3 Sunforest Drive, Brampton, Ontario, L6Z 2Z2, Canada
1451 Avenue Road, Toronto, Ontario, M5N 2H9, CanadaIndirect Support:
3 Sunforest Drive, Brampton, Ontario, L6Z 2Z2, Canada
1451 Avenue Road, Toronto, Ontario, M5N 2H9, Canada
5,709.2 km
5,691.0 km
1969
1894
500
1050
Preschool to 8
JK to 12
Coed
Girls
Day
Boarding, Day
English
English
Academic
Academic
Progressive
Liberal Arts
18 to 24
18 to 22
Learning, Developmental, Behavioral
Accelerated curriculum
$18,800 to $19,625
$45,670
$83,485 to $87,485
No
Yes
0%
10%
None
7 to 12
$0
$16,000
42
70
0%
5%
85%
30%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, 1, 3, 4, 5, 6, 7, 9
information not available
9, 10, 11
Rolling
Dec 02, 2026
Not available
Rolling
Yes: grades JK - 8
Yes: grades JK - 12
No
No
information not available
Founded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community—though, even then, it was looking beyond tradition, charting new territory for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously, the first principal, Ellen Mary Knox, asked her students, "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role—what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underscore the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as do other schools that operate with the same goals and intentions—is that they remain necessary today. The current principal is Catherine Misson, who assumed the role in 2019 as the school’s 12th principal.
Read The Our Kids Review of Havergal College
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 reportFounded in 1894, Havergal is one of the oldest girls' schools in Canada, and it shares a tradition with those of its vintage. The school was formed with a strong tie to a religious community though, even then, was looking beyond tradition, charting new territory, as it were, for girls to occupy. As such, the school was disruptive, educating girls to take new, more robust roles within society. Famously the first principal, Ellen Mary Knox, asked her students "What are you going to do?" She meant it very much in the way we'd think of that question today: you've got an opportunity to do something, to play a role, what is it going to be? Knox was emblematic of the kinds of women who were leading schools at the time. In turn, they played a larger role in the development of education in Canada than their male counterparts did. All of this is important in that it really does underwrite the goals of the school today: to challenge girls, and to be socially disruptive in the best sense of that term. It's easy for us to look back and see that girls' schools were necessary all those years ago. What Havergal continues to demonstrate—as other schools that operate with the same goals and intentions—is that they remain necessary today.
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
"The school has harnessed many of our daughter's positive traits and stimulated her growth and development, not just academically, but socially, emotionally, and physically."
Robert Gabor - Parent (Sep 12, 2018)
Our daughter has had a wonderful time in her three years at Havergal, and is very excited about comp... View full review
"...it is these types of special moments and acts of kindness from the faculty and staff that make Havergal stand out above all the other schools."
Ruth Ley - Parent (May 29, 2019)
My daughter loves attending Havergal and each year gets better for her! She looks forward to each an... View full review
"The school has done a lot of investigation into how to maximize the success of teenage girls and have been very cutting edge on many levels..."
Robyn Spector - Parent (May 29, 2019)
There is a special atmosphere at Havergal College; a supportive, nurturing and encouraging place whe... 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."
"Havergal College is a leading independent school for girls (JK to 12) in Toronto dedicated to excellence in education, character development and community engagement. With a focus on empowering students to lead lives of purpose and impact, the school combines tradition with innovation to prepare its students to make a positive difference in a rapidly changing world. Situated on a beautiful 22-acre campus, Havergal offers a distinctive educational journey shaped by innovation, wellbeing and community."
"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."
"Campus: Havergal has the largest girls’ independent school campus in the city. This allows students to explore and learn outdoors on our 22 acre sprawling campus in the heart of midtown Toronto (including 3 athletic fields, a woodland trail with brook, 2 outdoor classrooms, tennis courts and other green spaces).
Technology: HC-X is the innovation hub of Havergal for the development and delivery of future-ready education. Out of HC-X comes future-ready programming for students and educators."
"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."
"Havergal College has made several strategic trade-offs to better serve families, focusing on personalized education while balancing resource allocation. The school emphasizes a strong academic foundation alongside a comprehensive co-curricular program. This dual focus requires significant investment in both state-of-the-art facilities and specialized staff, potentially limiting the scale of enrollment to maintain quality."
"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."
"Havergal College established many of its defining traditions in the early 20th century, including the introduction of the school uniform in 1912, the first yearbook in 1898, and the Old Girl/Alum publication, Chronicle, in 1914. The latter half of the century saw significant expansions, including a new Junior School in 1999 and the Athletic Centre in 2006. The 2021 Limitless Campaign further enhanced facilities, including the Art, Design and Technology wing. Recently, Havergal has integrated modern educational practices and global perspectives, exemplified by its participation in the Round Square network for global learning and leadership and HC-X innovative learning experiences."
"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."
"An ideal Havergal student is eager to engage in a challenging Liberal Arts educational environment. Ideal candidates are academically motivated, curious and willing to participate in a variety of co-curricular activities. Havergal recognizes students who demonstrate leadership potential, resilience and a commitment to making a positive impact in their communities. The school also prioritizes inclusivity, so a student and family who respects and embraces diversity and believes in living our values will thrive as members of the Havergal College community."
"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."
"Families might be advised against choosing Havergal College if their child is not suited to a highly structured and academically rigorous environment. Additionally, if the family's values do not align with Havergal's strong emphasis on leadership, inclusivity and community involvement, they might find the school less suitable. Families looking for a less intense educational experience or those who prioritize a different educational philosophy might prefer other institutions."
"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."
"When people think about Havergal College, attributes such as tradition, academic excellence, leadership and a nurturing community come to mind. The school has a reputation for producing graduates who are well-prepared for university and who often go on to become influential leaders in various fields. Havergal's commitment to innovation while maintaining its rich traditions is also a key part of its identity, creating a balanced and forward-thinking educational experience."
"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."
"When people think about Havergal College, attributes such as tradition, academic excellence, leadership and a nurturing community come to mind. The school has a reputation for producing graduates who are well-prepared for university and who often go on to become influential leaders in various fields. Havergal's commitment to innovation while maintaining its rich traditions is also a key part of its identity, creating a balanced and forward-thinking educational experience."
"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."
"Families are often surprised by how connected their daughters feel with the school community. Our students are mentored and guided in many decisions through the school's Guidance, Wellness and Teacher Advisor programs. They make lasting connections not only with their peers across different grades, but also with the school's faculty and staff. The end goal is to ensure that students have direction for their future outside of Havergal's ivy walls."
"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."
"Havergal supports students in and out of the classroom by offering mentoring opportunities, providing cross-grade community building opportunities on a weekly basis and taking a genuine interest in the wellbeing and development of each student. Our families are often surprised by how our faculty go above and beyond what's expected of them in the classroom through mentorship. Our Wellness Team and other staff members are available to help students who need additional support."
"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."
"With the launch of our Strategic Plan, Empowering Excellence, Havergal continues to build on our programming and support in the areas of Wellbeing and Equity, Diversity, Inclusion and Belonging (EDIB). With the introduction of a Vice Principal Wellbeing and an Executive Director of EDIB whose portfolios span Junior Kindergarten to Grade 12, our focus is on full school programs in place to ensure student wellbeing and our community's commitment to equity, diversity and belonging remains at the forefront, complimenting our strong academic program. Our newly developed Wellbeing and Inclusive Excellence Frameworks guides our programs in and out of the classroom, allowing our students to find their purpose, understand themselves as learners, leaders and humans,in an environment that allows them to be authentic and feel valued for who they are."
"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."
"Havergal College has a clear vision for the future that revolves around strengthening its core mission while expanding its educational offerings to prepare students for an evolving world. Over the next five years, the school plans to continue integrating modern educational practices with a focus on global learning, digital wisdom and leadership development.
A key aspect of Havergal's future strategy is the expansion of programs that emphasize global perspectives. The school is committed to fostering a supportive environment that prepares students to be confident and resilient global citizens. This includes deepening its involvement with the Round Square network and enhancing programs that encourage students to engage in social innovation and global experiences.
The infrastructure at Havergal will also see improvements, with ongoing upgrades to facilities that support the arts, technology and physical education."
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
For over 100 years, Havergal College has provided young women with an exceptional education in an environment that encourages both inquiry and curiosity, and celebrates community. In 1894, Havergal’s founding principal, Ellen Knox, defined the school’s mission with the question she posed to her students -- “What will you do?”
That question continues to guide Havergal and its students through the challenges that come from a constantly changing world. Its influence is evident in our students and graduates to this day: women making a difference for good in the world by living their lives with purpose and as involved citizens.
I encourage you to visit our beautiful 22-acre campus, to tour both our heritage and contemporary buildings and to speak with our faculty and students to see, first-hand, the benefits of a Havergal education.
Liberal Arts
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Our liberal arts program meets and exceeds the expectations of the Ontario Ministry of Education. All courses are university preparatory and are at the advanced level. A credit is granted with the successful completion of a course for which a minimum of 110 has been scheduled. Many students elect to write Advanced Placement (AP) exams. Upon graduation, students receive the Ontario Secondary School Diploma. A Havergal education prepares students for a lifetime of learning, leadership and limitless possibilities. In a university preparatory school with rigorous academic standards, Havergal's students are challenged to reach their full academic potential. Learning is increasingly independent, fostering academic achievements while supporting students in their different interests and talents. Havergal students graduate as informed and responsive global citizens, ready to meet the challenges of university study in Canada and abroad.
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.
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.
The goal of the Mathematics Department is to develop both a strong conceptual understanding as well as flexible thinking in mathematical terms. Students understand how and why operations work in mathematics and develop the ability to manipulate numbers.
Teachers produce their own materials or use texts approved by the Ministry of Education.
Students can use calculators at the discretion of their teachers.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Our program 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.
Equal balance
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.
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.
Letter formation and associated sounds are taught through direct instruction, then followed by application and practice
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
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
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).
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Themes explored include life in earlier times, family traditions, communities and mapping - enhanced by frequent outings and field trips.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Presentation and exploration of information, supported by topical presentations, speeches, debates, and field trips.
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
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.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Classrooms are equipped with state-of-art interactive white boards and Chromebooks (i.e. laptops) are available for all classrooms via mobile carts.
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.
The Health and Physical Education program allows each Havergal student to develop an active and healthy lifestyle through participation in the various activities offered from Junior Kindergarten to Grade 12. Through their active involvement, students will have the opportunity to develop confidence, self-esteem and physical abilities that will enhance their personal growth. The Grade 7, 8 and 9 programs teach these elements through traditional sports, water activities, fitness activities and initiative and team-building tasks. The health units prepare students to make healthy choices. Topics include healthy eating, growth and development, healthy sexuality, personal safety and injury prevention and substance use and abuse. Health and Physical Education students in Grades 10, 11 and 12 explore and develop leadership skills through challenging individual and group activities. They practice self-assessment and goal setting and gain the knowledge, skills and understanding for healthy living.
Play-based
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.
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.
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.
We have a play-based program with a focus on academics. Students are supported in learning literacy, numeracy, problem-solving and social interaction skills.
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.
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.
Information not available
"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.
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."
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.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
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.
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
7 - 12
0%
10%
$0
$16,000
85%
30%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, 1, 3, 4, 5, 6, 7, 9
9, 10, 11
Rolling
Dec 02, 2026
Not available
Rolling
Yes: grades JK - 8
Yes: grades JK - 12
No
No
No
Yes: grades 9 - 12
Yes: grades JK - 8
Yes: grades JK - 12
No
Yes: grades 7 - 12
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.
A Havergal student is a well-rounded individual who balances a wide variety of opportunities and feels connected to her community and experiences personal fulfillment and meaning in her individual choices. She is not afraid to ask questions and take risks. She is an excellent communicator who is adaptable and confident. She balances a variety of opportunities while living her life with compassion and integrity, knowing she possesses the academic and life skills to make a difference.
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
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