255 Sheppard Avenue West, Toronto, Ontario, M2N 1N2, Canada
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
0
1992
70
360
Nursery/Toddler to 3
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Traditional
15 to 24
10 to 18
In-class adaptations
$12,700 to $14,500
$19,350 to $21,300
No
No
0%
0%
None
None
$0
$0
9
33
0%
0%
100%
80%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
No
No
No
information not available
information not available
information not available
Families turn to Montessori for a range of reasons, and Pine Lake is a strong example of a majority of them. The teaching is strong, with instructors well-versed in the core methods, as demonstrated through CCMA accreditation. That said, families are also drawn by the close-knit community, the creative, hands-on programming, and the crisp, well-appointed learning spaces. Academics are important, though set and setting are important, too, something which provided the impetus for Sue Eirdmousa to found Pine Lake in 2012. The program continues to grow, as with the fairly recent addition of the lower elementary grades. That likely will continue as the student population ages and current families are understandably reluctant to move on to other schools, this given the success that the program to date. Indeed, it was due to pressure from the parent community that the program was extended, something which is as good an indicator of the health of a school that you could ever hope to find.
Turnbull was founded by Mary Ann Turnbull in 1992, though its history in a sense dates back to Turnbull Learning Centre, which she established in 1981. The Centre offered academic services, and Turnbull’s success there lead to the creation of the school. The setting is idyllic —since 1996 it has occupied a parcel of 5.5 acres in the Central Experimental Farm area of Ottawa. The location is within Ottawa, yet retains a rural community feel, which itself is a draw for many families. The space also allows for a focus on environmental education, something that has distinguished the school somewhat and gained recognition in 2007 by the SEEDS Foundation. The school has grown over the years, and is a good size today, allowing for a nice breadth of programming, while at the same time retaining a personal, community feel. Per the initial intentions for the school, values—cooperation, character, and reasoned reflection—inform all the activities of the school. Parental involvement in the life of the school is welcomed, as is consistent, informal communication between families and school administration.
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Pine Lake Montessori School offers a supportive environment for students from Toddlers to grade 3. We pursue a teaching method that respect and nurture each student and allow them to achieve their fullest potential. PLMS helps each child to experience challenges, find strength and build strong foundations in their educational journey. Our students experience a love for learning, radiate self-confidence and self-esteem.
Turnbull School is dedicated to academic excellence in a caring environment. Students benefit from highly qualified teachers, small class sizes, daily physical education, effective organization and study skills, enhanced French, award winning science, dynamic music, visual arts and drama programs, intramural and extra-curricular sports, clubs and special events, and modern facilities. Our leadership and character development programs enhance the school culture of excellence and caring.
Welcome to PLMS! At first glance, you’ll find joyful, peaceful classrooms rooted in the Montessori philosophy, where students are considered competent, and respected for who they are. You’ll see teachers engaging with children to broaden their understandings, supporting them to challenge themselves. You’ll watch classmates collaborating, solving problems, and learning how to thrive in a community. You’ll find a strong partnership between home and school.
With a closer look, you’ll notice something even more distinctive is happening here. You’ll find students learn to think for themselves, process information, and explore in ways that inspire and motivate them. You’ll see students find strength to grow creatively, academically, and emotionally in a well-balanced and integrated curriculum. They are empowered to become their best selves to succeed in life. Please come and see what makes PLMS so special, and how students can reach their fullest potential in the classroom and beyond.
At Turnbull School, we focus on bringing excellence to our students in a caring environment. We offer a comprehensive program in a coeducational setting for children in Kindergarten to Grade 8. We believe there is tremendous value in building a solid educational foundation for children during their elementary school years that will last a lifetime! Please visit our website or give us a call for more information. Thank you for your interest in Turnbull School.
Traditional
Information not available
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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a uni?ed curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
Pine Lake Montessori School’s program is based on Montessori philosophy and curriculum, which supports one-on-one teaching method that is coherent with each child’s natural development and their innate desire to learn. We value respecting each child’s individuality and offering individual attention to the development of the whole child. The program have been developed based on specific needs emerging at each stage of human development. A program that is well-balanced program to focuses on social, emotional, physical and academic needs of the child. Three key elements of our school environment, our parent-school connections, and our teachers support us in achieving our goals. PLMS environment staged as an element of teaching method and offers enough stimuli to encourage curiosity and exploration to our students. We strongly believe in parent’s partnership and their involvement in their child’s journey of learning. PLMS trained, caring and knowledgeable staffs play a key role in connecting all key elements to help the child to reach his/her potential.
Since 1992, Turnbull School’s small classes and exceptional teachers have provided a comprehensive and enriching academic program, where emphasis is placed on caring and excellence. Our well rounded curriculum ensures a balance between all subject areas, and students enjoy the application of the content to cross-curricular activities and projects, so what they learn has more relevance and application. We value our parents as collaborative participants in their child’s education. Regular communication is a given and the staff all recognize the importance of keeping parents well informed. Accountability and accessibility are key attributes of every member of the faculty and leadership team. From a young age, Turnbull students are taught the essential learning skills of study strategies, time management and organizational techniques. As a result, our students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
PLMS math programs feature an equal balance of “traditional” and “discovery” methods. We believe both approaches is important for students success. This also helps to cater for different learning styles. The Montessori math curriculum moves from concrete to abstract, from experiential to formula.
Our mathematics program goes well beyond the Ontario Ministry of Education’s curriculum and provides students with an advanced program that covers greater breadth and depth of concepts and reasoning skills than is normally experienced or expected. With specialized teachers and small classes, every Turnbull student can be enriched, yet help is readily available if concepts need additional reinforcing. More frequent and meaningful teacher-student interactions result in immediate individual feedback. The approachable nature of our teachers and that personal connection with every student is a huge factor in student engagement in the learning process. Our “spiral curriculum” approach to mathematics ensures a continual review of previously taught concepts so students are revisiting and retaining the material while moving on to new areas. In this way, they develop strong mathematical competence and see the relevance of one topic to the next.
Abstract Math concepts are taught through specifically designed concrete materials starting Children's House program. Students gradually move toward abstractions once they have a deeper understanding of Mathematical concepts, then supplementary text books are introduced for further advancements.
The Nelson Mathematics program is the main resource used. Jump Math is a major supplement used in Grades 1 through 8. Other problem solving and critical thinking resources are also used.
Our lower elementary students are not introduced to use a calculator.
Calculators have a place in the upper grades when numeration is not the main objective of a topic being studied. When a child struggles with numeration skills, and a calculator can be used as a tool to help, he/she will not be left behind when working within another strand.
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.
A continuum approach moving from sound awareness, association of phonetic sound and letters, reading phonetic words, reading words with phonograms, introduction to sight words, supported by lots of reading practice to build the mechanical reading. Reading comprehension, understanding main ideas and the details, and critical thinking are the important part of the program as well.
At Turnbull School, we believe that for children to become proficient readers, they need to develop a wide range of knowledge and skills. These include a strong base of oral language, a strong general knowledge background, an understanding of print concepts and knowledge of letters and words. Children also need to learn comprehension strategies and higher order thinking skills, such as the ability to infer meaning from texts. We incorporate activities to develop all of these competencies on a daily basis in our overall literacy program. A balance of direct instruction, guided instruction, independent learning and practise are important elements of our early reading program. We also value frequent assessment and evaluation of reading levels and skills, and use the DRA-2, Developmental Reading Assessment to track each child’s progress.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use the DRA-2, Developmental Reading Assessment to track each child's reading progress, along with other important related skills.
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
PLMS focuses on mechanical writing by developing stronger fine motor skills and preparing the hand muscles for writing. Students practice formation of the letters by tracing the sand paper letters, then writing them on the chalkboard and eventually printing them on the paper. Expressive writing are practiced by writing stories that are meaningful to the child. Grammatical concepts and sentence analysis are practiced to enhance the writing skills as early as Children's House program. Elementary program is the continuation of the same approach and further enhancing the skills.
Primary students use the Six Traits Writing model, where they learn and practise using the six traits of effective writers. Students learn to write personal and expository texts, poetry and report writing. They also learn basic editing skills. Junior students continue to expand on their understanding and use of the Six Traits of Writing model. Students learn to write personal and expository texts, poetry and report writing. They complete formal spelling and grammar lessons on a regular basis, develop editing skills and learn to use the writing process as a tool to fine tune their writing skills. Senior students focus on the importance of following the writing process: brainstorming, planning, organizing, revising and editing. We emphasize both creative and expository writing along with the ability to develop and express ideas in clear and effective prose. Students are also given a strong grounding in grammar.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
Science is taught through hands on and experimental approach. For instance, basic chemistry concepts are taught through experiments, making predictions, observing the experiments, analyzing and recording the data. Montessori curriculum is designed as a spiral curriculum and interconnectedness of all the elements.This means that the same as other areas of the curriculum, follow ups designed to connect the concept learnt in science to the other area of the curriculum for deeper understanding. This approached is practiced in both Children's House and Elementary program in a age appropriate manner.
Children best acquire scientific knowledge through experimenting, manipulation and exploration with science materials. We promote children’s natural curiosity for the scientific world through interactive, hands-on learning, offering many opportunities for experiments, labs and exploration. We go far beyond what is normally expected in the Ontario curriculum. Turnbull students graduate very motivated and with the advanced competence to pursue sciences.
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
Evolution as consensus theory
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Information not available
Our students experience a very enriching literature program of novels, poetry and short stories, but we also emphasize the importance of developing strong basic skills of grammar, decoding, spelling and technical writing. Our students are set up for success beyond their time at Turnbull School, as they learn to communicate well both orally and in writing, and develop strong critical reading, creative writing and research skills.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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The goal of our social studies program is to educate students about their local, national and international communities, and their place within these societies. Combining the disciplines of geography and history, we help students develop into informed citizens in a culturally diverse and interdependent world, while instilling an understanding and appreciation of our unique Canadian identity and experience. Through these studies, students acquire broad-based skills that are vital to future success. These skills include identifying and solving problems, critically evaluating different points of view, making informed decisions on a variety of issues, and engaging in articulate expression and debate. By exploring various points of view and evaluating a variety of evidence, students practise achieving a balanced perspective when making decisions on issues relevant to their world.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Grade 7 history covers Canadian history from the earliest inhabitants to the War of 1812. As well as covering the factual material, the students have opportunities to research elements of our past. In geography, the Grade 7's learn about earth sciences and the physical geography of Canada. In the Grade 8 program, students learn about the history of Canada from the War of 1812, through the important events surrounding Confederation, and ending with World War I. Their geography course continues the citizenship strand, exploring the nature of world human geography.
English lit
Information not available
Turnbull School strives to graduate students from Grade 8 with a strong level of conversational and every day, pragmatic French, while also achieving solid skills in French reading, writing and grammar. In addition, the students will have the desire and confidence to pursue further French studies beyond the basic requirements of high school. The achievement of this goal is dependent on the number of years the student is at Turnbull School, as well as the language aptitude and motivation of the student. There is a French only environment in French class, with an exception for students newer to French. Motivation and enjoyment of French always drive and enhance our program objectives.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
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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Music, drama and visual arts are all recognized as essential elements of a child’s development at Turnbull School.Weekly fine arts classes are taught to students in Grades 4 to 8 by teachers who have specialized training in these disciplines. The Turnbull School Concert Band has been in existence since 2005. As an extracurricular ensemble, students from Grades 5 to 8 have the opportunity to further explore their love of music beyond their regular music classes with woodwind, brass and percussion instruments. The members enjoy the chance to gain performance experience through playing for special events at the school and in the community. They are often sought after by community groups due to the high calibre of their performances. Interested junior and senior students may also decide to audition for a role in the annual school production.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Every student has regular computer classes and a curriculum which reinforces a variety of skills through cross-curricular assignments that deepen their learning. These include Internet safety, research, web animation, graphic design, video editing, publishing, graphing and keyboarding. In addition, students participate in a number of coding courses in Grades 3 through 8 which helps develop their logic skills. Our primary students have an additional computer class a week in French, using French websites and educational software to enhance their acquisition of this second language. Having access to enriching and engaging technologies, such as two state of the art computer labs, four portable iPad labs, SmartBoards, scan-and-project devices, eInstruction’s Classroom Response System, and a wide range of educational software are only a few ways in which we deepen the learning activities for our students.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
All students at Turnbull School take part in daily physical education classes taught by physical education specialists. Our program focuses on participation, skill development, fair play and healthy living. These objectives are met by providing the students with the opportunity to participate in a wide variety of sports and activities.
Play-based
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Pine Lake Montessori School offers a program based on Montessori philosophy and curriculum. PLMS kindergarten students benefit from a program that supports emerging developmental needs of each child. Our goal is to offer a program that fosters the child’s social, emotional, physical, and academic development in order for them to achieve their full potential in all areas of their life. It has been our pleasure over the years to observe our graduates transitioning into grade one with confidence, compassion for self and others, a great work ethic, and a love and curiosity for learning.
Every child is deserving of a safe, nurturing environment to express and develop his/her unique interests, creativity and abilities. It is in Kindergarten where Turnbull students first learn to respect and care about each other, to feel unique and special, but to see others that way too. The junior and senior kindergarten curriculum reflects the importance of early literacy and numeracy activities, as well as self-initiated inquiry-based pursuits. Our broad program also includes daily physical education, French language classes, as well as science, creative arts and computer time.
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Grades 4 to 8 French classes are streamed into three levels per grade. The students working within the highest level of French are working beyond grade level and using Francophone resources. Highly motivated students who graduate from this level may enter French Immersion in high school.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Turnbull students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success. The children make a personal commitment to do their very best to further their own growth. This includes taking responsibility for their work, being prepared, and caring about the growth of others through participation and respect.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Turnbull School emphasizes a competence based approach where each student can apply skills, acquire knowledge, develop creative problem solving skills, become an effective communicator, and acquire strong social and leadership skills. Time management and organizational skills are viewed as an integral part of their curriculum and essential to their future success. Turnbull School students also show care for others within and beyond the school. We aim to graduate students who are very well prepared for high school, academically, emotionally and socially.
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RecreationalRec. |
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Ice Skating |
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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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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
0%
0%
$0
$0
100%
80%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
No
No
No
No
No
No
Yes: grades 1 - 8
No
No
Yes
No
We welcome all families who have faith in Montessori philosophy and respect this internationally approved pedagogy's structure. Parents who get involved in school's program plan and their children's learning journey and believe in school and home partnership. We strongly believe this is one of the important aspects that contributes to students' achievement of their fullest potential.
Turnbull School students show care for each other and the community at large. They are motivated to do their personal best in their academics and extra curricular activities.
Call Pine Lake Montessori School at (416) 227-9100 to schedule an information session and tour, or drop by on one of our open house days – Thursdays from 9 a.m. to 11 a.m. – for information and a tour.
On your tour, you will be given an application package. When you submit your completed application, please ensure that it includes:
Turnbull School has a multi-step admissions process. For children applying to Grades 1 to 8, we begin by gathering information from report cards, confidential letters of reference and formal assessments (if any). This is followed by a visit day in a classroom of the child's current grade. The final step is the administration of an individual standardized assessment by an educational consultant.
