964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
540 Victoria Rd N, Guelph, Ontario, N1E 6Z4, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
540 Victoria Rd N, Guelph, Ontario, N1E 6Z4, Canada
5,699.0 km
5,732.4 km
1992
1996
150
165
Preschool to 8
K to 8
Coed
Coed
Day
Day
English
English
Academic
Nature-based
Progressive, Montessori
Waldorf
Varies
15 to 18
Learning, Developmental
Dedicated gifted school
$7,500 to $15,000
$9,778 to $15,875
No
Yes
0%
23%
None
K to 8
$0
$9,535
13
18
0%
0%
95%
90%
information not available
K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes
Yes: grades K - 8
No
No
information not available
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Maria Montessori opened her first school in 1907, so the Montessori method has been with us, fully formed, for more than a century. The ideas that Montessori brought to the table have found their way into mainstream education in a variety of ways. That said, the whole is truly greater than the sum of any of the parts, and it’s the sum that Peel Montessori offers. Parents who turn to Peel are looking for fidelity to the core program as initially described: the community feel, the organization, and the individualized approach that makes the method so successful with young people. Children have fun, though the school rightly brings leadership and responsibility into the classroom as well. The goal is for students to gain not just with the skills and knowledge necessary for success, but also the confidence to excel.
View full reportThe writer and environmentalist Annie Dillard once said that “how we spend our days is how we spend our lives.” While the administrators at Trillium Waldorf may not think in exactly those terms, that’s an idea that’s at the core of the school. Yes, learning is about working through the curriculum, acquiring new skills, honing old ones. But being at school should be about living well, too, and Trillium has made that at priority since it was founded in 1996. From day one it was an expression of the community that gave rise to it, begun by a number of families that wanted something better, something maybe a bit more caring for their children. There were 21 students in the first year, and a single grade, though it’s grown since then, mainly because of the community that formed around the school. The current property was supplied by an alumni family, which nicely continues the theme. This is about people teaching children how to find their way in the world, to have fun, to enjoy the company of others, and to live fulfilled lives.
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"At the Trillium Waldorf School, the community is the greatest part."
Katie Pew - Parent (Mar 10, 2022)
Our children both thrive at Trillium Waldorf.
My daughter is in grade two and loves every day. Her... View full review
"Our school is small which is great because class sizes are lower."
Hanna Van Dijk-Alāč - Parent (Mar 10, 2022)
The most enjoyable aspect of school for my daughter is visual arts classes which have been taught by... View full review
"Overall, the teachers have been amazing, thoughtful and creative."
Natalia Brajak - Parent (Mar 10, 2022)
My son appreciated the intimacy - at times he longed for a bigger school and a gym and a library- bu... 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!"
"At Trillium Waldorf School, reverence for childhood underpins everything we do. This starts in the early years with a pace that allows children to fall in love with the world around them and continues in the Grade School with a curriculum that engages not only our students' minds but their hearts. Our academics are interwoven with movement, arts, hands-on skill building and the experience of observation and discovery, which keep our students not only engaged but critically and creatively thinking for themselves."
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"At Trillium, we place a high priority on social and emotional learning, knowing that when students are regulated and feel good in their relationships with teachers and peers, they are much more likely to get the most out of the lessons and activities of the school day. Our teachers maintain a position of warm authority, allowing students to feel safe in classrooms that are well held.
Throughout their years here, our students are regularly reminded of our school's core values: we are kind, we are safe, we are respectful, we are responsible. These values underpin our restorative practices, in which our students learn to take responsibility for their actions, set appropriate boundaries, and work through conflict, ultimately developing the resilience and relational skills they will need to grow into healthy, thriving adults."
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"At Trillium Waldorf School, we intentionally use analog methods of teaching—prioritizing time-tested approaches such as teaching cursive writing, and using chalkboards over tablets or smartboards. As a result, our students are not introduced to computer-based skills like typing while attending our school.
However, starting in middle school, our Cyber Civics class introduces students to essential digital competencies. They learn media literacy, explore the potential positive and negative impacts of social media, and gain a strong understanding of how to be responsible, respectful digital citizens.
While this is a tradeoff, we believe the benefits—such as fostering creativity, deep focus, and the confidence often noted in Waldorf alumni—are well worth it."
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"Trillium Waldorf School was established in 1995 by a community of caring parents who were concerned about the educational and societal trends at that time. Through their determination and inspired action, Trillium opened its doors to 21 students, Kindergarten-Grade One, in September 1996. At the time we were located in a local church and went on to rent from the Guelph Youth Music Centre as well before finding our home in the north-east end of Guelph.
It was through the good will and dedication of one of our early families who took it upon themselves to secure this land and build our lovely school to provide us with the security of a long term rental where we could flourish and set roots.
In 2022, we hit a major milestone and had the incredible opportunity to become proud owners of our campus after raising over $1 million in donations and $896K in investments through the generosity of hundreds of school supporters."
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"Our school supports a wide range of learners. Because Waldorf education is truly designed to support children in growing into well-rounded individuals, students do not need to fit a specific mold or possess particular aptitudes to thrive here. In fact, one of the strengths of Waldorf education is its ability to nurture natural abilities while also gently encouraging growth in areas that may not come as easily.
That said, students tend to do best at Trillium Waldorf School when their families are engaged, reflective, and aligned with our long-term view of education as a journey—one that supports the development of well-rounded, ethical and creative thinking human beings. Families who are community-oriented and who value open communication and collaboration with teachers often find a strong sense of belonging and shared purpose at Trillium."
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"Families seeking a strong emphasis on early academics or those aiming to prepare their children for a specific post-secondary path may not find our approach appealing, as it is designed to support children in reaching their unique potential on a timeline that allows for an unrushed childhood."
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"At Trillium, our students have the advantage of learning through direct experience, free from the influence of computers and digital technology. Parents appreciate knowing that their children are in a media- and screen-free environment, learning instead through methods such as oral storytelling, time in nature, creating their own textbooks, observing natural phenomena and learning to knit. These time-tested approaches not only keep children interested and engaged, but also support critical thinking, which is essential for embracing the tools of technology later in life."
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"Families often know us for the hands-on experiences that our students get, for our choice to deliver education without the use of screen technology and for being a school that allows students to be fully themselves. We are known for our annual class plays and for the Grade 8 Project in which our oldest students engage in study on a topic of their choice with a mentor from the broader Guelph community. Many people know us for our annual Spring Fair which is a joyful experience for all and one which families return to again and again, even when their children don’t attend our school."
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"At Trillium, our students have the opportunity to be seen and known by their teachers. Smaller class sizes, and teachers who “loop” (move through the grades with their class) allow for the type of relationship where teachers know how to get through to their individual students and students are able to see that their teachers really care.
These long term relationships also allow for true collaboration between teachers and parents, benefiting our students in myriad ways. It is often said that Trillium graduates are notable as teenagers for their willingness to converse with adults and to advocate for their own learning once they move on to high school and beyond."
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"Many Trillium parents are surprised by the profound impact of the ritual components of life at Trillium and the emphasis on nurturing our student's strength of character.
Rites of passage, such as our Grade 1 students “going under the rainbow bridge” at the opening ceremony each year, serve as meaningful milestones that punctuate the passage of time while offering parents a chance to be fully present for their children’s ever evolving growth and development.
Traditions like our Grade 8 students embarking on their wilderness canoe trip only after crafting their own paddle the previous year teach patience and perseverance. These practices offer an antidote to the modern world of instant gratification.
Equally powerful are the daily rituals that frame the school day. Whether it’s reciting a verse together each morning before beginning their lessons or lighting a candle at lunch, these simple acts of reverence ground the student experience and soothe the all-to-commonly hurried soul."
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"Our school has recently made thoughtful improvements to nurture our students, teachers and community as a whole. We’ve clarified leadership roles, strengthened collaboration, and deepened our focus on diversity and inclusion, have worked towards decolonizing our curriculum as well as reimagining our annual festivals. We’ve invested in faculty mentorship and leadership development, and community education offerings for parents to participate in, reinforcing strong adult learning communities that, ultimately, support student growth.
Classrooms have been reinsulated, heat pumps installed, and a new water fountain added, creating even healthier learning spaces for our students. Our program offerings have expanded with various clubs for the students to participate in, while the Healthy School Culture approach supports well-being for all. These changes reflect our commitment to holistic Waldorf education and a vibrant, connected school life where children and families can thrive."
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"Over the next five years, we will continue to deepen our commitment to inclusive and culturally responsive education while remaining grounded in the core principles of Waldorf pedagogy. Ongoing professional development, mentorship, and curriculum renewal will ensure our program stays developmentally aligned, regionally responsive, and relevant to the evolving needs of today’s children.
Families can expect a school that is steady in its values yet responsive in its practices: a community that nurtures imagination, inspiration, and intuition while preparing students to meet the world with resilience, empathy, and creative confidence. Our vision is not expansion for its own sake, but deepening: deepening relationships, educational quality, and the impact we have in the lives of the children and families we serve."
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.
At Trillium Waldorf School, we share a deep commitment to nurturing the healthy unfolding of each child within a community that is grounded in compassion, integrity, and shared responsibility.
Inspired by the principles of Waldorf Education and the work of Rudolf Steiner, we believe education is not only preparation for academic achievement, but preparation for life. Our goal is to support young people in developing imagination, creativity, compassion, and the confidence to meet the world with curiosity and courage.
Our curriculum engages the whole child: head, heart, and hands. Through academic learning, artistic expression, storytelling and practical work, students experience an education that is both rigorous and deeply human. The rhythms of the day, the seasons, and the school year help create a sense of continuity and balance in the life of the child, allowing our students to feel grounded and ready to learn whether they are infants in our Parent & Child classes, young teenagers in the upper grades or anywhere in between.
A distinctive feature of our school is our collaborative leadership model. Rather than a traditional principal or head of school, Trillium is guided by a Leadership Group consisting of our Administrative Chair and three experienced teachers serving as: Grades Pedagogical Chair, Early Childhood Pedagogical Chair, and Faculty Chair. These roles rotate every three years, and decisions are made collaboratively through consensus. This approach reflects a central Waldorf value: that educators working closely with students help shape the direction of the school.
Together with the families of Trillium Waldorf School, we are honoured to cultivate a community where children feel known, valued, and inspired to grow into compassionate, capable human beings.
Waldorf
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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.
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
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
The Waldorf curriculum provides a strong classical education, but does so in a way that nurtures the natural spirit of your child by encouraging the development of the whole child. The curriculum recognizes that children pass through distinct developmental stages, providing appropriate lessons which are created artistically by Waldorf-trained teachers and presented in a supportive, structured environment. It is the goal of a Waldorf teacher to cultivate a sense of wonder and to inspire children to view the world, even in its most basic form, as magnificent—prompting each student to embrace life with enthusiasm, initiative, and purpose. These aims are met through an education that is rich with meaningful sense experiences, classical academics, and artistic beauty in all subject matters.
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Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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Mathematics is approached with a child experiencing a concept with concrete materials in order for them to understand the process. This process allows the child to grasp concepts with understanding and clarity, avoiding learning gaps. A child completes the work independent of the materials when they are ready, for if a child is struggling with a concept, they are able to spend the time to solidify their understanding. This is essential as mathematical concepts build upon one other and gaps in previous skills compound over time, affecting a child’s confidence, understanding, and mathematical performance. If a child grasps mathematical processes with ease, they are able to advance through skills at their own pace and level, challenging their learning, igniting interest, avoiding boredom, and often results in a child surpassing grade level expectations.
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There are no calculators, until a student approaches high school math concepts. As we cheerfully inform our students - "Your brain is your calculator!"
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Our program focuses on children learning the phonetic sounds of the alphabet and the related key phonograms, which allows children to spontaneously compose any word using hands-on materials. This allows children to start the process of writing (building words) and reading much earlier than traditional educational programs. As a result of this process, children begin to read and blend phonetic and phonogram words at an earlier pace, then focusing on sight words, alternate spellings, early readers, and vocabulary development.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Not applicable
Not applicable
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Web design
Robotics
Computer science
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Waldorf
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.
Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf 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.
Your child is building the capacity for creative thinking, problem solving and learning. Play is an essential part of this process. Our kindergarten programs offer children (aged four through six years old), abundant opportunity for free play and exploration of the world around them (including weekly walks in the woods and regular farm visits in the fall), balanced by a healthy rhythm of group activities such as singing, movement, stories, artistic and practical work. Our program will engage your child’s senses and emotions and this gentle introduction lays the groundwork for learning in the grades. Outdoor games develop the connections between brain and body.
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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.
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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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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.
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Although an advanced curriculum content, each student is supported and expected to work and progress to his or her individual potential. Student capabilities, attitude, and internal drive are reflective of their overall academic performance. High expectations are established for intellectual and personal development in areas that can include strength of character, self-regulation, and respectful nature. Modifications are made as needed to meet individual needs. Students advance in areas of strength, while developing skills and subjects requiring further practise.
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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The intellectual and personal growth are equally essential in developing the emotional, intellectual, social, and physical aspects of the whole child. High academic and personal standards and expectations are established and support is provided to enable each student to work to his or her fullest potential, given their individual capabilities.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| 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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Some children with learning differences can be accommodated in our regular classes. Special education classes are not available. Once a Montessori Personal Education Plan is determined, class teaching staff is offered informal support and guidance to implement any accommodations/modifications. Children are assessed on an individual basis to ensure a good fit between our program and the individual needs of the student.
Information not available
Peel Montessori provides an environment that encourages children to grow and develop to their potential. Experiential, tactile exercises and our ability to personalize the program to fit individual learning needs, results in a small number of children considered for our program. Careful observation and/or psycho-educational assessment allows us to determine whether our program can meet each individual learning difference, as we aspire to provide realistic, attainable support. A student’s capabilities are assessed including their strengths, challenging areas, and learning style. Should our program not be a good fit, or if it cannot meet the student’s needs, referrals are provided.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
K - 8
0%
23%
$0
$9,535
95%
90%
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes
Yes: grades K - 8
No
No
No
No
Yes
No
No
No
No
No
Steps to admission:
1. Submit an application (link), fee and the following documents, where applicable:
2. Attend virtual meetings – first with our Enrolment Coordinator followed by a second meeting with your child’s prospective teacher.
3. Receive your acceptance letter, complete your contract and financial commitments with our Finance Manager.
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