3 Sunforest Drive, Brampton, Ontario, L6Z 2Z2, Canada
306 St John's Sideroad, Aurora, Ontario, L4G 4B4, CanadaIndirect Support:
3 Sunforest Drive, Brampton, Ontario, L6Z 2Z2, Canada
306 St John's Sideroad, Aurora, Ontario, L4G 4B4, Canada
5,709.2 km
5,694.5 km
1969
2020
500
305
Preschool to 8
5 to 12
Coed
Girls
Day
Day
English
English
Academic
Academic
Progressive
Traditional
18 to 24
18 to 22
Accelerated curriculum
$18,800 to $19,625
$46,395
No
Yes
0%
26%
None
5 to 12
$0
$7,500
42
38
0%
0%
85%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
5, 6, 7, 8, 9, 10, 11
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades 5 - 11
No
No
information not available
information not available
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 reportLaunched in 2022, St. Anne’s is an all-girls school that resides on an expansive campus. The school is setting high standards from the outset. It offers a safe, nurturing, and caring environment where girls strive for academic excellence while developing their abilities through robust athletics, arts, drama, and music programs. A wide variety of extracurriculars helps girls find their passions, boost their confidence, and sets them up for a lifetime of self-discovery. St. Anne’s curriculum is designed to foster sisterhood, develop leadership skills, and embolden girls with an “I can do anything” mindset.
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
information not available
"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."
"Welcome to St. Anne’s School, an all-girls independent school in Aurora, Ont., offering a warm and inspirational learning environment for girls to build character, own their voice, and strive for distinction. The curriculum is complemented by a wide range of co-curriculars and a robust athletic program along with a strong focus on arts, drama, and music. A St. Anne’s education sets the foundation for a lifetime of self-discovery, sparks a passion for knowledge, and prepares young women to build a better world."
"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."
"St. Anne’s School offers a distinctive all-girls educational experience that blends rigorous academics with a strong emphasis on character development, leadership, and creative expression. Our Partnerhood with St. Andrew’s College allows students to benefit from shared resources and programming while maintaining a focused, empowering environment tailored to girls."
"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."
"To maintain a personalized and empowering environment, St. Anne’s has chosen to remain a relatively small school community. This allows for deeper relationships and individualized attention, but means some large-scale programming is shared with our school, St. Andrew’s College. The tradeoff ensures quality over quantity in student experience and access to broader resources."
"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."
"The founding of St. Anne’s School as a partner institution to St. Andrew’s College marked a pivotal moment, establishing a unique educational model that blends tradition with innovation. Most significantly, our founding First Cygnets have led the way in building sisterhood and establishing the traditions that define our school culture. Their leadership was instrumental in shaping our first mission statement – empowering girls to be courageous learners and compassionate citizens who live and lead with wisdom – and in developing the key strategies and tactics for our inaugural strategic plan, In Flight. These foundational efforts continue to guide our path forward and reflect our commitment to whole-school community engagement."
"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."
"Girls who are curious, compassionate, and eager to lead will thrive at St. Anne’s. Our students are encouraged to be courageous learners and compassionate citizens, and they benefit from a nurturing environment that values academic achievement and personal growth."
"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."
"St. Anne’s School is built around an all-in community model where every student is expected to participate fully in athletics, arts, and co-curricular programming every day. These are not optional activities; they are integral to the student experience. Families seeking a more flexible schedule may find it challenging to meet these expectations. Additionally, families looking for a large, co-educational environment may find that our intimate, all-girls setting does not align with their preferences. Our focus is on empowering girls through tailored programming and a deeply engaged school culture."
"Rowntree Montessori Schools produces life-long learners and truly prepares our students for future academic and social success. Our diverse community and academically progressive programs, such as STEAM and Pre-K French, alongside our inclusive teachers and staff members result in our students consistently achieving above provincial standards."
"Families choose St. Anne’s School because it offers the best of both worlds: the benefits of an all-girls education – focused on empowerment, leadership, and personal growth – combined with partnered programming and activities with St. Andrew’s College. This collaboration provides access to broader resources and experiences while preserving the intimacy and intentionality of a girls-only environment. It’s a model that’s truly unlike anything else in the Canadian independent school landscape. Families also value our warm, inclusive atmosphere, strong academic foundation, and emphasis on creativity and character development."
"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."
"St. Anne’s is seen as a forward-thinking, values-driven institution that empowers young women to live and lead with wisdom. Our public image is shaped by community partnerships and visible student success stories."
"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."
"Two of the most underappreciated aspects of St. Anne’s School are the Partnerhood and our Project-Based Learning (PBL) program. The Partnerhood is a unique and powerful framework that fosters deep collaboration and shared purpose across the school community. While it can be a challenging concept to grasp from the outside, it is an incredible asset to our students, shaping how they engage with one another and with their learning environment.
Our PBL program, running from Grades 5 through 12, is another standout feature that deserves more recognition. All students participate in weekly project-based learning modules designed around constructivist and experiential learning theories. These modules empower students to take ownership of their learning through authentic, interdisciplinary tasks that enhance higher-order thinking, problem-solving, self-regulation, and metacognition. It’s a cornerstone of our academic approach that sets our students up for lifelong learning and leadership."
"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."
"Families are often surprised by how far St. Anne’s School has come in such a short period of time. Though we are a new school, we were founded on the same principles as St. Andrew’s College, giving us the benefit of more than 125 years of educational expertise. This foundation has allowed us to build a vibrant, forward-thinking community with exceptional programming and a strong sense of purpose.
What also catches families off guard is the depth and breadth of our programming. From daily co-curriculars to interdisciplinary project-based learning modules, our students engage in a rich and varied educational experience. The combination of innovation, tradition, and a commitment to whole-school participation makes St. Anne’s unique in the Canadian independent school landscape."
"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."
"St. Anne’s School has made several exciting improvements that reflect our commitment to growth, innovation, and student experience. We recently opened a 2-acre turf field, providing expanded opportunities for athletics and outdoor programming. We also introduced an in-house dining services team, offering fresh, nutritious meals prepared onsite to support student well-being and community connection.
In addition, we’ve launched a new phase of our Dream It Forward Campaign to construct “The Nest,” a dedicated space for wellness, community, and athletics, further underscoring our focus on wellness and whole-school participation."
"In the next five years, we will continue to innovate by expanding our STEAM and leadership programs, further integrating international perspectives into our curriculum. We plan to enhance our facilities and technology infrastructure to support cutting-edge learning experiences. Our focus on fostering a nurturing and inclusive community will remain, with an ongoing commitment to developing well-rounded and globally-minded students ready for high school and beyond."
"Over the next five years, St. Anne’s School will continue to evolve through the priorities outlined in our strategic plan, In Flight. We are committed to deepening our academic programming, expanding leadership and experiential learning opportunities, and enhancing our facilities to support whole-school participation. With the recent addition of a 2-acre turf field and an in-house dining services team, we’ve already begun investing in infrastructure that supports student wellness and engagement.
Looking ahead, we will build on our foundation of project-based learning, further integrate interdisciplinary approaches, and continue to develop our unique Partnerhood model. These efforts will be guided by our mission to empower girls to be courageous learners and compassionate citizens who live and lead with wisdom. Though we are a young school, our trajectory is bold, and our vision is clear: St. Anne’s is shaping the future of girls’ education in Canada."
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
Welcome to St. Anne's School
As the founding Head of St. Anne’s School, I am honoured to lead a community that is boldly reimagining what it means to educate and empower young women. From the moment we opened our doors, our mission has been clear: to create a school where girls are not only learners, but leaders, where they are encouraged to speak up, take risks, and shape the world around them.
At St. Anne’s, we are building more than a school; we are building a legacy. Our students are the architects of our culture and traditions, and their voices are central to every decision we make. This is a place where girls are seen, heard, and celebrated for who they are and who they are becoming.
We are proud to be York Region’s only all-girls independent school, offering a progressive academic program that nurtures intellectual curiosity, emotional intelligence, and social responsibility. Our students benefit from a learning environment designed specifically for girls that fosters confidence, collaboration, and a deep sense of belonging.
What makes St. Anne’s truly unique is our close partnership (our Partnerhood!) with St. Andrew’s College, an all-boys school located just one kilometre away. This collaboration allows our students to enjoy the best of both worlds: the focus and empowerment of an all-girls education, combined with meaningful shared experiences that prepare them for life beyond school. Whether through joint arts initiatives, athletic programs, or leadership opportunities, our Partnerhood with St. Andrew’s enriches the SAS experience in powerful ways.
Our girls enter as cygnets (young swans) and graduate as pens (wiser swans), ready to take flight. Along the way, they are supported by a dedicated faculty, inspired by a thriving sisterhood, and challenged to dream big. The goal of our strategic plan, In Flight, is to cultivate a generation of young women who are authentic, kind, and ready to lead change.
I invite you to explore our website, visit our campus, and experience the energy and promise of St. Anne’s School. We are a community on the rise – and we would be thrilled to welcome you into it.
Sabrina D’Angelo
Head of School
Traditional
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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Every subject curriculum aims to develops a well-rounded student. A progressive academic focus with an emphasis on character, values, and extra-curricular.
Information not available
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Our Mathematics teaching team focuses on developing skills in solving word problems, enhancing performance on test such as GAUSS, CNML (Canadian National Mathematics League), CTBS (Canadian Test of Basic Skills) and Mathematica.
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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.
Information not available
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
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Information not available
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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
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Themes explored include life in earlier times, family traditions, communities and mapping - enhanced by frequent outings and field trips.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Presentation and exploration of information, supported by topical presentations, speeches, debates, and field trips.
Information not available
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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
Information not available
Not applicable
These programs have an equal emphasis on receptive and creative learning.
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Regularly scheduled classes for music and visual arts are 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.
Information not available
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 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.
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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.
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Supportive
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 “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Our academic culture encourages and nurtures all of our students to achieve at their highest potential, with enrichment or remediation as required.
We cultivate courageous learners and compassionate citizens. Our academic culture balances rigour, relevance, and relationships, encouraging girls to think critically, act with integrity, and pursue excellence. Through project-based learning from Grades 5-12, students engage in interdisciplinary modules that foster curiosity, creativity, and real-world problem-solving. Teachers serve as mentors, guiding students to take risks, express themselves, and lead with confidence. Academic integrity is foundational, supported by a clear policy and embedded strategies. We celebrate achievement through Academic Merit Awards and honour personal growth with Character Awards. At SAS, learning is purposeful and empowering, preparing young women to thrive in post-secondary education and contribute meaningfully to the world.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
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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.
We aim to shape young women who are courageous learners and compassionate citizens: confident, curious, and kind. Students develop critical thinking, creativity, and resilience through project-based learning, interdisciplinary exploration, and whole-school participation. Our academic culture encourages risk-taking, self-expression, and leadership, while fostering empathy and integrity. We nurture students to live and lead with wisdom, preparing them for post-secondary success and a lifetime of meaningful contribution.
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
Extra support
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.
St. Anne’s supports students with diagnosed learning disabilities and ADHD through inclusive practices and dedicated resources. Our Guided Learning Centre is available to all students who need help with assignments or course material, offering personalized support in a welcoming environment. If a student develops learning difficulties, we respond with care, collaboration, and tailored strategies to ensure they thrive academically and emotionally. We do not advise against enrolment for students with clinically diagnosed learning disabilities. Instead, we encourage families to connect with our team to discuss individual needs. Our goal is to empower every student to be a courageous learner, and we are committed to fostering success through understanding, flexibility, and partnership.
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
$7,500
85%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades 5 - 11
No
No
No
No
Yes: grades JK - 8
Yes: grades 5 - 11
No
Yes: grades 5 - 11
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.
St. Anne’s School seeks students who are curious, courageous, and community-minded. Ideal candidates are eager to engage in a vibrant academic and co-curricular environment, embrace challenge, and contribute meaningfully to our all-in school culture. We admit girls who are intellectually adventurous, emotionally aware, socially responsible, and interested in the plethora of athletic opportunities we offer – those who thrive in a setting that balances rigour with wellness and creativity with compassion. Students who succeed here are open to interdisciplinary learning, committed to daily participation in athletics and the arts, and excited to help shape a growing legacy. Attributes like resilience, integrity, empathy, and leadership are central and guide our admissions decisions. We welcome girls who are ready not just to learn, but to lead, and who see their education as a launchpad for making a difference in the world.
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
STEP 1:
Complete the online application and pay the non-refundable application fee of $175. (Application link above)
STEP 2:
Once submitted, you will receive a confirmation email and have access to the Application Checklist. This includes access to upload the following required documents:
STEP 3:
Students being considered for entry will be invited to a 30-minute formal candidate interview. Our main intake years include Grades 5, 7, 8 and 9, as these grades have the most available positions. Positions in all other grades are limited to attrition.
STEP 4:
Applications that are completed, along with the candidate interview, by December 1, 2023, will be considered in our first round of Admission offers.
The following decisions will be made:
Admission decisions will be sent out Monday, December 16, 2024. Admission offers after this date will be made on a rolling basis and will be dependent on the available spots that remain.
English Requirements
St. Anne’s School does not offer an ESL program. For students to be successful at St. Anne’s School, they must demonstrate fluency in English in both oral and written communication. Applicants applying to Grades 5 through 11 whose first language is not English may be required to complete an English proficiency test such as the TOEFL, IELTS, or Duolingo assessment.
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