Academy is to experience it. We warmly invite you to visit, ask questions, and see for yourself the care, intention, and joy that fill our classrooms and outdoor spaces every day.
Liberal Arts
Reggio Emilia
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims 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. They 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. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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
Using a liberal arts approach, the curriculum integrates the five pillars of mindfulness, outdoor education, the arts, community and culturally sustaining academics. Many of the school projects for students tie together aspects from the different subjects. There is a lot of creativity and exploring in the sciences, and the development of experimentation and technique in the arts.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
The approach to mathematics is to guide students learning by offering engaging and thoughtful opportunities to learn new concepts, apply skills that are being strengthened in class, and deepen their critical and logical thinking skills when approaching math problems and real world scenarios. Most often, a concept is taught semi-briefly to introduce students to it, then we move onto more discovery style learning where students engage with the concept in various ways such as a game, an interactive task that requires their application of the concept, or practice problems and puzzles. The goal is to lay a foundation of understanding, then let the student build upon it to the best of their ability, while also meeting students where they are at using leveled assessment options, multiple approaches to a task, and supporting students one-on-one when needed. We also regularly factor in opportunities to work on mental math skills.
While textbooks aren’t a major component of courses, they are used as references/guides: Grades 6-9 (Math Makes Sense 6-9) Grade 10 (Foundations and Pre-calculus Mathematics 10) Grade 11/12 - No proper textbook
There are no calculators, until a student approaches high school math concepts. As we cheerfully inform our students - "Your brain is your calculator!"
In middle school, when focusing on building conceptual understanding, calculators are often used to keep the focus on building understanding. In high school, calculators are often used as a tool for students to perform more complex calculations, while evaluation is on the communication and demonstration of understanding the topic.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
Our early literacy program is grounded in a balanced literacy approach, but the first year of formal academics places a stronger focus on phonics-intensive instruction. In grade one, students learn individual letter sounds and spend significant time reviewing and blending them together. Letters are often introduced in creative, engaging ways (for example, through stories, related drawings, games or dramatic play). Alongside this phonics work, students are immersed daily in whole-language experiences such as morning messages, shared poems, guided-reading groups, and read-aloud novels. During reading instruction, students are encouraged to sound out words while also considering what makes sense within the context of the text.
No
Occasionally we assess letter-sound knowledge; otherwise we observe strengths and errors in students’ abilities and base lessons off that.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Invented spelling is encouraged in the early years. Grammar and spelling is also taught but this is done separately from independent writing, as we do have the goal to have children see themselves as capable writers and do not want them to feel the need to stop and ask for help each time they are unsure about the spelling of a word.
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
The curriculum continues to expand into social justice, while keeping some of the traditional approaches like familiarizing students with challenging, classical texts. For example, we still read some of the Epic of Gilgamesh, some Shakespeare, etc. but we also have some contemporary works and graphic novels.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Information not available
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
The French program is primarily based on a communicative approach, with a strong emphasis on interaction and authentic language use. However, it also remains very well balanced, incorporating a wide range of activities designed to develop all aspects of language learning: listening and reading comprehension, spoken and written expression, as well as cultural understanding.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
Technology is integrated across all subjects in meaningful, curriculum-aligned ways for research, writing, presentations, coding, web design, robotics, video creation, podcasting, stop-motion animation, and game development. Technology can be a helpful tool; however, creativity without technology is essential because it strengthens the foundational skills that digital work relies on. When students think, design, build, imagine, and problem-solve using only their minds and physical materials, they develop cognitive flexibility, perseverance, and the ability to generate original ideas without relying on templates or automation. These “analogue” creative experiences help students slow down, reflect, and take ownership of their thinking in ways that screens shortcut. They deepen sensory, spatial, and interpersonal skills that are critical for drama, writing, and artistic expression. Once students have built internal creative capacity, technology becomes a powerful extension of their imagination rather than a substitute for it. Non-digital creativity ensures that students remain thinkers first and tool-users second.
Web design
Robotics
Computer science
Information not available
Information not available
Play-based
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.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
Pre-Primary is a warm and nurturing environment that serves the developmental needs of three to five-year-old children. The curriculum is delivered through the classroom environment, materials and daily activities. All areas of child development are considered important. Our goal is to create a classroom culture where children are able to experience their wisdom and vitality. Rhythms and cycles are a constant part of nature and human life. The classroom routine works in harmony with daily, weekly and seasonal rhythms. Stories, songs, verses and other classroom activities enrich the experience of the seasons as well. Seasonal festivals and events provide an opportunity for parents, friends and the larger community to join in celebrating with students.
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.
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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.
One of our Five-Pillars is Culturally Sustaining Academics, which is acknowledging and honouring diverse cultural backgrounds, histories, and perspectives, culturally sustaining academics foster an inclusive and equitable educational experience for all students. We recognize the unique strengths and needs of each student. While we have limited resource support, we prioritize student well-being by maintaining smaller class sizes and creating calmer, lower-sensory learning environments. Our school community is dedicated to empowering students and celebrating their individual talents.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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."
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 Five-Pillars (Mindfulness, Outdoor Education, Community, Arts Education, and Culturally Sustaining Academics) provide a solid foundation for holistic development, interconnectedness, and a sense of purpose, preparing students to navigate an ever-changing world with resilience, empathy, and a lifelong love of learning.
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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| Developmental | ||||
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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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| Behavioral and Emotional | ||||
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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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| Physical | ||||
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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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||||
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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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||||
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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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||||
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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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||||
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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
Accommodations
Modifications
Extra support
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.
In addition to small class sizes, we offer support services to students with their academic and personal development: Counselling Services: We have an in-house Counsellor at our school who support students’ mental health needs throughout the year. While also providing group opportunities for student engagement, enhancing their emotional and social well-being. Resource Support: In our upper school, teachers are equipped to offer one-on-one support to students through resource programs. This individualized attention helps address specific learning needs and supports students in achieving their academic goals. These services are designed to ensure that every student has the support they need to thrive in a nurturing and effective learning environment.
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
SK - 12
0%
39%
$0
$2,000
95%
50%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes
Yes: grades Preschool - 12
No
No
No
No
Yes
No
No
No
No
No
For many families, investing in an independent school education is a big decision. We are here to help you decide if our school is right for your child. Please complete an Admissions Inquiry Form to start the conversation and book a tour.
Admissions at Hydrostone Academy
We believe that finding the right school is an important journey, and we’re here to support you every step of the way. Our admissions process is designed to ensure that Hydrostone Academy is the best fit for your child and family.
What to expect:
Once accepted, you’ll have two weeks to finalize your enrollment. We look forward to welcoming you to our community!
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