964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
298 Lonsdale Road, Toronto, Ontario, M4V 1X2, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
298 Lonsdale Road, Toronto, Ontario, M4V 1X2, Canada
5,699.0 km
5,690.5 km
1992
1867
150
970
Preschool to 8
JK to 12
Coed
Girls
Day
Boarding, Day
English
English
Academic
Academic
Progressive, Montessori
Liberal Arts
Varies
18 to 22
Learning, Developmental
Dedicated gifted school
$7,500 to $15,000
$39,800
$74,800 to $78,200
No
Yes
0%
10%
None
6 to 12
$0
$2,100
13
65
0%
7%
95%
40%
information not available
JK, SK, 1, 2, 4, 6, 7, 9, 10, 11
information not available
8, 9, 10, 11
Rolling
Dec 01, 2024
Not available
Rolling
Yes
Yes: grades JK - 11
No
No
information not available
The Bishop Strachan School (BSS) has a long and distinguished history of excellence. Its mission is to give girls confidence in their skills and abilities, and to ensure their voices are heard in what can sometimes be a noisy world.
BSS is committed to interdisciplinary learning and design thinking. The recently developed STEM Wing, featuring state-of-the-art design technology spaces, science labs, and collaborative areas, illustrates the school’s academic focus.
Athletics, arts, and co-curricular activities are central to the BSS philosophy: to give girls the opportunity to try new things, build confidence, and develop as leaders in their own unique ways.
Read The Our Kids Review of The Bishop Strachan School
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 reportThe school’s approach, largely, is based in an understanding that it’s a complicated world, one which requires a set of complex foundational skills: being able to think for yourself, working cooperatively, and engaging empathetically with others. That includes a grasp of the curricular content as well as an ability to write well, speak well, and appreciate the elegance in a well-crafted argument. The learning environment is varied, diverse and comprised of a community of true peers, those who share a sense of curiosity and, while not being bookish, are inclined to academics and respond well to a challenge while appreciating support. Once here, they find those interests and curiosities shared and rewarded. "There's very little pressure to conform at a girls' school,” says an alumnus. “Being unique and having deep interests is what's considered cool.” The academics are not only strong, they have long provided an example that other schools have sought to emulate. That said, there’s a belief in being able to relax too—that it’s a journey, not a race, and that it’s as valuable to look around as it is to look forward. In terms of skills, outlook, and confidence, girls leave the school ready to take on the world. And they do.
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"I am still in touch, twenty years later, with some of my teachers...This speaks to the dedication of the teaching staff I believe"
Allison Smith - Alumnus (Sep 19, 2018)
I thoroughly enjoyed my experience at The Bishop Strachan School.
BSS has a strong academic prog... View full review
"We have been really happy with the teaching quality at BSS."
Jeffrey B. - Parent (Aug 13, 2024)
Our daughter has truly enjoyed her time at BSS and we have seen tremendous growth in both her academ... View full review
"I felt I got an exceptional education at BSS."
Joanne A. - Alumnus (Aug 13, 2024)
My 6 years at BSS were filled with incredible opportunities both academically and personally. I laun... 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!"
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"At The Bishop Strachan School, academic excellence is at the core of our program from Junior Kindergarten through Grade 12. Our curriculum challenges students to think critically, solve problems creatively and engage deeply with their learning at every stage of their academic journey. In the Senior School, students have the opportunity to enroll in Advanced Placement (AP) courses. These university-level classes deepen subject knowledge while developing essential skills in research, writing and time management and support a smooth and strong transition to post-secondary studies. BSS students graduate with the confidence, resilience, and work ethic needed to thrive in university and beyond as they pursue their goals with purpose."
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"On the first day of school in 1867, our founders opened their doors with the intention of educating girls and teaching them how to be leaders. Rev. John Langtry, the father of four daughters, envisioned a Church School for girls designed to provide a curriculum “co-extensive with that of first-class schools” and “within the reach of people of moderate means.” There were 31 students enrolled that first year. Although women were not admitted to the University of Toronto until 1884, The Bishop Strachan School's curriculum always prepared students for academic excellence. The school grew and evolved with the city around it, moving first to College and Yonge, and then to the current property. Today, more than 150 years since its founding, we have more than 900 students. In 2017, we proudly celebrated our 150th anniversary and the opening of our new STEAM wing, a collaborative space with everything needed to make design ideas real."
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"BSS is an ideal environment for girls who are curious, motivated, and eager to embrace new experiences. Our students thrive on asking thoughtful questions, collaborating with peers and stepping into leadership roles in a variety of settings. Whether in the classroom, on the field or through service initiatives, BSS students develop into lifelong learners who confidently step outside their comfort zones, take risks, and rise to every challenge with resilience and determination."
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"We encourage all families interested in The Bishop Strachan School to connect with one of our Enrolment Associates to learn more about what makes BSS unique. Visiting our campus is a great way to experience our vibrant community firsthand and meet our passionate faculty, speak with Student Ambassadors, and explore our classrooms, Arts and athletic spaces. Learning about our rigorous academic program, diverse arts and athletics offerings, and the wide range of clubs and student-led councils helps families understand our balanced and enriching approach to teaching and learning. These conversations and experiences are key to determining whether BSS is the right fit for your child."
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"The Bishop Strachan School is widely recognized for its rigorous academic program, outstanding and experienced faculty and staff and its inclusive, welcoming community. Grounded in over 150 years of tradition and leadership in girls’ education, BSS offers a forward-thinking, research-based approach that prepares students to thrive in a rapidly changing world. Our innovative programs are designed to foster curiosity, confidence, compassion, and resilience. Students are empowered to use their voice, pursue their passions, and lead with integrity. Through a well-rounded and future-focused education, BSS prepares girls with the knowledge, skills, and mindset to succeed at university and beyond."
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"BSS is proud to offer exceptional facilities that support innovation, collaboration, and community. Our new state-of-the-art STEM wing features nine IdeaLabs, a design technology studio, a black box theatre, a dedicated art studio, and a range of flexible spaces where students can gather to collaborate or work independently in quiet, focused environments. Outside, our new turf field has extended athletic seasons and supports year-round physical activity, complemented by an outdoor skating rink in the winter months. Our newly renovated Boarding Commons provides a warm, welcoming space for boarding students to relax, study, watch movies, bake, and connect with friends. These dynamic spaces reflect our commitment to providing an outstanding learning environment where students can explore, create, and thrive."
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"Our world needs more female leaders in every role across all endeavours. The Bishop Strachan School has been a leader in girls’ education since 1867. We help talented girls become fearless women who are able to navigate the world with intellectual curiosity, agility and compassion. We teach them to find purpose, feel confident and speak with a strong, independent voice. We are proud of our accomplishments, but we are not satisfied. We are doubling down on our challenging, innovative and comprehensive program. We are nurturing a culture that helps students find meaning. We are expanding our financial assistance to attract motivated, talented students. We are broadening the opportunities for experiential education and global learning. And we are improving our facility to take our school's strengths to a new level of excellence. The Bishop Strachan School will be a world leader in evidence-based education. Learn more about our strategic plan at bssourplan.ca."
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.
Meagan Enticknap, who will succeed Dr. Angela Terpstra as Head of School in July 2026, brings a global perspective and a collaborative approach to leadership. Since joining BSS as Deputy Head, she has built strong relationships across the community and introduced innovative, data-driven initiatives to strengthen student learning. She has worked to expand mentorship, leadership training, and platforms for student voice, reflecting her commitment to empowering girls both inside and outside the classroom. Drawing on experience at schools around the world, including the United Nations International School in Hanoi, Meagan combines strategic vision with deep expertise in teaching and learning. Her leadership is rooted in inclusivity, global-mindedness, and a belief in preparing students to thrive in a complex, interconnected world.
Liberal Arts
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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.
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.
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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
At BSS, we do things differently. Our challenging inquiry-based program is based on the latest educational research about how girls learn. Students at BSS learn core academic skills, such as numeracy, literacy, research, critical thinking, communication, global citizenship and digital literacy. They use that foundation as a springboard to generate new, creative ideas. Our unique research-based approach, the Culture of Powerful Learning, both aligns with and enhances the Ontario curriculum. Experiential learning, co-curricular opportunities and academic enrichment nurture students’ intellectual, social, emotional, physical, spiritual and ethical growth. Learning at BSS is inquiry-based because we know that this type of learning sticks. It motivates and inspires our students to go deeper. Students ask probing questions and work collaboratively. By discovering the world around them, BSS students go beyond understanding. They apply their knowledge to make real change. They get to know themselves. They learn to speak for themselves and to lead others. They grow into compassionate and ethical citizens. We call this the Signature of a BSS Girl.
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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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.
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Process approach
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.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Our health and physical education curriculum is designed for students to build knowledge and skills and enable them to succeed in an ever-changing world by developing physical and health literacy. Our program helps students build capacity and commitment to promote healthy and active living. The Junior and Middle Schools offer intramural sports as part of the PE program which focusses on cooperation and participation.
Reggio Emilia
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
In a spirited, happy, and nurturing environment, children interact with kindness and friendship as they develop a lifelong enjoyment of learning. Children have a natural curiosity to explore and the classrooms and programme are organized to enables each child to learn to their individual potential at their pace. Children learn from each other and the teacher using hands-on activities and grow personally in character, creativity, and self-confidence through the positive interactions. Early reading, math, and writing are a introduced when readiness is observed while children continue to refine their senses, hand-eye coordination, concentration, social interactions, and grace and courtesy.
A strong start means a better finish. It’s precisely what happens within the dynamic, inquiry-based learning approach you’ll find in our Junior School (JK to Grade 6). Children are treated as the intellectually powerful beings they are, and encouraged to express themselves as they learn, grow, collaborate and create. Learn more at bss.on.ca/junior-school.
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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Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Although an advanced curriculum content, each student is supported and expected to work and progress to his or her individual potential. Student capabilities, attitude, and internal drive are reflective of their overall academic performance. High expectations are established for intellectual and personal development in areas that can include strength of character, self-regulation, and respectful nature. Modifications are made as needed to meet individual needs. Students advance in areas of strength, while developing skills and subjects requiring further practise.
We strongly believe in the power of the girls within these walls and their ability to change the world for the better. It’s not just a philosophy; it’s the basis of our curriculum and our approach. Our vision is this: we want BSS to be an inspirational force for women to reach their full potential as transformative leaders. We’re dedicated to facilitating powerful learning and encouraging inspirational leaders in the world – whatever that looks like for each girl.
"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.
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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.
BSS strives to inspire girls to be fearless and educate girls to be leaders. For a full understanding of the set of personal attributes that are encouraged, nurtured and taught at BSS, read more about our Signature of a BSS Girl and Culture of Powerful Learning at https://www.bss.on.ca/learning-teaching.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
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.
Our caring faculty and staff create a welcoming, inclusive environment. One thing is certain – if a BSS student needs support, a listening ear and a caring heart are always at hand.Whether it is academic or personal challenges, we nurture every student. This is at the core of the BSS school experience.
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
6 - 12
0%
10%
$0
$2,100
95%
40%
JK, SK, 1, 2, 4, 6, 7, 9, 10, 11
8, 9, 10, 11
Rolling
Dec 01, 2024
Not available
Rolling
Yes
Yes: grades JK - 11
No
No
No
No
Yes
Yes: grades JK - 11
No
Yes: grades 6 - 11
No
No
If you’re thinking about coming to BSS, you’re in good company. Every year we welcome more than a hundred girls who find themselves embraced by a warm, welcoming and lively community. Successful students at BSS thrive in a rigorous inquiry-based environment and enjoy strong verbal and conceptual learning styles.
We welcome Day students for all entry grades (JK, Grade 1, 4, 6, 7 and 9) and Boarding students from Grades 8 to 11 into our creative and challenging environment. Grade 12 applications are considered on a case-to-case basis. The path to BSS is an exciting one! Take the first step now.
STEP ONE - Connect With Us
Join one of our Admission events or a personal campus tour. You can also visit our website to learn more about the enrolment process. Email [email protected] or call 416-483-4325, ext. 1220.
STEP TWO - Apply
Apply online. Applications are due by December 1, 2024.
STEP THREE - Submit Your Documentation
All supplementary documents will be uploaded through our online application system (myBSS). This way you’ll be able to track your progress through the application process. Check our website for specific requirements.
STEP FOUR - Book Your Interview and Assessment
This enables us to get to know you and your child, including her academic strengths and interests outside of school.
STEP FIVE - Offer
Independent schools in the Toronto area share a common offer date in February for Day applicants. This is the day you will hear from BSS with an enrolment decision. If your daughter is offered a place, you will have 5 days to accept. We encourage families to make the decision as quickly as possible, as we do keep an active waitlist and applicants may be considered for second-round offers.
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