3 Sunforest Drive, Brampton, Ontario, L6Z 2Z2, Canada
50 Poplar Plains Road, Toronto, Ontario, M4V 2M8, CanadaIndirect Support:
3 Sunforest Drive, Brampton, Ontario, L6Z 2Z2, Canada
50 Poplar Plains Road, Toronto, Ontario, M4V 2M8, Canada
5,709.2 km
5,690.1 km
1969
1980
500
150
Preschool to 8
JK to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Progressive
18 to 24
20
Learning, Developmental, Behavioral
Accelerated curriculum
In-class adaptations
$18,800 to $19,625
$37,400
No
Yes
0%
5%
None
JK to 6
$0
$5,000
42
17
0%
0%
85%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades JK - 6
No
No
information not available
“Mabin offers a safe and nurturing environment for students to learn and grow and is committed to diversity and inclusion.”
“At Mabin, core subjects like literacy and math are taught through a balance of rote learning and experiential education, which involves dynamic, engaging lessons.”
“Over and over again the following words are used when talking about Mabin: innovation and leadership, flexibility and empathy, positive change, community, and liberal thinking.”
Read The Our Kids Review of The Mabin School
RMS was founded in 1969, placing it within the first cohort of Montessori schools in the country. As with those of its vintage, RMS has a long reputation for providing a quality program, one that has a high fidelity with the core aspects of the method. The school has grown to comprise four campuses, allowing for a nice range of resources while also maintaining a close-knit community environment at each location. RMS has also grown into its own identity, one based in adopting new methods and approaches, as appropriate and when sympathetic to the school’s mandate to educate with an eye to achievement and leadership. The ideal student is one able to thrive in a close-knit, challenging, active, and social learning environment.
View full reportWhen Geraldine Mabin founded the Mabin School in 1980 it was considered strikingly experimental. Children were taught in open environments, followed their curiosity, and learned more through guided experience than direct instruction. A teacher at the school once commented that "Our pattern is to have no pattern." Today, despite the changing educational landscape in Canada during the intervening decades, the school remains at the vanguard of alternative education. While Mabin left the school in the 1998, it still reflects the ideals on which it was based, and she remains involved with the school today. "Time in the classroom for actual learning as opposed to teaching is shrinking," Mabin said in 2011. "There's a very high expectation on academics and testing. A lot of time is spent on drumming in lessons and worrying about kids who haven't made it. Children should be given time to learn things, to not be pushed." The instruction is strong, and supported through extensive cross-curricular programming. Parental involvement in the life of the school is encouraged. The ideal student is one who will thrive within a rich, vibrant, and varied learning environment.
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."
"The school you’re looking for does exist. An established school where children, teachers and parents work together to create something unique. The Mabin School is a home away from home, where children love to learn because they feel known, respected and capable. Mabin is an educational leader that develops confident and independent learners, who thrive upon graduation, through a rich, hands-on program centred around Integration, Inquiry & Reflection. Learn about our progressive approach at mabin.com."
"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."
"At The Mabin School, we uniquely excel in co-creating a dynamic, inquiry-based curriculum that stems from our students’ interests and questions, fostering engaged learning. Our focus on the 4Rs, particularly RELATIONSHIP, ensures that social-emotional learning is seamlessly integrated into academic rigour, nurturing compassionate citizens ready to navigate and thrive in an evolving world."
"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 our commitment to small class sizes and a familial atmosphere, we've prioritized depth over breadth in our offerings. This means focusing on core competencies and social-emotional learning rather than an exhaustive list of extracurriculars. By focusing on inquiry-based learning, we may forgo a rigid, more traditional curriculum approach, allowing for flexibility and adaptability but requiring more resources and creative planning. Additionally, our emphasis on relationship-building and inclusivity allows for more collaborative learning experiences that foster empathy and teamwork."
"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."
"Our journey began in 1980, marking the inception of our commitment to progressive education. Becoming the first independent Ashoka Changemaker School in Canada was another pivotal moment, reinforcing our mission to nurture compassionate citizens and adaptive leaders. The evolution of our focus on the 4Rs, particularly RELATIONSHIP, has been instrumental in shaping our curriculum to interweave social-emotional learning with academic rigour for over 45 years. Our recent capital campaign raised $4 million dollars for a transformative build and renovation which allows us more space for creativity and collaboration. Our strategic plan has also been crucial in maintaining our adaptability and commitment to educational innovation, ensuring our students are well-prepared for future challenges. These key moments have cemented our identity as a nurturing, inclusive community committed to educational excellence."
"Rowntree students are kind, considerate, and thoughtful individuals. They're naturally curious and always always growing. Our students will continuously seek unique avenues to education and appreciate one another. Students at Rowntree embrace new experiences."
"Students who thrive at The Mabin School are naturally curious, eager to explore, and open to collaborative learning experiences. Our environment is ideal for children who show an interest in questioning the world around them and are enthusiastic about co-creating their educational journey. Students who value relationships and social connections will flourish in our community, where empathy, teamwork, and leadership are core tenets. Our approach is particularly beneficial for children who might feel stifled by rigid, traditional educational structures and are seeking a nurturing and creative environment where they can express themselves freely. We welcome families and students who appreciate diversity and inclusivity, as our school is dedicated to creating a space where differences are celebrated. Ultimately, students who are excited about growing into original thinkers and compassionate citizens will find a natural home at The Mabin School."
"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."
"We might advise a family against choosing The Mabin School if they are seeking a more traditional, test-focused educational environment with a fixed curriculum. Families looking for highly competitive extracurricular programs or those prioritizing a large school setting with extensive facilities might not find our intimate, relationship-driven community suitable. If a family prefers less emphasis on social-emotional learning and more on rigid, traditional academics, our approach may not align with their expectations."
"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 The Mabin School for its progressive, innovative, inquiry-based approach that prioritizes personal growth alongside academic achievement. Our emphasis on small class sizes fosters a tight-knit, familial atmosphere where students feel valued and heard. Parents appreciate our commitment to social-emotional learning, recognizing its vital role in preparing children for the complexities of modern life. Our reputation as an Ashoka Changemaker School assures families of our dedication to nurturing compassionate citizens and adaptive leaders. Additionally, our focus on inclusivity and celebrating diversity resonates with those seeking a supportive community where every child can thrive. The positive feedback from current parents, who witness their children's transformation and newfound confidence, further reinforces our standing as a school that genuinely cares about each student's well-being and academic 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."
"The Mabin School is recognized as a leader in progressive education, known for its innovative approach and commitment to nurturing the whole child. Our reputation as the first independent Ashoka Changemaker School in Canada underscores our dedication to fostering original thinkers and compassionate citizens. The public perceives us as a welcoming, inclusive community where diversity is celebrated and every student’s voice matters. We're seen as a nurturing environment that prioritizes relationship-building and social-emotional learning, offering a unique blend of academic rigour and personal growth. Parents and educators alike appreciate our focus on collaboration, adaptability, and preparing students for the challenges of modern life. Overall, we are viewed as a forward-thinking institution that values creativity, empathy, and lifelong learning."
"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."
"One underappreciated aspect of The Mabin School is the depth of our commitment to co-creating the curriculum with our students. While our personalized approach is well-known, the intricacies of how we integrate students' emerging interests into their learning journeys can go unnoticed. This process requires a high level of dedication and expertise from our educators, who skillfully weave student input into meaningful and engaging educational experiences. Additionally, our emphasis on social-emotional learning goes beyond surface-level inclusion; it permeates every interaction and lesson, fostering an environment where students genuinely learn to value and understand each other. This deep-seated commitment to relationship-building not only enhances academic learning but also profoundly impacts our students' personal growth. The transformative nature of this approach is often only fully appreciated by those who experience it firsthand."
"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 might be surprised by the extent to which student voices shape our approach. At The Mabin School, students are active participants in their learning journey, co-creating the curriculum based on their interests and questions. This level of involvement fosters a sense of ownership and curiosity that is unique to our school. Additionally, while we emphasize social-emotional learning and relationship-building, we also maintain a strong academic foundation, demonstrating that these elements are not mutually exclusive but rather complementary. Our vibrant and inclusive community supports children in exploring their creativity and developing leadership skills, preparing them for success in an ever-changing world."
"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."
"Recently, we've focused on enhancing our strategic plan to ensure that we remain at the forefront of educational innovation. Through our Equity Plan for Continuous Improvement, we've strengthened our commitment to inclusivity, equity, and diversity, integrating these principles more deeply into our curriculum and community practices. Our dedication to co-creating a dynamic curriculum with students has been further refined, ensuring relevance and engagement in learning."
"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."
"In the next five years, The Mabin School will continue to evolve by embracing new educational technologies and methodologies that enhance our progressive approach. We aim to expand our inclusivity initiatives, ensuring that our community reflects a diverse range of voices and perspectives. Our strategic plan will guide us in adapting to the changing educational landscape, preparing students for future challenges. We also anticipate strengthening partnerships with educational leaders and organizations, which will provide our students with unique opportunities to continue to engage with the broader community, enriching their learning experiences and developing their skills as compassionate, adaptive leaders."
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
Knowing that I would be the lucky one to assume the principalship at The Mabin School made me curious to try to understand, and perhaps define, a term that most always comes up when someone – a parent, a student, a teacher, a staff member, an alumni, a Board Member – tries to define what is special about our school, the “Mabin Magic”. In preparing for my role, I spent a lot of time observing and talking to people about what makes Mabin so special, and, in fact, magical. It wasn’t long before I, too, came to experience the magic that is Mabin.
I noticed immediately the warm and welcoming feeling that exudes from everyone you encounter here. There is always an immediate effort, from children and adults alike, to make visitors and new unicorns (the unicorn, our mascot) feel accepted and included, which is a noticeable part of the culture at Mabin. There are authentic relationships that are a catalyst for the diverse learning opportunities in which students and staff engage. I’d had a glimpse of this working with Mabin staff previously as part of a few Relationship-Based Institutes hosted at The Mabin School over the years. The school’s focus on inquiry-based learning gives students a level of autonomy and agency to do more than participate in the learning process, but to drive it in the direction of their interests and curiosities. There is an attentiveness to promoting creativity in Mabin’s students, allowing them to develop as original thinkers in a place that is joyful, encourages questions and strives to allow students to think about how they can make a positive difference in the world. The learning is carefully planned and personalized to suit each student’s unique learning style. What could be more magical? Most exciting for me as principal, is that our collaboration serves to give students the opportunity to harness their learning to make change in meaningful ways that will impact the world around them. And what I have learned from spending time in the school is that the world needs a little Mabin!
Before joining The Mabin School, I worked as an elementary school principal for 18 years in the public school system, serving in the Peel District School Board. Most recently, I worked as a Coordinating Principal in the Director’s Office, supporting principals in the board and working on projects with a focus on improving student achievement and well being.
Prior to my work in school leadership, I taught students from JK - Grade 8, always ensuring that students were provided with the optimal conditions for learning. It has always been important to me that students have opportunities to develop their interests and to explore new avenues for learning and creative expression. It is my belief that given the right conditions, all students will achieve success. I have had the benefit of relevant and impactful professional learning in my career so far, focusing on teaching and learning and leadership for learning, and look forward to continuing to learn and grow professionally while working to lead staff and students to meeting their full potential. I am excited to be leading The Mabin School, a place that is truly magical.
Progressive
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.
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.
Not applicable
Every subject curriculum aims to develops a well-rounded student. A progressive academic focus with an emphasis on character, values, and extra-curricular.
The Mabin School is an educational leader that develops confident and independent learners through a rich, hands-on program centred around Inquiry, Integration and Reflection. Mabin is an innovative and established school where children, teachers and parents work together to create something special and different. It is a home away from home, where children love to learn because they feel known, respected and capable. Children's interests and imaginations are at the centre of our academically enriched curriculum, which challenges each student appropriately and cultivates a passion for learning. All of this happens in a structured environment that feels just right- intimate and informal, full of colour and the spark of activity.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our Mathematics teaching team focuses on developing skills in solving word problems, enhancing performance on test such as GAUSS, CNML (Canadian National Mathematics League), CTBS (Canadian Test of Basic Skills) and Mathematica.
Information not available
Information not available
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Our program approach would be best described as phonics-intensive up to and including Grade 3. From Grade 3 onward, our approach is one more of balanced Literacy.
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
Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Information not available
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Themes explored include life in earlier times, family traditions, communities and mapping - enhanced by frequent outings and field trips.
Information not available
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
Presentation and exploration of information, supported by topical presentations, speeches, debates, and field trips.
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Regularly scheduled classes for music and visual arts are supported by frequent and high profile performances in class, festivals, and concerts.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Classrooms are equipped with state-of-art interactive white boards and Chromebooks (i.e. laptops) are available for all classrooms via mobile carts.
Information not available
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.
Physical Education is taught to all students JK-Grade 6. Classes focus on skill building and competitive experiences are introduced gradually and deliberately. All students in Grades 4, 5, and 6 are invited to join Mabin School teams throughout the year. Practices occur twice a week during lunch recess . All students can participate and those who choose to join a team must commit to attending all practices. Teams have the opportunity to compete against other schools. Intramural Games, which are organized by a Committee of Grade 5 and 6 students and overseen by our Physical Education teacher, occur two times a week during morning recess for Grades 4, 5, and 6. Grades 1, 2 and 3 are also encouraged to participate in Intramural Games in the final term.
Play-based
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our Kindergarten Montessori programme takes a balanced approach to learning by creating an engaging and highly academic experience. Students learn in a safe and nurturing environment where they participate in a variety of hands-on activities that promote critical thinking. Taking a Montessori-inspired approach to learning, children build a strong foundation in Mathematics, Reading, Writing, and Problem Solving. The programme is filled with opportunities to learn new skills, discover the world around them and experience positive social interactions.
Mabin is an innovative and established school where children, teachers and parents work together every day to create something special and different.It is a home away from home, where children love to learn because they feel known, respected and capable. Children’s interests and imaginations are at the centre of our Kindergarten program, which challenges each student appropriately and cultivates a passion for learning. All of this happens in a structured environment that feels just right – intimate and informal, full of joy and the spark of activity.
Student-paced
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
With Rowntree's smaller class sizes and direct teacher involvement, students have the opportunity to grow and develop at their own rate of progress.
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Our academic culture encourages and nurtures all of our students to achieve at their highest potential, with enrichment or remediation as required.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Our aim is to shape students to be resilient, compassionate, inclusive and provide them with skillsets to make conscious decisions. Students graduate from Rowntree as well-rounded individuals.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Ours is a fully integrated program. We provide accommodations and learning supports to any students who may need them.
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.
Our Learning Strategies Teachers, trained in Special Education, support all of our learners. Ours is a fully integrated model.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 6
0%
5%
$0
$5,000
85%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades JK - 6
No
No
No
No
Yes: grades JK - 8
No
No
No
No
No
Rowntree students are prepared to fully engage in school life. Positive attitude, varied interests, respect for themselves and others, and academic capability are amongst the most important attributes for students and their families to bring to RMS. While the school has a strong focus on “STEM” (Science Technology Engineering Mathematics) oriented classes and activities, Rowntree is also well known for its vibrant arts and athletics programs, and community involvement.
We have a wide range of students at The Mabin School. Connect with our Admissions Team to learn more about us!
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
1. Get to know us! Submit an online inquiry form here or call us at 416-964-9594 x247.
2. Attend an Open House for Prospective Parents. Learn more here!
3. Complete steps in the admissions process through our admissions portal, once you have created an account. **NB: Applications open 1 year prior to entry.**
4. Interviews begin in November for the upcoming school year.
5. When an offer of acceptance is made, the family has 1 week to complete an enrollment form and submit a non-refundable New Student Registration Fee to hold the spot.
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