3180 Bathurst St + 585 Cranbrooke Ave, Toronto, Ontario, M6A 2A9, Canada
4486 16th Avenue, Unionville, Ontario, L3R 0M1, Canada
1996
1987
400
1000
Nursery/Toddler to 6
Preschool to 10
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Traditional, Montessori
Varies
18 to 24
Learning, Developmental, Behavioral
Learning, Developmental
In-class adaptations
Dedicated gifted school
$25,160
$10,650 to $19,400
No
No
0%
0%
None
None
$0
$0
36
71
0%
0%
0%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 6
Yes: grades 1 - 10
No
No
“The school delivers its robust academics through an integrated curriculum, where the emphasis is on the interconnectedness of core disciplines.”
“In pedagogical terms, the school takes a strongly relational approach, meaning that the teacher-student relationship is the catalyst for learning.”
“Freedom and responsibility are in careful balance in a Montessori curriculum, which creates daily opportunities for teachers to explore character education.”
Read The Our Kids Review of The Clover School
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One of the Montessori ideals is to provide a stimulating learning environment; the school environment, on the whole, should be comforting, familiar, friendly, and supportive, and The Clover School, frankly, provides a study in all of those things. The continuity of the school is also impressive. Isabelle Kunicki-Carter and Sandra Bosnar-Dale founded the school in 1996, and they've provided consistent leadership ever since. In that and every other way, it's one of the strongest Montessori programs in the city.
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"The Clover School's innovative curriculum combines Montessori essentials with heart-centred learning practices designed to nurture the mind, heart, health, and soul of each child. Children learn at their own pace, according to their own interests, developing skills and habits to help them thrive. This approach inspires and promotes intellectual curiosity, creativity, and individual growth through the integration of academics, arts, athletics, outdoor education, community service, and leadership. CCMA accredited."
"Offering an advanced curriculum with a gifted and talented education (GATE) program, UC seeks to inspire, guide and challenge students. We incorporate cutting edge technologies through our STEAM lab, laptop program, coding and robotics’ extensions. UC prepares students to excel as 21st century learners while fostering talent in the fine arts and athletics — we also offer a wide breadth of enriching extracurriculars. Our highly specialized teachers provide individualized programming for all learning styles."
"The Clover School prides itself on its commitment to child-centered, active learning, fostering good citizenship, kindness, leadership, and modelling wellness in the classroom. Clover students are seen, heard, and loved. They are young people who care deeply about our planet, are kind to one another and want to make the world a better place. The Clover Team is diverse in its experience and history and are given the opportunity, along with students, to share expertise, culture, and passions."
"At Unionville College, we differentiate ourselves through a strong focus on individual growth and achievement. No two students have the same extracurricular and educational experience at UC — we emphasize choosing the mix between athletics, academics, and creative interests that works for each student. We also offer the chance to compete in specialized STEAM extracurricular activities like math and coding competitions, science fairs, and robotics fairs."
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"Families with children enrolled in The Clover School's signature programming say Clover is the school they wish they had as children. When observing a classroom, families touring Clover note the children are happy, calm, hard-working, focused, and free to move through their spaces. Clover students have a 100% success rate at transferring to their school of choice when the time is right for them."
"Our long-term community focus puts us ahead of our competition — we put every effort into fostering long term relationships with our staff, students, and their families. Our Preschool - Grade 10 structure facilitates the development of long-term connections between educators and students, and even students coming in later grades will see the difference that this strong community makes on their experience."
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"The Clover School is a place where open communication, engaged teachers, bright classrooms, along with an age-appropriate and stimulating curriculum enable children to really thrive. A place where educators are valued for their vital role in shaping the lives of young people. Where parents are welcomed warmly as members of our vibrant community & recognized as partners in their child’s education. Clover's goal is to help each child build resilience and tenacity in both learning and in life."
"An overlooked aspect of our school is the depth of our tech integration and STEAM curriculum, emphasizing not just innovation for reputation but a genuine belief in technological literacy as a crucial future skill. We aim to prepare students for the digital age, embedding technology across all subjects, from math to literature, ensuring a practical and educational approach. This experience is best appreciated firsthand, highlighting our commitment to fostering adeptness in the digital world"
"The Clover School prides itself on a signature curriculum that takes a whole-child approach to the Montessori pedagogy:
Mind - reveal unique passions and innate curiosity, fostering critical thinking, fearless discovery, and resilience
Heart - individuality, authenticity, and social-emotional learning promote courage, compassion, and self-awareness
Health - practice smart nutrition, physical exercise, and mindfulness
Soul - connectedness to the world through nature-based learning and the arts"
"An unexpected benefit of our school community is the breadth of experience that each student gains from being part of a diverse student body. Our students come from many different backgrounds, possess many unique skills and strengths, and learn from each other through this diversity. We choose to celebrate and foster every area and strength at UC, because we believe that our diversity of experience, background, and interest brings something valuable."
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Welcome!
Established in 1996, The Clover School (formerly Forest Hill Montessori School) is a C.C.M.A. accredited school, which offers an authentic and progressive Montessori education. Our warm and vibrant learning environment is a special place where children can explore, discover and develop as intelligent, confident and comapssionate individuals. The Clover School's positive and friendly atmosphere truly feels like an extended family.
The Clover School embodies the very essence of what a school should be: a vibrant community of students who are excited to learn, a place where open communication, engaged and dedicated teachers, bright classrooms and a stimulating and challenging curriculum encourage students to thrive. Our programs inspire and promote intellectual curiosity, creativity and individual growth through the integration of academics, arts, athletics, community service and leadership. It is a joy to watch our students blossom into the creative, confident and compassionate leaders of tomorrow.
We invite you to tour our website to learn all about our special school and the programs that it offers. However, we believe that the best way to really get a feel for what The Clover School is all about, is when our classes are in session. This will give you the opportunity to see our school when it is brimming with the energy of our students. Whether you are looking for exceptional childcare for your young toddler, a stimulating and educational program for your little preschooler, or the perfect learning environment for your bright, young school-aged child, we invite you to come visit us. We look forward to welcoming you and your child into our community!
Kindest Regards,
Sandra Bosnar-Dale & Isabelle Kunicki
At Unionville College (UC), we believe in providing a full and rich learning experience for all of our students.
Our Montessori roots are evident in our "Pre-Casa" and "Casa" programmes for students aged two to six years. These younger children are provided with the best of traditional Montessori education, which is proven to foster early academic development. They also experience more modern programmes in technology, such as coding, and other specialist disciplines which complement and support the Montessori base, providing our students with a truly outstanding early educational experience.
Our Elementary school programme further nurtures each child's potential by providing students with rigorous academics at a full grade level ahead in core academic subjects. Technology plays a key role in the facilitation of this – SmartBoard technology is available in every classroom. UC students also participate in a fully supported iPad program, in which applications or apps are used to enhance learning. Students in grades 1 to 5 have access to iPads, and every student in grade 6 to 8 has an individual school-issued iPad that is pre-loaded with educational applications. Extra-curricular activities are also integral to the UC experience. Students access our state-of-the-art auditorium for enriched and comprehensive arts education including vocal and instrumental music, visual art and drama. We also support a full athletics program and multiple opportunities for community service. However, the best part of UC is still undoubtedly our community: a talented and dedicated faculty, supportive and committed parents and, of course, a very enthusiastic student body!
We thank you for your interest in UC and invite you to contact us to arrange a tour and to meet some of the members of our very unique and special family.
Traditional
Montessori
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
The Clover School is a CCMA-accredited school offering an authentic and progressive Montessori education, with programs from Toddler up to Grade 6, in a warm and vibrant learning environment where children can explore, discover and develop as intelligent, confident, and compassionate individuals. Our mission is to create an environment that inspires creative, curious, resilient, and innovative thinkers to lead with heart and realize their limitless potential through a lifelong journey of learning. Our positive and friendly environment truly feels like an extended family.
Unionville College offers a challenging academic environment coupled with a balanced, whole-child approach to education for students in grades 1 to 8. Students master curricula that is one year ahead their current grade level, with the support of caring and enthusiastic teachers who cater to individual talents and needs. Coursework and extra-curricular learning is informed by a project-based, hands-on approach. Students explore diverse topics, from international relations, financial literacy, robotics, and 3-D printing to the performance of instrumental jazz at an advanced level. Our iPad program and other cutting-edge technologies are hallmarks of our school, provided in our state-of-the art facility which includes a top-rate, professionally equipped theatre for school performances. Personalized attention, committed teachers and administrative accountability inspires students to strive for excellence. Every parent is heard, and every student at Unionville College is guaranteed a learning experience that is beyond the Ontario curriculum -- a learning experience unlike any other.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Developing mathematical skills and spatial awareness is one of the most important study areas for Clover students. Children learn to recognize shapes, angles, sizes, positions, and the spaces they live in using colourful tactile manipulatives that are beautifully made from natural materials like wood. The Clover School has a wonderful process to move children from concrete forms (e.g. tracing tactile Sandpaper Numbers) through to the more abstract (e.g. writing out a math problem).
For the past 11 years, UMS students have surpassed achievement expectations for every grade in mathematics, as measured by the CAT-4 Canadian Achievement Test and reported by Psychometrics Canada Ltd. In 2015, our grade 7 and 8 students participated in the Gauss Contest, set by the Centre for Education at the University of Waterloo. Nearly one-quarter of our contest participants earned scores of 89% or higher. For the Canadian National Mathematics League, set by the University of Windsor, our grade 6 and 7 students placed second and third, respectively, nationally. Five of our students earned spots in the top twenty students nationwide. Overall, our grade 6 and 7 students earned second place out of more than 200 schools, and our grade 8 students finished 13th out of 164 participating schools.
Grade 1 to 7 use My Math/Glencoe Math, an innovative, research-based numeracy program. Our Grade 8's use Nelson Principles of Mathematics, which is an academic Grade 9 textbook in line with our year-ahead program.
Students are encouraged to use mental math until intermediate levels where graphing is necessary.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
The Montessori curriculum is designed alongside the science of reading. It separates the many elements of reading and writing one by one, in an accessible and enjoyable way. Literacy is a complicated process that involves the association of symbols with sounds, sounds with words, and words with ideas. It means learning to fluidly encode ideas into symbols and decode symbols into ideas. The Clover School's signature curriculum supports each student's unique journey toward literacy through differentiated lesson plans.
The Unionville Montessori School Elementary program continues the intensive early reading program in which students are immersed in the Casa program. Using dynamic classroom resources and learning tools, our teachers create benchmark reading levels and monitor individual progress. Printable books, or projected interactive books on the Smartboard, are supplemented with worksheets and activity-based lessons, along with a host of interactive resources and develop key reading skills. These resources include Headsprout, Learning A - Z and Raz Kids. Levelled books ensure success in the classroom with developmentally appropriate books at 27 different reading levels. Students as early as grade 1 are encouraged to use iPad apps to supplement the text-based reading programs, and improve learning with the addition of colour, images, graphics and games. The balanced literacy program emphasizes the instruction of grammar and vocabulary in the context of a narrative or text, as well as a phonetic approach.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
UMS students write the CAT-4, the Ontario Writing Assessment and Comprehension Attitude Strategies Interests.
Equal balance
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.
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.
Following the introduction of the basic literacy concepts but before children have the hand strength to hold a pencil correctly, Clover students are able to connect the sounds that letters make to form words. The Clover School utilizes Montessori learning materials like the Moveable Alphabet to facilitate the child's written expression. As the children develop their hand strength through various practical life activities they gradually move towards creating letter formations with various instruments and then paper and pencil. Children learn to write in cursive first as it allows them to keep their pencil on the page and the sloping nature of the cursive letter is easier for the young writer increasing student success, focus, and enjoyment.
The balanced literacy program further extends the Montessori methods so that phonics, vocabulary and constructing meaning is integrated into the creation of writing skills. Our advanced academic program for the early grades is founded upon a personalized approach to learning. Programs are individually placed, and a resource teacher is available to support children who are developing writing skills. Students grade 3 and up study novels and write answers to comprehension questions based on the text. Students in the higher grades study grammar and vocabulary using interactive, online software and workbooks. They are also are instructed in essay writing and speech writing to prepare for our annual Speech Festival. Many students in grade 8 are reading and writing at a level that is suited for an advanced academic course in a high-school setting. All students in need of resource support receive individualized instruction as needed.
Equal Balance
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.
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 is a vital curriculum area at Unionville Montessori School, where students from grades 1 to 8 have access to a fully-equipped, top-tier science lab. In the lab, and in classes, students in primary, junior and intermediate levels experience science through inquiry-based learning, where they can understand the scientific facts, theories and concepts through hands-on experiments and activities. Students at UMS receive more instruction in math and science than the norm, as part of the school-wide focus on an integrated, cross-curricular STEM (science, technology, engineering and math) focus. Students who excel in science develop a strong ability to think critically, and a talent for creative thought and excellent communication and collaborative skills.
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.
UMS pupils work at a grade-ahead level in Language Arts. Students in the primary grades work with concepts such as the elements of narratives, the features of various literary genres such as the "legend," or "fable," and grasp abstract concepts such as the main character or hero. Beginning in grade 3, students complete a novel study, wherein they are encouraged to make inferences and to prove their argument in traditional literary critique form. Senior students work with complex texts from various cultures and time periods, and are encouraged to explore fundamental themes and to apply literary terms. In grades 1 to 8, literary study is founded upon our character education program whereby students are encouraged to reflect upon honesty, self-discipline, integrity and personal responsibility, and to explore their own values and the values and the customs of diverse cultures.
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
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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.
Social Studies for grades 1 to 6 takes a thematic approach and encourages depth and breadth through independent study projects on various topics and themes. Our UMS curriculum highlights Canadian geography and history for grades 1 to 6, but also extends and enriches those topics with a global view and context. Teachers plan tangential learning activities and challenges, and also incorporate the use of SMART Boards, media-based resources and iPads to teach both process and content. Social Studies often leads to research projects and learning that emphasizes higher-order thinking. In addition, students in grades 5 to 8 participate in annual class trips to destinations that reinforce classroom learning, including Niagara Falls, Ottawa and Quebec. UMS also frequently sponsors school trips to destinations in the United States, such as New York City, and in Europe, with a bi-annual trip to Paris, France.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
The UMS approach to grade 7 and 8 history and geography extends and enriches the commonly studied Ontario curriculum with a global view and international context. Teachers plan tangential learning activities and challenges, and also incorporate the use of SMART Boards, media-based resources and iPads to teach both process and content. Social studies often leads to research-based projects and learning that emphasizes higher-order thinking. UMS also frequently sponsors school trips to destinations in the United States, such as New York City, and in Europe, with a bi-annual trip to Paris, France.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Students are UMS are progressively introduced to French vocabulary beginning as early as age 2, in our Pre-Casa and Casa program. Formal instruction in French begins in grade 1, giving elementary students several years of head start in French. During French lessons, students learn vocabulary and develop conversational skills, using a fun and interactive approach involving stories, props, music, games and activities. The main resource for French instruction is AIM -- Accelerative Integrated Method -- a system which uses hand gestures to represent and mimic sounds and words. This is a popular movement-based approach to learning that is especially helpful for active, high-energy students that enjoy expressing themselves through large-muscle movement (kinaesthetic learning).
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Inspired by the value of the arts, it is our goal to not only enhance the artistic abilities of our students but also to develop an awareness and appreciation of various art forms. Visual arts allows students to unleash a wave of talent through different media including drawing, painting, printmaking, and mixed media in both two-dimensional and three-dimensional formats.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
Information not available
One of the emerging trends has been the introduction of advanced technological resources within the classroom. UMS has embraced this idea and is proactively taking a measured approach towards incorporating innovative methods of learning, changing the face of the classroom environment. Our mandate, “Excellence in Education,” is the driving force behind this initiative. Education must be forward-leaning, recognizing that the “real world” for which students are being prepared is dynamic, with exponential changes especially in technology. Innovation is at the forefront of our priorities, in order to give your child the necessary skills to grow as a lifelong learner.
Web design
Robotics
Computer science
Information not available
Regular exercise is essential to children’s overall health and positive development. Students participate in formal Physical Education classes with trained teachers, as well as in a wide variety of intramural and competitive sports teams. Our competitive teams compete against other local schools. Physical Education classes follow the Ontario Health and Physical Education Association curriculum. In these classes, not only do the students have the opportunity to be physically active while learning important skills, but they also work on developing their self-esteem, learn about good sportsmanship, and develop positive exercise habits while having a great deal of fun. Our Elementary programme also offers students many sports teams, such as basketball, volleyball, golf, swimming, soccer, cross country, floor hockey, and many more.
Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Established in 1996, The Clover School is a CCMA accredited school offering an authentic and progressive Montessori education with programs from Toddler up to Grade 6, in a warm and vibrant learning environment where children can explore, discover and develop as intelligent, confident, and compassionate individuals. Our mission at The Clover School is to empower children to reach their fullest potential as confident, creative, and compassionate young people and to joyfully cultivate a genuine desire for life-long learning. Our positive and friendly environment truly feels like an extended family.
The Montessori approach is a student-centered and student-directed teaching method that is offered within a prepared environment, which fosters exploration, experimentation, creativity, and respect. Our Casa programme builds on the foundation of the Montessori Method with extremely popular enhancements and additional learning opportunities for our students in music, science, visual and dramatic arts, and more.
Accelerated
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.
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 Montessori approach nurtures the motivation that comes from within, kindling the child’s natural desire to learn. Pairing beautiful Montessori classroom materials with a teacher who is always available to provide children with guidance and support, each Clover student is presented with a unique education experience.
In our Montessori classrooms students are encouraged to work independently, as well as in small groups. As each child is an individual, they are encouraged to learn at their own pace, following their own personalized programming while being guided and monitored by our specially trained and nurturing teachers.
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.
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”.
Grades, like other external rewards, have little lasting effect on a child’s efforts or achievements. The Montessori approach nurtures the motivation that comes from within, kindling the child’s natural desire to learn. Our teachers pay close attention to where their student’s academic skills range in comparison to the grade level expectations of the Provincial curriculum so that any concerns, weaknesses, and areas of struggle can be identified and addressed.
Our belief is that children are very capable and given the right opportunity and environment can excel academically at a very young age. Our Montessori classrooms provide students with the perfect environment to encourage development of essential skills as they develop a strong academic foundation. Students are challenged and encouraged as they progress through the enriched Montessori curriculum, with an emphasis on language and math skills development, before entering our elementary program, which follows the Ontario curriculum at a year-ahead.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
By providing an intellectually stimulating and developmentally appropriate learning environment, we engage young minds, create opportunities for them to find their passion, and become ethical and responsible contributors to their local and global communities. We pride ourselves on being a uniquely warm and nurturing school community, which enhances each child’s learning experience. We recognize and embrace the importance of community, cooperation, kindness and the acceptance of each person as a unique individual.
Character Education is an important cornerstone of our curriculum. While we encourage our students to develop independent thinking and creativity, we also encourage respect and integrity and place emphasis on the value of teamwork, kindness and compassion. All of our students are encouraged to be good citizens, in school, and out in the world.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Students in a Montessori classroom learn at their own pace following an individualized programme. This type of environment naturally provides accommodation for students who may have difficulties with some areas of learning as students are able to move at their own pace through the curriculum with the support and guidance of our specially trained teachers. Activities and materials that students can manipulate hands-on before moving to more abstract learning, encourage children to develop a more thorough understanding of what they are learning, encouraging greater success.
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
0%
0%
$0
$0
0%
90%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 6
Yes: grades 1 - 10
No
No
No
No
No
Yes: grades 1 - 10
No
No
No
No
We are looking for students who place a priority on their education and also understand and demonstrate the value of being a caring, compassionate and kind individual. While competition can be healthy, we want our students to be collaborative and celebrate strengths in their fellow peers. A UC student should care about their own academic achievement, but also be striving to support others.
Our $250 fee is an assessment fee for all children applying to our Grade 1-10 elementary program. This assessment is not applicable for children applying to our Casa program (2-5 year olds).