964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
306 St John's Sideroad, Aurora, Ontario, L4G 4B4, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
306 St John's Sideroad, Aurora, Ontario, L4G 4B4, Canada
5,699.0 km
5,694.5 km
1992
2020
150
305
Preschool to 8
5 to 12
Coed
Girls
Day
Day
English
English
Academic
Academic
Progressive, Montessori
Traditional
Varies
18 to 22
Learning, Developmental
Dedicated gifted school
$7,500 to $15,000
$46,395
No
Yes
0%
26%
None
5 to 12
$0
$7,500
13
38
0%
0%
95%
0%
information not available
5, 6, 7, 8, 9, 10, 11
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 5 - 11
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 reportLaunched in 2022, St. Anne’s is an all-girls school that resides on an expansive campus. The school is setting high standards from the outset. It offers a safe, nurturing, and caring environment where girls strive for academic excellence while developing their abilities through robust athletics, arts, drama, and music programs. A wide variety of extracurriculars helps girls find their passions, boost their confidence, and sets them up for a lifetime of self-discovery. St. Anne’s curriculum is designed to foster sisterhood, develop leadership skills, and embolden girls with an “I can do anything” mindset.
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"Our curriculum is student-centred with every child receiving personalized attention similar to having a dedicated tutor. This ensures students stay on track, practise developing areas, and excel in subjects of strength. Our research-supported strategies develop students' intellect, character, and social-emotional skills. Our passion is to guide students to think critically, communicate effectively, and grow into compassionate leaders. Students genuinely “love coming to school” and that makes all the difference!"
"Welcome to St. Anne’s School, an all-girls independent school in Aurora, Ont., offering a warm and inspirational learning environment for girls to build character, own their voice, and strive for distinction. The curriculum is complemented by a wide range of co-curriculars and a robust athletic program along with a strong focus on arts, drama, and music. A St. Anne’s education sets the foundation for a lifetime of self-discovery, sparks a passion for knowledge, and prepares young women to build a better world."
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"St. Anne’s School offers a distinctive all-girls educational experience that blends rigorous academics with a strong emphasis on character development, leadership, and creative expression. Our Partnerhood with St. Andrew’s College allows students to benefit from shared resources and programming while maintaining a focused, empowering environment tailored to girls."
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"To maintain a personalized and empowering environment, St. Anne’s has chosen to remain a relatively small school community. This allows for deeper relationships and individualized attention, but means some large-scale programming is shared with our school, St. Andrew’s College. The tradeoff ensures quality over quantity in student experience and access to broader resources."
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"The founding of St. Anne’s School as a partner institution to St. Andrew’s College marked a pivotal moment, establishing a unique educational model that blends tradition with innovation. Most significantly, our founding First Cygnets have led the way in building sisterhood and establishing the traditions that define our school culture. Their leadership was instrumental in shaping our first mission statement – empowering girls to be courageous learners and compassionate citizens who live and lead with wisdom – and in developing the key strategies and tactics for our inaugural strategic plan, In Flight. These foundational efforts continue to guide our path forward and reflect our commitment to whole-school community engagement."
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"Girls who are curious, compassionate, and eager to lead will thrive at St. Anne’s. Our students are encouraged to be courageous learners and compassionate citizens, and they benefit from a nurturing environment that values academic achievement and personal growth."
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"St. Anne’s School is built around an all-in community model where every student is expected to participate fully in athletics, arts, and co-curricular programming every day. These are not optional activities; they are integral to the student experience. Families seeking a more flexible schedule may find it challenging to meet these expectations. Additionally, families looking for a large, co-educational environment may find that our intimate, all-girls setting does not align with their preferences. Our focus is on empowering girls through tailored programming and a deeply engaged school culture."
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"Families choose St. Anne’s School because it offers the best of both worlds: the benefits of an all-girls education – focused on empowerment, leadership, and personal growth – combined with partnered programming and activities with St. Andrew’s College. This collaboration provides access to broader resources and experiences while preserving the intimacy and intentionality of a girls-only environment. It’s a model that’s truly unlike anything else in the Canadian independent school landscape. Families also value our warm, inclusive atmosphere, strong academic foundation, and emphasis on creativity and character development."
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"St. Anne’s is seen as a forward-thinking, values-driven institution that empowers young women to live and lead with wisdom. Our public image is shaped by community partnerships and visible student success stories."
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"Two of the most underappreciated aspects of St. Anne’s School are the Partnerhood and our Project-Based Learning (PBL) program. The Partnerhood is a unique and powerful framework that fosters deep collaboration and shared purpose across the school community. While it can be a challenging concept to grasp from the outside, it is an incredible asset to our students, shaping how they engage with one another and with their learning environment.
Our PBL program, running from Grades 5 through 12, is another standout feature that deserves more recognition. All students participate in weekly project-based learning modules designed around constructivist and experiential learning theories. These modules empower students to take ownership of their learning through authentic, interdisciplinary tasks that enhance higher-order thinking, problem-solving, self-regulation, and metacognition. It’s a cornerstone of our academic approach that sets our students up for lifelong learning and leadership."
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"Families are often surprised by how far St. Anne’s School has come in such a short period of time. Though we are a new school, we were founded on the same principles as St. Andrew’s College, giving us the benefit of more than 125 years of educational expertise. This foundation has allowed us to build a vibrant, forward-thinking community with exceptional programming and a strong sense of purpose.
What also catches families off guard is the depth and breadth of our programming. From daily co-curriculars to interdisciplinary project-based learning modules, our students engage in a rich and varied educational experience. The combination of innovation, tradition, and a commitment to whole-school participation makes St. Anne’s unique in the Canadian independent school landscape."
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"St. Anne’s School has made several exciting improvements that reflect our commitment to growth, innovation, and student experience. We recently opened a 2-acre turf field, providing expanded opportunities for athletics and outdoor programming. We also introduced an in-house dining services team, offering fresh, nutritious meals prepared onsite to support student well-being and community connection.
In addition, we’ve launched a new phase of our Dream It Forward Campaign to construct “The Nest,” a dedicated space for wellness, community, and athletics, further underscoring our focus on wellness and whole-school participation."
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"Over the next five years, St. Anne’s School will continue to evolve through the priorities outlined in our strategic plan, In Flight. We are committed to deepening our academic programming, expanding leadership and experiential learning opportunities, and enhancing our facilities to support whole-school participation. With the recent addition of a 2-acre turf field and an in-house dining services team, we’ve already begun investing in infrastructure that supports student wellness and engagement.
Looking ahead, we will build on our foundation of project-based learning, further integrate interdisciplinary approaches, and continue to develop our unique Partnerhood model. These efforts will be guided by our mission to empower girls to be courageous learners and compassionate citizens who live and lead with wisdom. Though we are a young school, our trajectory is bold, and our vision is clear: St. Anne’s is shaping the future of girls’ education in Canada."
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.
Welcome to St. Anne's School
As the founding Head of St. Anne’s School, I am honoured to lead a community that is boldly reimagining what it means to educate and empower young women. From the moment we opened our doors, our mission has been clear: to create a school where girls are not only learners, but leaders, where they are encouraged to speak up, take risks, and shape the world around them.
At St. Anne’s, we are building more than a school; we are building a legacy. Our students are the architects of our culture and traditions, and their voices are central to every decision we make. This is a place where girls are seen, heard, and celebrated for who they are and who they are becoming.
We are proud to be York Region’s only all-girls independent school, offering a progressive academic program that nurtures intellectual curiosity, emotional intelligence, and social responsibility. Our students benefit from a learning environment designed specifically for girls that fosters confidence, collaboration, and a deep sense of belonging.
What makes St. Anne’s truly unique is our close partnership (our Partnerhood!) with St. Andrew’s College, an all-boys school located just one kilometre away. This collaboration allows our students to enjoy the best of both worlds: the focus and empowerment of an all-girls education, combined with meaningful shared experiences that prepare them for life beyond school. Whether through joint arts initiatives, athletic programs, or leadership opportunities, our Partnerhood with St. Andrew’s enriches the SAS experience in powerful ways.
Our girls enter as cygnets (young swans) and graduate as pens (wiser swans), ready to take flight. Along the way, they are supported by a dedicated faculty, inspired by a thriving sisterhood, and challenged to dream big. The goal of our strategic plan, In Flight, is to cultivate a generation of young women who are authentic, kind, and ready to lead change.
I invite you to explore our website, visit our campus, and experience the energy and promise of St. Anne’s School. We are a community on the rise – and we would be thrilled to welcome you into it.
Sabrina D’Angelo
Head of School
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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Students of all ages interact with respect and civility learning from each other and building leadership skills. The teacher acts as a facilitator that focuses on lessons that bring forth respect for global peace and that build a strong foundation in the core subjects of mathematics, literacy, and writing component, given individual capabilities. These areas build essential skills and knowledge needed to succeed in all other subject areas. Strategies in place from a young age help students begin to develop good work habits, responsibility, organizational, self-discipline, and understanding of concepts, over time. Students strengthen personal qualities and their understanding of concepts through active, hands-on learning opportunities in a stimulating, spirited, and positive environment. Creativity and critical thinking skills are interconnected in all areas of the program. French language development, Music, Arts, Computers, and Physical Education promote personal and healthy living skills. Our teaching methods and materials used demonstrate the philosophical commitment to support students and our commitment to prepare them to handle whatever challenges may be encountered in “real life”. - See more at: http://montessori.on.ca/WhyMontessori#sthash.y96ESVN1.dpuf
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Traditional Math
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.
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.
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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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.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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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
Not applicable
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
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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.
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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.
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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.
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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.
We cultivate courageous learners and compassionate citizens. Our academic culture balances rigour, relevance, and relationships, encouraging girls to think critically, act with integrity, and pursue excellence. Through project-based learning from Grades 5-12, students engage in interdisciplinary modules that foster curiosity, creativity, and real-world problem-solving. Teachers serve as mentors, guiding students to take risks, express themselves, and lead with confidence. Academic integrity is foundational, supported by a clear policy and embedded strategies. We celebrate achievement through Academic Merit Awards and honour personal growth with Character Awards. At SAS, learning is purposeful and empowering, preparing young women to thrive in post-secondary education and contribute meaningfully to the world.
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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The intellectual and personal growth are equally essential in developing the emotional, intellectual, social, and physical aspects of the whole child. High academic and personal standards and expectations are established and support is provided to enable each student to work to his or her fullest potential, given their individual capabilities.
We aim to shape young women who are courageous learners and compassionate citizens: confident, curious, and kind. Students develop critical thinking, creativity, and resilience through project-based learning, interdisciplinary exploration, and whole-school participation. Our academic culture encourages risk-taking, self-expression, and leadership, while fostering empathy and integrity. We nurture students to live and lead with wisdom, preparing them for post-secondary success and a lifetime of meaningful contribution.
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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| Forms of Support | Environments | Forms of Support | Environments | |
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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
Accommodations
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.
St. Anne’s supports students with diagnosed learning disabilities and ADHD through inclusive practices and dedicated resources. Our Guided Learning Centre is available to all students who need help with assignments or course material, offering personalized support in a welcoming environment. If a student develops learning difficulties, we respond with care, collaboration, and tailored strategies to ensure they thrive academically and emotionally. We do not advise against enrolment for students with clinically diagnosed learning disabilities. Instead, we encourage families to connect with our team to discuss individual needs. Our goal is to empower every student to be a courageous learner, and we are committed to fostering success through understanding, flexibility, and partnership.
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
5 - 12
0%
26%
$0
$7,500
95%
0%
5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 5 - 11
No
No
No
No
Yes
Yes: grades 5 - 11
No
Yes: grades 5 - 11
No
No
St. Anne’s School seeks students who are curious, courageous, and community-minded. Ideal candidates are eager to engage in a vibrant academic and co-curricular environment, embrace challenge, and contribute meaningfully to our all-in school culture. We admit girls who are intellectually adventurous, emotionally aware, socially responsible, and interested in the plethora of athletic opportunities we offer – those who thrive in a setting that balances rigour with wellness and creativity with compassion. Students who succeed here are open to interdisciplinary learning, committed to daily participation in athletics and the arts, and excited to help shape a growing legacy. Attributes like resilience, integrity, empathy, and leadership are central and guide our admissions decisions. We welcome girls who are ready not just to learn, but to lead, and who see their education as a launchpad for making a difference in the world.
STEP 1:
Complete the online application and pay the non-refundable application fee of $175. (Application link above)
STEP 2:
Once submitted, you will receive a confirmation email and have access to the Application Checklist. This includes access to upload the following required documents:
STEP 3:
Students being considered for entry will be invited to a 30-minute formal candidate interview. Our main intake years include Grades 5, 7, 8 and 9, as these grades have the most available positions. Positions in all other grades are limited to attrition.
STEP 4:
Applications that are completed, along with the candidate interview, by December 1, 2023, will be considered in our first round of Admission offers.
The following decisions will be made:
Admission decisions will be sent out Monday, December 16, 2024. Admission offers after this date will be made on a rolling basis and will be dependent on the available spots that remain.
English Requirements
St. Anne’s School does not offer an ESL program. For students to be successful at St. Anne’s School, they must demonstrate fluency in English in both oral and written communication. Applicants applying to Grades 5 through 11 whose first language is not English may be required to complete an English proficiency test such as the TOEFL, IELTS, or Duolingo assessment.
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