3 Sunforest Drive, Brampton, Ontario, L6Z 2Z2, Canada
15800 Yonge Street, Aurora, Ontario, L4G 3H7, Canada
Indirect Support:
3 Sunforest Drive, Brampton, Ontario, L6Z 2Z2, Canada
15800 Yonge Street, Aurora, Ontario, L4G 3H7, Canada
1969
1899
490
831
Preschool to 8
5 to 12
Coed
Boys, Girls
Day
Day, Boarding
English
English
Academic
Academic
Progressive
Traditional
Varies
17
Learning
$15,860 to $16,380
$41,440
$69,595 to $77,070
No
Yes
0%
26%
None
5 to 12
$0
$11,000
41
104
0%
31%
95%
62%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades 5 - 11
No
Yes: grades 9 - 11
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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 program at St. Andrew’s has long been distinguished by a high rate of success, with the list of notable alums providing an abbreviated who’s who of Canadian arts, leaders, politics, and entrepreneurship. While Dr. Bruce Macdonald left the headmastership in 1935, the culture of the school, even today, remains very much an expression of his vision. This is in part due to the fact that, in a lot of ways, he was well ahead of his time. For example, he was the first boys-school headmaster in Canada to hire a female instructor, something he did in 1905. Macdonald wanted the school to develop “the complete man, the well-rounded citizen”—athletics and arts, in addition to academics, were vigorously promoted. What’s interesting is that, even with those sorts of progressive ideals, Macdonald was also keen on tradition, which gave students a sense of being part of something bigger than themselves. While there are a few schools that retain their cadet corps, St. Andrew’s is the one that has retained it entirely intact, with military ranks, pipes and drums, kilts, and sporrans all firmly still in place. St. Andrew's completed a substantial capital campaign in 2015 that included the creation of athletics facilities as well as the Wirth Theatre. All of that, as well as all the development over the century of the school’s life, has created a school that is strikingly modern while retaining a sense of participation in tradition. It’s a nice mix. The ideal student is one given to making the most of the varied programs on offer.
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"...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...
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"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...
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"...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...
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"Founded in 1969, RMS has been "Nurturing Tomorrow's Achievers" for over 50 years. Rowntree offers a balanced and enriched curriculum, combining more traditional skills such as public speaking and handwriting with more modern approaches within a Montessori-inspired environment. Rowntree’s innovative use of technology and its genuine commitment to 21st Century teaching and learning are focused on creating a dynamic, engaging, and inclusive environment from which future leaders will emerge."
"SAC offers a rigorous curriculum in an activity-based environment. SAC’s mission to ‘develop the complete man, the well-rounded citizen,’ is complemented by a range of co-curriculars. Boys participate in extensive athletics (72 teams across 22 sports), and in its internationally acclaimed arts, drama, robotics, and music programs. Graduates gain entry to top Canadian, U.S., and international universities, and are known for their strong values, dedication to community, lasting achievements, and lifelong friendships."
"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."
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"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-KM French, alongside our inclusive teachers, and staff members result in our students consistently achieving above provincial standards."
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"RMS is partnered with International Schools Partnerships; this allows our students to be globally connected with over 56 schools around the world! RMS student body partakes in global events allowing them to collaborate with students around the world; ISP Scientist, ISP Chess Competition, ISP Virtual Buddy Exchange, ISP Math Contest, ISP Model United Nations, and ISP Film Festival."
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"Over the years parents are amazed at how well-rounded the RMS programme is. RMS indirectly sets the 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."
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Welcome to Rowntree, the largest and longest-running Montessori School in Brampton.
Our Montessori-based Kindergarten Montessori (JK-aged students) and Prep-ONE (SK-aged students) combine with our Elementary programme to provide an integrated and seamless Junior Kindergarten to Grade Eight experience. Rowntree takes a holistic approach to learning and education, with the primary goal of helping children to develop their maximum potential, not only cognitively, but also physically, emotionally, and socially.
The goal of Rowntree’s Elementary curriculum is to meet and exceed the expectations set by the Ontario Ministry of Education, and the school is very proud of its recent initiatives in the areas of Science, Technology, Engineering and Mathematics (STEM). Throughout the grades, Rowntree provides a more traditional classroom structure and the pursuit of academic excellence with the nurturing aspects of the Montessori approach. Small class sizes ensure that each child is provided with the attention that he or she needs in order to be successful.
Our commitment to “Nurturing Tomorrow’s Achievers” goes beyond our classroom walls. Co-curricular activities in the arts and athletics ensure a well-rounded school experience, and charitable fundraising connects our students with those in need within our community and around the world. Our LEGO® robotics club’s recent participation in the Provincial championships demonstrated how a strong academic foundation can lead to exceptional results in the co-curricular realm.
We appreciate that school choice can be a difficult one for today’s parent, and we encourage you to start planning for your child’s future now. We are accepting applications for our three Preparatory campuses for children entering Montessori Kindergarten (Junior Kindergarten age) to Grade Three and for Rowntree Academy (JK to Grade Eight). Our Academy campus is truly a first-rate private school environment, with the professional staff and facilities needed to provide an exceptional Elementary school experience.
Every day is an Open House at Rowntree, and we invite you to drop in for a tour any school day between 9:30 a.m. and 3:00 p.m. For those of you who may not be available on weekdays, we also offer several evening and weekend Open Houses throughout the year. For any questions about the school’s admission process, please feel free to contact Admissions at 905-790-3838 or [email protected].
We look forward to seeing you at Rowntree soon!
Jonathan Harris
Parents and students have the luxury of choice in selecting an independent school. As you investigate the options for your son, we believe you will come to view St. Andrew’s College as a truly unique place. With a tradition dating back to 1899, we remain the single largest all-boys boarding school in Canada. The many defining features of SAC provide a comprehensive and fulfilling educational experience.
We offer a broad range of academic courses to satisfy the most curious minds. In an all-boys’ academic setting, teaching and learning styles are geared specifically toward how young men learn best. From our Middle School (grades 5-8) through Upper School (grades 9-12), our curriculum challenges each boy to reach his potential. We are proud of our 100% university placement from each graduating class. With more than 6,000 active alumni spanning the globe, SAC graduates benefit from worldwide connections.
Our athletic, art, and co-curricular programs are among the most varied and comprehensive of any independent school in Canada and inspire our students to discover their passion by tackling new challenges. With a school population of approximately 651 students, comprised of 393 day and 258 boarding students, our boys learn to live in a multi-cultural setting, gaining a global perspective on world issues and viewpoints.
Our 126-acre campus provides an ideal setting for learning and growth. While our facilities are exceptional, St. Andrew's primary strength is its people. Faculty, staff, and students combine to make SAC a wonderful place to spend one’s formative years preparing for university.
To learn more about how your son can gain admission to SAC and better understand why our school mission statement is The development of the complete man, the well-rounded citizen, please contact us today. We look forward to hearing from you.
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
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Better described as "well-rounded". A progressive academic focus with an emphasis on character, values, and extra-curricular.
Over 100 years of experience teaching boys has shown us that our students benefit when teachers prioritize organization, support active engagement with the topic at hand, and empower boys to work toward authenticity. Teachers at St. Andrew's design their courses to reflect both the Ministry of Education's curriculum and our beliefs that all students need to work in a collaborative environment where critical thinking is expected and a growth mindset is fostered. Our overarching mission statement suggests that being well-rounded is at the heart of the St. Andrew’s classroom experience, and boys are encouraged to seek breadth in their course selection. Advanced Placement courses are offered for those boys who seek to accelerate their learning in a particular field of study. Most importantly, we know that how a boy feels about his teacher has a direct impact on his capacity to learn; the positive rapport between students and teachers is tangible in the hallways, classrooms, and on the playing fields at SAC.
Traditional Math
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.
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.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Our program 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.
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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 taught through direct instruction, then application ans practice
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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.
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The Science department strives to develop lifelong learners who are interested in understanding the world around them, are capable of generating their own questions, and have the skill set to find their own answers. Our courses are geared toward utilization and application of knowledge vs. acquisition of knowledge. To achieve this we include numerous inquiry-based labs (approximately 350 experiments across nine course offerings and 30 class sections), collaborative problem solving activities, critical thinking exercises, and student driven learning. All of our courses make an effort to contextualize the curriculum to make it relevant and meaningful to the students. We do this purposefully; we want to encourage our students to develop a natural curiosity in the sciences so they themselves strive for greater knowledge rather than having them feel that they just have to meet the basic curricular objectives of the course.
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
Physics
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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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.
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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.
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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.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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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, supported by frequent and high profile performances in class, festivals and concerts.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
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.
Classrooms are equipped with state-of-art interactive white boards and Chromebooks (i.e. laptops) are available for all classrooms via mobile carts.
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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.
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Not applicable
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.
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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 bui;d 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.
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Standard-enriched
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.
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 RMS's smaller class sizes and direct teacher involvement, students have the opportunity to grow and develop at their own rate of progress.
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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.
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"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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Our aim is to shape students to be resilient, compassionate, inclusive and provide them with skillsets to make conscious decisions .
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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. | ||||
| Learning disabilities | ||||
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. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
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. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
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. | ||||
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. | ||||
| Developmental | ||||
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). | ||||
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. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
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). | ||||
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. | ||||
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. | ||||
| Behavioral and Emotional | ||||
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. | ||||
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. | ||||
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. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
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. | ||||
| Physical | ||||
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. | ||||
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. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
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. | ||||
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. | ||||
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." | ||||
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). | ||||
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. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
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
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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.
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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
5 - 12
0%
26%
$0
$11,000
95%
62%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 8
Yes: grades 5 - 11
No
Yes: grades 9 - 11
No
Yes: grades 9 - 11
No
Yes: grades 5 - 11
No
No
No
No
Students who derive the most benefit from the programs at Rowntree are those who 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.
We look for well-rounded students with solid academics, character, participation in athletics and co-curricular activities, and leadership qualities.
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.
Tuition fees for the 2019-2020 school year range from $7,500 to $13,900 depending on programme selection. We offer sibling discounts and a number of payment plans.
Tuition fees for the 2018-2019 school year range from $7,100 to $13,200 depending on programme selection. We offer sibling discounts and a number of payment plans.
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 www.RowntreeMontessori.com/admissions
- Complete Online Application ($175 fee, payable online)
- Register for an SSAT or CAT (Upper School vs. Middle School)
- Submit Candidate Statement
- Submit applicable Certificates and Awards
- Submit applicable English Proficiency Exams (if necessary)
- Submit two years of school reports (including most recent)
- Have teacher submit the Confidential School Recommendation Form
- Book Interview with Admission Officer
