964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
466 Rousseau Street, New Westminster, British Columbia, V3L 3R3, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
466 Rousseau Street, New Westminster, British Columbia, V3L 3R3, Canada
5,699.0 km
7,652.9 km
1992
2001
150
445
Preschool to 8
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, Montessori
Progressive, Reggio Emilia
Varies
16 to 22
Learning, Developmental
Learning, Developmental
Dedicated gifted school
$7,500 to $15,000
$19,000 to $22,300
No
Yes
0%
4%
None
K to 12
$0
$0
13
30
0%
0%
95%
0%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes
Yes: grades JK - 12
No
No
information not available
information not available
Maria Montessori opened her first school in 1907, so the Montessori method has been with us, fully formed, for more than a century. The ideas that Montessori brought to the table have found their way into mainstream education in a variety of ways. That said, the whole is truly greater than the sum of any of the parts, and it’s the sum that Peel Montessori offers. Parents who turn to Peel are looking for fidelity to the core program as initially described: the community feel, the organization, and the individualized approach that makes the method so successful with young people. Children have fun, though the school rightly brings leadership and responsibility into the classroom as well. The goal is for students to gain not just with the skills and knowledge necessary for success, but also the confidence to excel.
View full reportUrban Academy was founded in 2001 with the intention of creating a school that was creative, engaging, and which delivered the core curriculum in a hands-on, cooperative, and interactive way. The success of the program is evident in its growth and reputation. Housed in a purpose-built campus in New Westminster, the school emphasizes inquiry-based education where students are encouragd to think critically, collaborate, and lead with confidence. The integrated curriculum connects disciplines across the arts, sciences, and humanities, creating a vibrant, cross-curricluar learning experience. The ideal student is one that is curious, engaged, and thrives in a dymanic forward-thinking environment. It's a place where learners are prepared not just for post-secondary success, but to adapt and lead in a changing world.
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"Our curriculum is student-centred with every child receiving personalized attention similar to having a dedicated tutor. This ensures students stay on track, practise developing areas, and excel in subjects of strength. Our research-supported strategies develop students' intellect, character, and social-emotional skills. Our passion is to guide students to think critically, communicate effectively, and grow into compassionate leaders. Students genuinely “love coming to school” and that makes all the difference!"
"Urban Academy is a future-focused independent school (JK–12, co-ed, Advanced Placement: AP) that enriches the BC curriculum through immersive, hands-on learning. Whether in academics, athletics, robotics, Model UN, fine and performing arts, global travel, or the Duke of Edinburgh’s Award, students thrive in a dynamic setting that fosters creativity, collaboration and an entrepreneurial spirit. We prepare students to contribute meaningfully, excel academically and lead as the creative innovators of tomorrow."
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"Urban Academy uniquely blends future-focused learning with strong community values. Our Advanced Placement courses challenge students academically, while hands-on STEM, entrepreneurial projects, and a dynamic Applied Design, Skills & Technologies (ADST) program foster creativity and problem-solving.
Our vibrant fine and performing arts programs nurture self-expression and collaboration, complementing academic growth. We value belonging and inclusion, creating a supportive environment where every student is known and is empowered to take risks and develop confidence.
With extensive hands-on, outdoor education and city-integrated learning spaces, students engage actively with their environment, promoting wellness and experiential learning.
Together, these strengths prepare graduates who are academically accomplished, resilient, compassionate, and ready to make a positive impact."
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"To maintain our commitment to individualized learning and innovation, we have intentionally kept our enrollment at a size that supports strong relationships and personalized attention. This means we may not offer the same breadth of extracurriculars as some larger schools, but we invest more deeply in the quality and impact of the programs we do offer. Every initiative is chosen purposefully to align with our educational vision."
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"One pivotal moment was our expansion into our purpose-built facility in New Westminster in 2019, which allowed us to bring our full K–12 vision to life. Another was the addition of the Advanced Placement and Duke of Edinburgh Award Programs, which emphasized the importance of academic rigour, future focussed planning and real-world engagement for our senior students. These moments helped shape our commitment to innovation, growth, and a connected learning journey from JK to Grade 12."
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"Urban Academy students are intrinsically motivated and curious learners, eager to actively participate in their educational journey. They possess a genuine willingness to step outside their comfort zone and embrace new challenges and interests. They thrive in an environment that encourages critical thinking, collaboration, and a sense of personal responsibility, readily engaging with both academic rigor and enriching extracurricular and leadership opportunities. Ultimately, the right fit student for Urban Academy is someone who is not only prepared to succeed but also excited to contribute positively to a vibrant and supportive learning community. Beyond the student, the ideal Urban Academy family is deeply committed to being part of something bigger, actively seeking to create and nurture a vibrant school community. They value collaboration and are excited to contribute to a shared vision that enriches the experience for everyone."
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"If a family is looking for a highly traditional, lecture-based academic environment with a strong focus on rote memorization, Urban Academy may not be the best fit. Our approach is student-centred and exploratory, and we encourage independence, project-based learning, and integration across subject areas. Students must also be prepared for a variety of opportunities, specialist instructors and transitions both inside the classrooms, but also in the many field study opportunities that they will take part in. Families who are not comfortable with this type of progressive, experiential learning model may find other schools better aligned with their expectations."
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"Families choose Urban Academy for its holistic educational experience. They're drawn to the strong, collaborative community and an entrepreneurial spirit that empowers students to become leaders and innovators. Students gain unparalleled access to a diverse range of experiences, from rigorous academics and AP courses to arts, technology, atheltics, arts and leadership opportunities, helping them explore passions. Crucially, students are known as individuals, receiving personalized attention and challenged to step out of their comfort zones. This tailored approach, combined with future-focused curriculum and post-secondary counseling, effectively prepares them for success in post-secondary education and beyond."
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"Urban Academy is seen as a modern, progressive, and aspirational school that’s growing with purpose. We are recognized for our strong academic standards, but also for being innovative and adaptable—qualities that resonate with families who want their children to be ready for an ever-evolving world. We’re viewed as a school that is building something special for the future."
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"Our leadership and character education programs are sometimes overshadowed by our academic and arts achievements, but they are core to who we are. The work we do around empathy, community engagement, and self-awareness builds confident, responsible students who lead with integrity. It’s foundational to how our students grow into capable, compassionate individuals."
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"What might surprise families about Urban Academy is the depth to which every student is truly known, challenged, and offered unique opportunities tailored to their individual potential. It's not just about academics; there's a dedicated team of educators, staff, and a vibrant community genuinely rooting them on as cheerleaders, providing unwavering support, mentorship, and personalized guidance."
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"Urban Academy's program, with Advanced Placement (AP), Duke of Edinburgh's International Award, and enhanced Robotics, directly embodies our vision of "educating for tomorrow." These additions strategically equip students with crucial skills for an evolving world. AP courses offer rigorous academic challenges, fostering critical thinking and a competitive edge for post-secondary. The Duke of Edinburgh's Award cultivates resilience, leadership, and community engagement through experiential learning. Our Robotics program develops vital computational thinking and engineering skills. Together, these programs emphasize hands-on application and future-ready competencies, empowering Urban Academy students to become tomorrow's leaders and innovators."
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"In the next five years, Urban Academy will reach its full capacity, growing from 450 to 520 students, creating an even more vibrant and diverse learning community. Although the offerings are currently extensive, this will enable us to further expand course offerings, a richer selection of extra-curricular activities and opportunities, and enhanced community engagement initiatives. This growth isn't just about numbers; it's about deepening our commitment to providing an unparalleled educational experience for every student and family within the Urban Academy community."
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 Urban Academy, we are educating for tomorrow, creating opportunities for students to connect deeply with their learning as well as who they are as learners. We believe our students will experience success when they are active participants in their education. This is achieved when students engage in rich and meaningful learning opportunities that challenge their thinking and understanding.
We are connected to one another through learning, as staff, students and our parent community. We rely upon one another and are stronger for it. We believe that inspiration comes from the world around us, and from one another, learning and growing together. We also believe that we have a responsibility to contribute and use all that we are offered in order to improve our relationships, classes, school, local and global community. It is so encouraging that every day I see students of all ages connecting, learning, inspiring, growing and giving in so many meaningful ways.
Our classrooms allow students to explore their learning through an interdisciplinary approach with a focus on experiential education throughout the curriculum and grade levels. Urban Academy students have a history of high academic achievement, community engagement and an understanding that hard work and commitment are required to achieve success. They exhibit the attributes required to become the innovators and leaders of tomorrow.
We also have a vibrant community at Urban Academy that believes in equality and respect for all members, regardless of the role one plays. We celebrate our differences as every student and staff member is unique, valued, and cared for. We are fortunate that our dedicated parent community supports us to achieve our goals and vision.
I welcome you to explore the website and get to know Urban Academy. And please, join us if you too are excited about the power that comes with a deep and meaningful education.
Mr. Mike Slinger
Head of School
Urban Academy
Progressive
Reggio Emilia
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Students of all ages interact with respect and civility learning from each other and building leadership skills. The teacher acts as a facilitator that focuses on lessons that bring forth respect for global peace and that build a strong foundation in the core subjects of mathematics, literacy, and writing component, given individual capabilities. These areas build essential skills and knowledge needed to succeed in all other subject areas. Strategies in place from a young age help students begin to develop good work habits, responsibility, organizational, self-discipline, and understanding of concepts, over time. Students strengthen personal qualities and their understanding of concepts through active, hands-on learning opportunities in a stimulating, spirited, and positive environment. Creativity and critical thinking skills are interconnected in all areas of the program. French language development, Music, Arts, Computers, and Physical Education promote personal and healthy living skills. Our teaching methods and materials used demonstrate the philosophical commitment to support students and our commitment to prepare them to handle whatever challenges may be encountered in “real life”. - See more at: http://montessori.on.ca/WhyMontessori#sthash.y96ESVN1.dpuf
Urban Academy is a Junior Kindergarten to Grade 12 independent school in New Westminster, BC, committed to educating for tomorrow. Through a robust curriculum, including Advanced Placement, Duke of Ed Award, STEM education, outdoor education, athletics and arts, Urban Academy provides students with diverse avenues for exploration and growth. Ultimately, UA aims to equip students with critical thinking, adaptability, and resilience, preparing them exceptionally well for post-secondary success and fulfilling lives beyond. A committed, professional staff ensure that students are challenged and known well as individuals. Within the wider community, UA fosters strong, collaborative relationships with families, allowing for a fulfilling and dynamic school experience for all.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematics is approached with a child experiencing a concept with concrete materials in order for them to understand the process. This process allows the child to grasp concepts with understanding and clarity, avoiding learning gaps. A child completes the work independent of the materials when they are ready, for if a child is struggling with a concept, they are able to spend the time to solidify their understanding. This is essential as mathematical concepts build upon one other and gaps in previous skills compound over time, affecting a child’s confidence, understanding, and mathematical performance. If a child grasps mathematical processes with ease, they are able to advance through skills at their own pace and level, challenging their learning, igniting interest, avoiding boredom, and often results in a child surpassing grade level expectations.
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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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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
UA runs an in-house school assessment testing.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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Pragmatism
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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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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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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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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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.
Inspired by the internationally acclaimed Reggio-Emilia teaching philosophy, Urban Academy's Junior Kindergarten (JK) program is tailored for pre-kindergarten children. Numerous international awards have helped recognize Reggio-Emilia as the best teaching environment for a child's first out-of-home learning experience. It encourages young children and their teachers to explore, question, and discover in a stimulating environment. The student is the communicator, the teacher is the guide, the parent is the partner and the environment is the third teacher. As a result, there is a significant focus on bringing the outside world in, and learning through all that nature has to offer.
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.
Children are tested and assessed on a regular basis to ensure they are being appropriately challenged as well as to identify any gaps that may exist.
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.
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"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.
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."
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.
Urban Academy works hard to ensure that students are supported to fully develop into their best selves and be positioned for success in their post secondary educational careers. With exposure to the arts, mentorship opportunities and community service we aim to instil confidence and help students learn more about the community and world in which they live. A strong academic background will allow them to pursue their dreams and have a positive impact in their communities.
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
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.
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 - 12
0%
4%
$0
$0
95%
0%
Rolling
Rolling
Not available
Not available
Yes
Yes: grades JK - 12
No
No
No
No
Yes
Yes: grades JK - 12
No
Yes: grades 1 - 12
No
No
Urban Academy is seeking students who are intrinsically motivated and curious learner, eager to embrace new challenges. They thrive on trying new things and actively contributing to their community. Beyond the student, the ideal Urban Academy family is deeply committed to being part of something bigger, actively seeking to create and nurture a vibrant school community.
The application and admissions process at Urban Academy is designed to be comprehensive, ensuring a strong fit between the student, family, and school community. It typically begins with families attending an Admissions Information Session or Open House to learn about UA's unique approach. Following this, families would apply online to complete a detailed application, including academic records, reference forms and a non-refundable application fee. Applicants would then attend an age-appropriate assessments for students in small groups. While the style of assessment changes depending on age, both academic readiness and interpersonal skills will be assessed. Successful applicants and their families are then invited for an interview. The Admissions Committee then determines final admissions decisions after a thorough review of all gathered information. Urban Academy's admissions team works closely with families throughout, aiming to make the journey as transparent and supportive as possible.
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