3 Sunforest Drive, Brampton, Ontario, L6Z 2Z2, Canada
2999 Dufferin Street, Toronto, Ontario, M6B 3T4, CanadaIndirect Support:
3 Sunforest Drive, Brampton, Ontario, L6Z 2Z2, Canada
2999 Dufferin Street, Toronto, Ontario, M6B 3T4, Canada
5,709.2 km
5,692.8 km
1969
1997
500
130
Preschool to 8
JK to 12
Coed
Coed
Day
Day, eSchool
English
English
Academic
Academic
Progressive
Traditional
18 to 24
Varies
Learning, Developmental, Behavioral
Accelerated curriculum
Dedicated gifted school
$18,800 to $19,625
$23,770 to $33,160
No
Yes
0%
10%
None
JK to 12
$0
$5,000
42
9
0%
0%
85%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades JK - 12
No
No
information not available
The aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
Read The Our Kids Review of Fieldstone School
RMS was founded in 1969, placing it within the first cohort of Montessori schools in the country. As with those of its vintage, RMS has a long reputation for providing a quality program, one that has a high fidelity with the core aspects of the method. The school has grown to comprise four campuses, allowing for a nice range of resources while also maintaining a close-knit community environment at each location. RMS has also grown into its own identity, one based in adopting new methods and approaches, as appropriate and when sympathetic to the school’s mandate to educate with an eye to achievement and leadership. The ideal student is one able to thrive in a close-knit, challenging, active, and social learning environment.
View full reportThe aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
View full report
"...RMS gave me the tools and resources to reach my full potential."
Zayne Thawer - Alumnus (Jun 14, 2018)
I was a student at Rowntree Montessori Schools for almost 10 years, and in that time the biggest fee... View full review
"The school leadership and administration do an excellent job to ensure the needs of the students and parents alike are met"
Melicia Roberts - Parent (May 24, 2019)
Rowntree Montessori School (RMS) has become my child's second home. The academic and intellectual de... View full review
"...teachers are able to assess the child's development and work towards coaching them in areas where there is a need."
Salima Gilani - Parent (Dec 04, 2019)
My daughter has been in RMS since prep-one. Our experience with the school has been beyond excellent... View full review
"During the admission process, I did go through testing however, it wasn’t a process of elimination to see who was the smartest..."
Lexie Dias - Alumnus (Mar 10, 2020)
My experience at Fieldstone has shaped who I am today! The kind staff and teachers at Fieldstone all... View full review
"One thing I noticed was that the teachers came every day with a smile, ready to help the students through another day..."
Adham Ragab - Alumnus (Mar 25, 2020)
Fieldstone represented my first exposure to Canadian Society. It was during orientation that I got t... View full review
"The teachers could be approached with any question and it would be met with kindness and understanding."
Abigail Lewis - Alumnus (Apr 28, 2020)
My experience at Fieldstone King’s College School has been an enriching one that has pushed me to ... View full review
"At Rowntree Montessori Schools, students build the confidence, independence, and academic strength to progress ahead of provincial standards through an enriched, Montessori-inspired approach. With individualized learning, leadership opportunities, academic competitions, and real-world experiences, Rowntree helps students develop the skills, creativity, and character needed for future success in a caring community where every child is known and supported."
"Fieldstone is a private, co-educational day school in Toronto serving students from Junior Kindergarten to Grade 12. As one of only two Cambridge Showcase Schools in North America, we deliver internationally benchmarked academics within a structured, small-school environment. We are academically serious, intentionally personal, and mentorship-driven. Our students are known, challenged, and prepared with confidence and discipline for university and beyond."
"At Rowntree Montessori Schools, we pride ourselves on our caring and stimulating approach to learning where we create a family oriented environment. Our smaller class sizes make it possible for teachers to develop close working relationships with our students and their families. We create a motivating and friendly atmosphere while addressing the individual learning needs and styles of each student."
"Fieldstone integrates the Cambridge framework from JK to Grade 8 within our broader academic programme, embedding internationally benchmarked rigour early rather than introducing it only in high school.
Beginning in Grade 2, students sit Cambridge Progression assessments, internally marked by our teachers in alignment with Cambridge standards. In Grades 5 and 8, students sit Cambridge Checkpoint examinations, externally marked by Cambridge, providing objective international benchmarking.
Shakespeare is introduced from JK, and a structured strings programme begins in Grade 1, intentionally building articulation, confidence, discipline, and stage presence from an early age.
From Grades 9 to 12, the OSSD remains the base diploma, with the option to pursue IGCSE and A Levels. This flexibility prepares students for both Canadian and international university pathways, with A Levels widely recognised and potentially qualifying students for advanced standing."
"To maintain our commitment to holistic development and global standards, we prioritize small class sizes, which limit the number of students we can accept each year. This ensures personalized attention but may mean families face a competitive admissions process. With limited spaces available each year, we always encourage parents to start on the admissions process as early as possible. Additionally, our focus on integrating Montessori methods with modern educational practices requires ongoing professional development for our staff, which demands substantial investment in time and resources to maintain our high educational standards."
"At Fieldstone, we intentionally prioritise depth over scale. By remaining deliberately small, we accept that we will not offer the breadth of programmes or large-scale facilities found at bigger institutions. In return, students receive direct teacher mentorship, consistent accountability, and academic expectations that cannot be diluted by size.
We also prioritise enduring intellectual skills over educational trends. Technology is used purposefully, but it does not drive instruction. We place greater emphasis on writing, reasoning, public speaking, and analytical thinking. This means students develop fluency, stamina, and confidence in their thinking rather than reliance on tools.
These tradeoffs reflect a clear choice: structure over sprawl, rigour over novelty, and relationships over scale. The result is a student who is disciplined, articulate, and prepared for demanding academic environments."
"Our school's history is marked by key junctures that have shaped our current identity. Joining the International Schools Partnership was a significant milestone, aligning us with global educational standards and expanding our students' horizons. The integration of the STEAM curriculum represented a critical evolution in our educational approach, ensuring our students are equipped with the skills necessary for a rapidly changing world. Our consistent commitment to small class sizes and personalized education has remained steadfast, creating a nurturing environment where students thrive academically and socially. Celebrating over a decade as Brampton's top choice for private education, our history reflects a dedication to community building and educational excellence, evidenced by the long-standing relationships we have with our families and alumni."
"Fieldstone was founded in 1997 with a clear commitment to academic rigour within a close-knit community. That early decision to remain intentionally small continues to shape our culture of direct mentorship and high expectations.
A defining turning point was our adoption of the Cambridge curriculum, becoming the first school in Canada to integrate Cambridge alongside Ontario standards. This move embedded international benchmarking into our academic foundation and positioned global standards as central, not supplementary.
Our 2024 designation as a Cambridge Showcase School reinforced this identity, affirming that our implementation meets the highest levels of consistency and quality.
These milestones did not simply mark growth; they defined who we are today: a school shaped by deliberate choices toward rigour, global perspective, and structured excellence."
"Rowntree students are kind, considerate, and thoughtful individuals. They're naturally curious and always always growing. Our students will continuously seek unique avenues to education and appreciate one another. Students at Rowntree embrace new experiences."
"Fieldstone is the right fit for students who are intellectually curious, motivated, and willing to be stretched. Whether they arrive with strong academic drive or emerging potential, they are open to structured expectations and steady growth. Students who thrive here are comfortable being known by their teachers, challenged to think deeply, and encouraged to articulate their ideas with clarity and confidence.
Families who benefit most value substance over scale. They prioritise strong writing, critical thinking, and classical foundations such as Shakespeare and music. They appreciate a close-knit environment where high standards are paired with guidance and mentorship, and where students are supported in taking ownership of their learning."
"We would advise a family against choosing Rowntree Montessori Schools if they seek a purely traditional educational model that does not incorporate innovative practices or global perspectives. Families who prioritize large class sizes and less individualized attention may not find our environment suitable. Additionally, if a family prefers an educational setting that focuses solely on academic achievements without emphasis on social and emotional development, they might not align with our holistic approach, which integrates leadership and personal growth."
"Fieldstone may not be the right fit for families seeking a large, highly competitive institution with extensive athletic programmes, numerous electives, and expansive facilities. Our intentionally small scale prioritises close mentorship and academic depth over breadth of offerings.
Families who prefer a highly tech-driven or experimental educational model may also find a mismatch. While we integrate technology purposefully, we emphasise classical foundations—literature, writing, music, and analytical reasoning—over trend-based or screen-centred learning.
We are also not the best fit for families seeking a highly unstructured or low-pressure environment. Our community is supportive, but it maintains clear academic and behavioural expectations. Students are challenged and supported to meet high expectations. Families who value rigour, consistency, and long-term growth will feel most aligned with our approach."
"Rowntree Montessori Schools produces life-long learners and truly prepares our students for future academic and social success. Our diverse community and academically progressive programs, such as STEAM and Pre-K French, alongside our inclusive teachers and staff members result in our students consistently achieving above provincial standards."
"Families often choose Fieldstone for its deliberate balance of academic rigour and personalised attention. Many are drawn to our Cambridge-Ontario model, which offers global benchmarking alongside local standards. In the senior years, families value the option to pursue A Levels, which are internationally recognised and, in many cases, may qualify students for advanced standing or first-year university credit.
Compared to larger institutions, Fieldstone offers an intentionally small community where students are genuinely known and mentored. Families appreciate the individual guidance, small classes, and direct university support. They often choose us for our clarity of expectations, strong teacher-student relationships, and focused, values-driven approach to education."
"Our school is viewed as a leading institution for private education in Brampton, known for its excellence in blending Montessori principles with modern educational practices. We are recognized for our commitment to nurturing well-rounded students, excelling academically and socially. The public perceives us as a welcoming and vibrant community where individual attention supports student success. Our reputation for innovative learning, particularly in STEAM and leadership, and our alignment with international standards, reinforce our image as a forward-thinking, dynamic school that prepares students for future challenges."
"Fieldstone has built a reputation as a focused, academically serious school that prioritises depth, mentorship, and character development. Families are drawn to our clarity of purpose and the consistency of our expectations.
Over time, we have earned the trust of families from diverse professional backgrounds, including those in business, the arts, and professional athletics. Many are drawn not only to our academic standards, but also to the discretion and close community we provide.
In the public eye, Fieldstone is known as a school that is intentionally small, academically ambitious, and deeply personal in its approach."
"Rowntree is partnered with International Schools Partnerships; this allows our students to be globally connected with over 80 schools around the world! Our student body partakes in global events allowing them to collaborate with students around the world. These events are hosted through clubs ran on campus, such as: ISP Scientist, ISP Chess Competition, ISP Virtual Buddy Exchange, ISP Math Contest, ISP Model United Nations, and ISP Film Festival."
"An often underappreciated aspect of Fieldstone is the cumulative impact of structure and consistency. Families notice our small size and academic focus, but over time, what proves most significant is how daily expectations shape student habits.
Through regular discussion, sustained writing, performance, and clear academic standards, students develop discipline, confidence, and intellectual independence. Growth here is not sudden or performative; it is gradual and reinforced year after year.
The result is not only academic strength, but students who are articulate, composed, and capable of meeting challenge without being overwhelmed. That steady formation is one of our most defining strengths."
"Over the years, parents are amazed at how well-rounded our programme is. Rowntree setsour students up for success with their further experiences, both academically and socially. This takes place not just during regular scheduled classes, but also within the co-curricular programmes that are provided to the student body. Every grade is unique and the programmes provided reflects the transitions from primary years to middle years."
"What often surprises families is how calm and relational our academically serious environment feels. Given our Cambridge standards and structured expectations, some anticipate a rigid or high-pressure culture. Instead, they find classrooms that are discussion-based, lively, and intellectually engaging.
Students are challenged, but not rushed. Expectations are clear, yet teachers know students personally and guide them closely. Families often remark that the school feels both disciplined and humane.
Over time, they also discover that our small size does not limit ambition. Students speak publicly with confidence, engage deeply with complex texts, and develop academic maturity earlier than expected."
"Recently, we've enhanced our STEAM curriculum to incorporate the latest advancements in technology and innovation, ensuring our students are well-prepared for future challenges. We've also strengthened our leadership training, providing students with more opportunities to develop essential skills. Joining the International Schools Partnership has enriched our educational offerings with global perspectives and opportunities. Additionally, we've upgraded our facilities to support an engaging learning environment and expanded our professional development programs for teachers, ensuring they are well-equipped to deliver our unique blend of Montessori and progressive education."
"Recent changes at Fieldstone reflect a continued strengthening of our academic and co-curricular programme. In 2024, we were designated a Cambridge Showcase School, recognising the integrity of our implementation. This milestone led to further refinement in curriculum alignment, assessment practices, and targeted professional development for faculty.
We have also expanded our involvement in the SSAF (Small Schools Athletic Federation), increasing opportunities for structured inter-school competition. This growth supports our belief that discipline, resilience, and teamwork are essential complements to academic rigour.
These developments are not cosmetic adjustments but deliberate steps to deepen the quality and coherence of the student experience."
"In the next five years, we will continue to innovate by expanding our STEAM and leadership programs, further integrating international perspectives into our curriculum. We plan to enhance our facilities and technology infrastructure to support cutting-edge learning experiences. Our focus on fostering a nurturing and inclusive community will remain, with an ongoing commitment to developing well-rounded and globally-minded students ready for high school and beyond."
"Over the next five years, Fieldstone will focus on strengthening clarity and coherence across the student journey. We aim to further refine our dual academic pathways, ensuring a seamless progression from foundational skills in the early years to advanced, university-ready study in Upper School.
We plan to expand structured enrichment for high-achieving students, deepen interdisciplinary learning in the arts, and increase student leadership opportunities across grades. In athletics, continued growth in SSAF participation will support resilience, teamwork, and school spirit.
Rather than pursuing rapid expansion, our vision is to grow intentionally—enhancing academic depth, mentorship, and programme quality so that every student benefits from a focused, high-expectation environment."
Welcome to Rowntree Montessori Schools, where we have been nurturing tomorrow's achievers for over 50 years!
At Rowntree, we offer a vibrant, Montessori-inspired education for children from Junior Kindergarten (JK) through Grade 8. Our seamless transition from Kindergarten to Elementary ensures a cohesive and enriching learning experience. We are dedicated to supporting each child’s growth—academically, physically, emotionally, and socially.
Our elementary program not only meets but often surpasses the Ontario Ministry of Education standards, with a strong emphasis on Science, Technology, Engineering, Arts, and Mathematics (STEAM). In a more traditional classroom setting, we blend the warmth and personalized care of the Montessori approach with 21st-century learning skills, creating an environment that fosters academic excellence and personal development.
At the core of our mission is "Nurturing Tomorrow’s Achievers." We consistently evolve and improve our programs to ensure our students remain challenged and engaged. Our vibrant co-curricular offerings in the arts and athletics, coupled with in-school mentorship and community-oriented charitable efforts, equip our students to emerge as self-assured leaders both within the school and in the larger world.
Selecting the right school is a significant decision, and we are here to assist you in this important process. We support students throughout their entire elementary journey, all while helping them build lasting friendships as they graduate from Grade 8.
We look forward to welcoming you soon!
Darlene Schewske
Head of School
Fieldstone was founded on a strong and positive belief in children. We recognise that students naturally have a powerful desire to succeed, both socially and academically. Our role as educators is to guide, support, and encourage them in turning that desire into real achievement.
At Fieldstone, we are committed to high expectations and strong support. Through our enriched learning environment and the internationally recognised Cambridge curriculum, we help students build the knowledge, confidence, and character needed to thrive. This curriculum, taught from Kindergarten through Grade 8, fosters deep understanding, critical thinking, and a lifelong love of learning.
We believe that true confidence comes not from empty praise, but from meaningful accomplishment. When students meet challenges independently and persevere through difficulty, they gain self-respect and a deep sense of pride in their abilities.
Our teaching approach is rooted in patience, mutual respect, and emotional support. Students feel secure expressing themselves because they know they are heard and valued. Within this safe and encouraging environment, they are free to take intellectual risks, build resilience, and flourish both inside and outside the classroom.
This atmosphere, while intangible, is essential to all that we do. Without it, academic excellence alone is not enough.
Our vision remains to be a leading independent school in every sense: academically strong, emotionally supportive, and globally minded. We are proud to prepare students not just for university, but for thoughtful, meaningful lives.
Together, we are building a community where every student is seen, supported, and inspired to reach their full potential.
Traditional
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
Every subject curriculum aims to develops a well-rounded student. A progressive academic focus with an emphasis on character, values, and extra-curricular.
Fieldstone offers a rigorous, internationally benchmarked curriculum that integrates the Cambridge framework with Ontario standards. From JK through Grade 8, students develop structured thinking through progressive assessment and external benchmarking, building strong foundations for senior years. Our approach blends classical education with purposeful modern practice. We prioritise critical thinking, sustained writing, reasoning, and confident public speaking. All students study and perform Shakespeare annually, and from Grade 1, participate in a structured strings programme, reflecting our belief in the formative power of disciplined artistic training. Academic depth is paired with close mentorship. Small classes allow teachers to guide students personally while maintaining clear expectations and consistent standards. Rather than focusing solely on examination outcomes, we cultivate intellectual independence, resilience, and ownership of learning. Graduates leave Fieldstone articulate, analytically prepared, and confident in their ability to meet demanding university pathways in Canada and internationally.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
Our Mathematics teaching team focuses on developing skills in solving word problems, enhancing performance on test such as GAUSS, CNML (Canadian National Mathematics League), CTBS (Canadian Test of Basic Skills) and Mathematica.
At Fieldstone, mathematics is taught with a strong emphasis on conceptual understanding, logical reasoning, and disciplined problem-solving. Through the Cambridge framework, students progress at an accelerated pace, engaging with advanced topics earlier than typical Ontario grade expectations. In the early years, students develop number sense through hands-on learning and visual models. As they advance, they explore increasingly abstract concepts—including algebra, geometry, and data analysis—with clarity and structure. Instruction combines explicit teaching, guided practice, and problem-based investigation. Students are expected not only to apply procedures accurately, but to explain their reasoning and think methodically. Over time, they develop mathematical confidence, precision, and the ability to approach complex challenges independently.
We use mathematics textbooks developed by Cambridge University Press, including the Cambridge Primary and Lower Secondary series.
Students are allowed to use graphing calculators as long as they do not have a Computer Algebra System.
Phonics-intensive
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.
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.
Our program approach would be best described as phonics-intensive up to and including Grade 3. From Grade 3 onward, our approach is one more of balanced Literacy.
Fieldstone uses a systematic, phonics-based approach to early reading. Students receive explicit instruction in letter-sound correspondence, blending, and decoding through a structured and sequential progression. While rich literature and comprehension are integral to our programme, phonics forms the foundation of early literacy development.
Systematic approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Letter formation and associated sounds are taught through direct instruction, then followed by application and practice
Fieldstone teaches writing through a structured, explicit approach that develops clarity, precision, and depth over time. Students are directly taught sentence construction, grammar, paragraph development, and essay organisation, with clear modelling and guided practice before moving toward greater independence. Writing expectations increase progressively in complexity, from coherent paragraphs to analytical and persuasive essays. Across subjects, students write regularly and for varied purposes—narrative, descriptive, reflective, and argumentative—learning to organise ideas logically and support them with evidence. Revision and editing are embedded in the process, reinforcing the importance of refinement and attention to detail. Our emphasis on structure is balanced with opportunities for authentic expression. Students are encouraged to develop their voice while adhering to clear standards. The result is writing that is disciplined, articulate, and analytically strong, preparing students for advanced academic work and university-level expectations.
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.
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.
Information not available
At Fieldstone, our science programme balances structured theoretical instruction with consistent hands-on learning. Students build a strong foundation in core scientific concepts while regularly engaging in experiments and projects that develop analytical thinking and problem-solving skills. From the early years, students are guided to observe carefully, ask meaningful questions, and explore through structured inquiry. We aim to incorporate at least one practical or project-based activity each week, enabling students to apply knowledge in real-world contexts. As they progress, projects increase in complexity, with students designing investigations, analysing data, and presenting evidence-based conclusions. In the senior years, hands-on learning is paired with structured preparation for science examinations, including Cambridge-style practical assessments. The result is a balanced programme that cultivates both academic rigour and scientific curiosity.
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
Zoology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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
At Fieldstone, our English programme follows a traditional, literature-rich approach. Students engage deeply with significant works from the Canadian canon and the wider world, studying plays, poetry, novels, essays, and short fiction across cultures and historical periods. Close reading, literary analysis, and formal essay writing are central to instruction. Students are explicitly taught to construct clear, coherent, and persuasive arguments, preparing them for the demands of post-secondary study. Alongside analytical writing, they produce oral, written, and media texts in a range of forms. This classical foundation cultivates disciplined thinking, articulate expression, and a lasting appreciation for literature. Graduates leave confident in interpreting complex texts and expressing ideas with clarity and intellectual precision.
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).
Themes explored include life in earlier times, family traditions, communities and mapping - enhanced by frequent outings and field trips.
At Fieldstone, our social studies curriculum follows a Core Knowledge approach, introducing students to significant historical events, figures, and places from an early age. Alongside this foundation, students engage in Cambridge Global Perspectives beginning in the primary years, developing research, critical thinking, and structured discussion skills. Through storytelling, primary sources, drama, and discussion, students study major civilisations, world religions, global geography, and Canadian heritage. Content is sequenced chronologically and thematically, helping students understand continuity, change, and the relationship between past and present. As students advance, Global Perspectives encourages them to analyse contemporary issues from multiple viewpoints, strengthening civic awareness and reasoned debate. By grounding students in shared knowledge while cultivating analytical inquiry, we develop historically informed, globally minded thinkers.
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Presentation and exploration of information, supported by topical presentations, speeches, debates, and field trips.
At Fieldstone, our humanities and social sciences programme is grounded in the study of enduring ideas and influential texts that shape our understanding of individuals, communities, and nations. Students examine history, literature, philosophy, and ethics to deepen their understanding of both the past and the human condition. Through guided analysis, structured debate, and formal academic writing, students engage with cultural, political, economic, and environmental questions in light of the “great ideas” that transcend time. This approach develops disciplined reasoning, ethical reflection, and persuasive communication. Our aim is to cultivate historically informed, critically minded individuals who draw upon a strong foundation of knowledge to navigate an increasingly complex and diverse world with confidence and clarity.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
At Fieldstone, our language programme develops communicative competence within a structured and progressive framework. Students build listening, speaking, reading, and writing skills through sequenced instruction and regular practice, ensuring steady linguistic growth. In French, students study both the language and the cultures of Francophone communities worldwide. Instruction emphasises clear grammar foundations, vocabulary development, and practical communication, enabling students to use the language with increasing accuracy and confidence. Beyond skill acquisition, language study deepens cultural awareness and global perspective. Students are encouraged to engage thoughtfully across cultures and to approach language learning with curiosity, discipline, and intellectual confidence.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Regularly scheduled classes for music and visual arts are supported by frequent and high profile performances in class, festivals, and concerts.
At Fieldstone, our visual arts programme combines technical skill development with creative exploration. Students work across traditional and contemporary media, learning foundational techniques in drawing, painting, design, and mixed media through structured instruction and guided practice. Art-making is paired with critical reflection. Students analyse their own work and that of others using appropriate artistic vocabulary, examining composition, technique, intent, and cultural context. They explore connections between historical movements and contemporary expression, deepening their understanding of art as both craft and communication. By balancing technical discipline with creative inquiry, our programme develops confident visual thinkers who can express ideas with clarity, intention, and artistic integrity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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.
Classrooms are equipped with state-of-art interactive white boards and Chromebooks (i.e. laptops) are available for all classrooms via mobile carts.
At Fieldstone, we take a measured and purposeful approach to technology integration. While digital literacy is recognised as important, it supports rather than drives our curriculum. We prioritise foundational skills such as critical thinking, communication, sustained reading, and problem-solving. Technology is used selectively for research, presentations, and creative projects, including tools such as design software and 3D printing. Instruction remains grounded in direct interaction, discussion, and structured learning experiences. Our goal is to ensure students develop the focus, clarity of thought, and interpersonal skills that underpin long-term academic success. By integrating technology intentionally rather than pervasively, we prepare students to use digital tools competently while remaining capable thinkers beyond the screen.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Our approach to teaching physical education provides a specific blend of activities/sports, healthy living, and movement competence for each age level.
At Fieldstone, our Physical Education programme promotes active living through structured skill development and purposeful participation. Students build fundamental movement skills, tactical understanding, and physical fitness through a balanced range of individual and team-based activities. Beyond physical competence, the programme emphasises leadership, teamwork, and sportsmanship. Students learn to set goals, demonstrate resilience, and contribute positively within group settings. We maintain a safe and inclusive environment where all students are encouraged to challenge themselves and grow. Through structured games, fitness training, and skill progression, students develop confidence, discipline, and lifelong habits that support physical and personal well-being.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Our Kindergarten Montessori programme takes a balanced approach to learning by creating an engaging and highly academic experience. Students learn in a safe and nurturing environment where they participate in a variety of hands-on activities that promote critical thinking. Taking a Montessori-inspired approach to learning, children build a strong foundation in Mathematics, Reading, Writing, and Problem Solving. The programme is filled with opportunities to learn new skills, discover the world around them and experience positive social interactions.
At Fieldstone, our Kindergarten programme blends joyful, play-based learning with purposeful academic foundations. Early literacy and numeracy are developed through structured phonics, guided reading, and hands-on mathematics in a rich, language-focused environment. Students are introduced to music, art, physical education, French, as well as early history and geography, fostering curiosity about the wider world. Daily routines include read-alouds, discussion, storytelling, and enquiry-based exploration to build confidence and communication skills. Within small classes and a warm yet structured setting, children develop independence, social awareness, and readiness for Grade 1.
Accelerated
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).
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).
With Rowntree's smaller class sizes and direct teacher involvement, students have the opportunity to grow and develop at their own rate of progress.
Rigorous
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”.
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”.
Our academic culture encourages and nurtures all of our students to achieve at their highest potential, with enrichment or remediation as required.
Fieldstone fosters a culture of academic excellence and celebrates strong intellectual achievement. Students receive additional support across both curricula through structured after-school tutorials and targeted enrichment opportunities. Beyond the classroom, students are encouraged to extend their learning through mathematics contests, science competitions, and academic clubs. These experiences allow them to apply their knowledge, challenge themselves, and pursue areas of interest at a higher level. Our goal is not only to support students who need reinforcement, but also to provide meaningful extension for those ready to advance further.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Our aim is to shape students to be resilient, compassionate, inclusive and provide them with skillsets to make conscious decisions. Students graduate from Rowntree as well-rounded individuals.
At Fieldstone, we prepare students to think independently, act responsibly, and contribute thoughtfully to the wider world. Students are encouraged to take intellectual risks within a structured environment that combines high expectations with close mentorship. We recognise and cultivate individual strengths while maintaining clear academic standards. Through sustained challenge and consistent guidance, students develop confidence, resilience, and disciplined habits of mind. Our holistic approach ensures that graduates leave not only prepared for post-secondary study, but equipped with the clarity, integrity, and intellectual confidence to lead with purpose and substance.
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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| Learning disabilities | ||||
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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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| Developmental | ||||
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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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| Behavioral and Emotional | ||||
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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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Students with clinically diagnosed learning disabilities are welcome to apply. During admissions, we review psychoeducational assessments, report cards, and relevant documentation to determine whether our programme can appropriately support the student. A Buddy Day visit and in-house assessments may form part of this process. Once enrolled, students receive a Student Success Plan developed collaboratively with parents and staff. The plan outlines strengths, areas of need, and classroom accommodations such as extended time, alternative formats, or modified workload. While Fieldstone is not a therapeutic or specialised support school, we provide a structured, supportive environment and work closely with families to promote steady growth and academic confidence.
Learning accommodations can be made to meet the individual needs of our students. The smaller class sizes and teacher-student ratios allow for more individualized attention to help students meet their greatest potential. Having an open communication with the parents allows us to guide our students.
When a teacher has concerns about a student’s learning, they consult with the Head of School, who observes the student and works with the teacher to identify next steps. Together with parents, we develop a Student Success Plan outlining goals and classroom accommodations. If needed, we may recommend external assessments or services such as occupational or speech-language support. Our approach is collaborative and focused on early intervention. As a small, academically rigorous school, we provide targeted classroom accommodations but do not offer a specialised learning support programme. For students requiring intensive or highly specialised services, we may advise families to consider a setting better equipped to meet those needs.
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
JK - 12
0%
10%
$0
$5,000
85%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades JK - 12
No
No
No
No
Yes: grades JK - 8
Yes: grades 9 - 12
No
No
No
No
Rowntree students are prepared to fully engage in school life. Positive attitude, varied interests, respect for themselves and others, and academic capability are amongst the most important attributes for students and their families to bring to RMS. While the school has a strong focus on “STEM” (Science Technology Engineering Mathematics) oriented classes and activities, Rowntree is also well known for its vibrant arts and athletics programs, and community involvement.
Fieldstone seeks students who are curious, motivated, and willing to be challenged. Successful applicants demonstrate a readiness to engage seriously with their learning and contribute positively to the school community. They are open to structured expectations, reflective about their progress, and willing to seek guidance when needed. Students who thrive at Fieldstone value intellectual growth, clear standards, and active participation in both academic and co-curricular life. While strengths vary, we look for students with integrity, perseverance, and a genuine interest in developing their abilities. With consistent effort and collaboration with faculty, students grow into confident, disciplined learners prepared for future academic demands.
Rowntree Montessori School challenges its students towards Academic Excellence while developing the whole-child. We welcome all student applications regardless of academic level, learning styles or previous private school attendance.
We do not administer entrance exams, however, through the Admissions process, each student will be assessed through one or more of the following in order for the school to make an informed Admissions decision: observation, interview, more formal assessment and report cards, where appropriate.
Click here to Submit an Application to Rowntree Montessori Schools for your child. When submitting a new application, click on Create Account and fill in the information for the incoming student (candidate) and the parent who is completing the application. Once the Admissions Office has received the full application you will be notified about next steps. Additional required school forms and a financial contract will be assigned to the parent through the online enrollment system, when appropriate.
When submitting your completed application, you will need to provide copies of the following: Proof of Citizenship, Health Card, Immunization records, and report cards from the last two years for students who have previously attended an elementary program elsewhere. We also require your signatures on a financial agreement with the school as well as all the required payments.
Bussing and Extended care are available at additional cost.
Although we host a number of Open Houses throughout the year, please feel free to drop by ANYTIME for a tour at any of our Brampton campuses. We look forward to seeing you and sharing with you the school community of which we are so proud.
For more information, visit rowntreemontessori.com/admissions
We guide families through each step of the admissions process to ensure a smooth and positive experience. Applicants are required to submit two years of report cards (not applicable for JK/SK), a completed application form, and attend a student observation and interview. Our goal is to support families thoughtfully and transparently as they begin their Fieldstone journey.
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