8569 Bayview Avenue, Richmond Hill, Ontario, L4B 3M7, Canada
411 Lawrence Avenue East, Toronto, Ontario, M3C 1N9, Canada
1961
1963
870
450
Preschool to 12
JK to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori, International Baccalaureate
Traditional
Varies
15 to 18
Learning, Developmental
Accelerated curriculum
$19,100 to $32,700
$20,300 to $30,300
Yes
No
0%
0%
Preschool to 12
None
$0
$0
54
50
0%
0%
0%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes
Yes: grades JK - 6
Yes
No
information not available
information not available
TMS was founded by Helma Trass, who learned the instructional approach from Maria Montessori herself. Trass was at the leading edge of Montessori education in Canada, and the school is, today, home to one of the longest running programs of its kind in the country. The elementary program that she began remains vital today, and it retains her dedication to the core ideals of the Montessori method. With the addition of middle and high-school programs, the school grew to become one of the largest Montessori programs in North America. The rebranding, from the initial Toronto Montessori Schools, to the acronym TMS, was adopted along with the growth of the school into the upper Grades. While the program is continuous, it is divided between two campuses, with preschool through Grade 6 taught at the Bayview campus, and Grades 7 through 12 at the Elgin Mills campus, which was opened in 2009. That campus is also home to the IB program, one that further extends an already impressive breadth of instruction.
View full reportThe school was founded in 1980 with an eye to providing a strong, focused academic program for the lower grades. In the intervening decades it has very much kept with the times, including an early adoption of e-learning tools and texts, at times in partnership with national publishers. Student success is gauged through mastery of the course material, and the ideal student is one who is able to thrive within a supportive yet academically challenging environment. In 2001 the program was extended into the upper grades with the creation of the Crestwood Preparatory College.
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"TMS teachers nurture students’ abilities to be free-thinking, independent, passionate, and intrinsically motivated from such a young age.""
Alexandra Makos - Parent (Jul 11, 2019)
We have one child that recently completed the Toddler program, and who is moving on to Children's Ho...
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"Founded in 1961, TMS is a leading, accredited independent school that offers a uniquely designed framework combining the Montessori and International Baccalaureate (IB) programmes. TMS operates from two beautiful campuses in Richmond Hill, Ontario with exceptional learning environments for students of all ages and stages. Our Lower School (at Bayview Avenue and Hwy 407) offers a Montessori start for students from 18 months to Grade 6. Our Upper School (at Bayview Avenue and Elgin Mills Road) is the only independent school in York Region that offers the International Baccalaureate Programme for students in Grades 7 to 12. Our co-ed student population of over 850 thrives in academics while developing the life-changing mindsets of entrepreneurial thinking, positivity, and resilience that build a foundation for Significance at university, and in life. The unique design of the TMS student journey provides a framework within which your child can say I Am Known. Get to know us at www.tmsschool.ca."
"Located in a picturesque, wooded valley in the Bayview/Post Road area, Crestwood School provides quality education to students in Junior Kindergarten to Grade 6. At Crestwood, we practise the traditional art of teaching-challenging young minds to learn and structuring experiences that make learning possible. At the same time, we are concerned with the "whole child," striving to balance a child's physical, social and emotional development. Smaller class sizes are maintained, allowing for individual attention and the fostering of effective communication between students and teachers in a friendly, caring, nurturing environment. Crestwood strongly promotes co-operative attitudes and behaviour, and is committed to the preparation of self-confident, self-disciplined individuals who respect the feelings and rights of others. Each teacher is the key. With a well-planned program, a positive rapport with each student, a close communication between home and school, and a sense of commitment and dedication, our goals are met!"
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Thank you for your interest in TMS!
It is a pleasure to share with you some of the special features that give our school its unique identity and which inspire those of us who work here to give our very best to every child. Our students experience a warm and nurturing environment every single day when they walk through our doors. We are a community of caring and innovative educators and support staff, and students who continually amaze us with their artistic, academic, athletic, and linguistic prowess and their desire to grow and develop as responsible young citizens.
We appreciate that a school is more than a collection of individuals. For us, a school is a place where lasting relationships are formed, where lifelong interests and aptitudes develop, and where character is refined and shaped by exposure to a wide range of beliefs, traditions and views of the world. Finding the right school for your children is one of the most important gifts you can bestow upon them. Our students develop strong attachments to TMS, both during their time with us and after they leave us. When our graduates venture off into the world, they do so equipped with the knowledge, resilience and sound ethical framework that comes from being known and cared for deeply as individuals.
Indeed, the phrase I Am Known sums up in a few words our entire approach to educating children. From the youngest children in our Toddler program to our graduating classes in Grade 12, our students know the feeling of being supported and guided as unique individuals.
We place high value at TMS on academic rigour and our graduates are accepted at outstanding universities in Canada and abroad. Of equal importance to us, however, is that our students leave TMS not only with a broad knowledge base but with an educated heart and an internationally-minded outlook on the world.
As a leading Montessori school in Canada, we believe strongly in the world-class education that TMS teachers provide our 18 month-old to Grade 6 students. Beginning in Grade 7, we offer the International Baccalaureate (IB) programme which culminates in the IB Diploma Program in Grades 11 and 12. The IB is globally recognized as a rigorous and holistic curriculum which provides an outstanding preparation for university studies. Our skilled and experienced IB teachers help our students to achieve their full potential, and our IB scores are well above the world average.
During these very challenging times for all of us, TMS has continued to offer an outstanding education to our students. As we open our doors for the new school year, we will continue to do everything possible to keep our students and staff safe and well, and to promote the values that have guided our school for the past 60 years.
I invite you to contact our Enrolment Management team for much more information about our programs, people and facilities. Ask questions, explore our website, schedule a virtual visit and let us invite you to learn more about one of the leading independent schools in Ontario.
Yours sincerely,
Andrew Cross
Head of School
TMS
Parents who want their children to receive a “good education” must concern themselves with what kind of education is best for their children and how their education will directly affect their growth into adulthood. It goes without saying that children should be competent in the 3R’s (reading, writing, and arithmetic) but at the same time, parents must look at long term goals for a lifetime of education.
One of the most important goals of education is to teach children how to learn. Children must be able to think critically in order to evaluate what they see, hear, and read. This is a skill which is paramount, not only to structured education, but to life in general. Another goal that must be achieved is to have children develop the necessary traits of a healthy personality. Self-assurance, self-respect, trust in others, and respect for others must be developed.
Next, we want the children to work well with others. Sharing with others, understanding the needs of others, and assuming responsibility for the well-being of others are important qualities one must have in our world today.
Finally, we want the children to work creatively in order to fully express themselves as the unique individuals they are.
I feel that when children are provided with a stimulating and nurturing environment, a positive attitude to education and to those around them results.
At Crestwood, our goal is to provide students with sound academic skills, while at the same time providing them with the framework from which they can develop the necessary lifelong skills which I feel encompass a “good education.”
Dalia Eisen
Traditional
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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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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Lower School - 18 months to Grade 6 Internationally Recognized Flagship Montessori Program Upper School - Grade 7 to 10 International Baccalaureate (IB) Middle Years Programme (MYP) and Grade 11 to 12 International Baccalaureate (IB) Diploma Programme (DP) TMS students thrive in academics while developing the life-changing mindsets of entrepreneurial thinking, positivity, and resilience that build a foundation for Significance not just at university, but in life.
We practise the traditional art of teaching - challenging young minds to learn and structuring experiences that make learning possible. At the same time, we are concerned with the "whole child," striving to balance a child's physical, social and emotional development. Smaller class sizes are maintained, allowing for individual attention and the fostering of effective communication between students and teachers in a friendly, caring, nurturing environment. Crestwood strongly promotes co-operative attitudes and behaviour, and is committed to the preparation of self-confident, self-disciplined individuals who respect the feelings and rights of others.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Systematic approach
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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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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
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Visual Arts
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Play-based
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.
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.
TMS has garnered a reputation for creating an extraordinary learning environment. Up to Grade 6, the curriculum is based on the core premise of a Montessori education: that students need to drive their own learning. Using materials and processes that make abstract ideas concrete, students initiate their learning and can assess their own progress. This balance between the freedom and responsibility of a child produces highly competent learners who are self-reliant, self-disciplined and self-confident.
Junior and Senior Kindergarten are often a child’s first introduction to “formal education.” Therefore, these years are the foundation upon which attitudes towards all subsequent education are built. The early learning curriculum involves mathematics, reading, written and oral expression, environmental studies and an introduction to French. It also includes activities that develop social, physical, and creative skills. Every child’s style of learning is identified through close observation, attention to the child’s needs, and most importantly, individual time with the teacher.
Standard-enriched
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.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Montessori Program - Toddler to Grade 6 IB MYP and DP- Grades 7 to 12 Varies by level
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
TMS offers a uniquely designed framework that combines a Montessori start and International Baccalaureate (IB) finish. Our academics are rigorous and each student is "known" and supported. We deliver an accredited educational experience designed to inspire and challenge students to discover the best of who they are and to achieve their full potential.
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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At TMS every student is "Known". TMS provides an environment where students are cared for. TMS students are given a foundation to grow, to be ambitious and bold. TMS creates opportunities for children to be inspired by learning through experimentation, exploration, and self-discovery.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Preschool - 12
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0%
$0
$0
0%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes
Yes: grades JK - 6
Yes
No
No
No
Yes
Yes: grades 1 - 6
No
No
No
No
At Crestwood our students are responsible, cooperative, respectful, honest and courteous.