10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
297 Oak Walk Drive, Oakville, Ontario, L6H 3R6, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
297 Oak Walk Drive, Oakville, Ontario, L6H 3R6, Canada
5,691.5 km
5,704.0 km
2007
2023
150
130
Nursery/Toddler to SK
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English
Academic
Montessori
15 to 24
18 to 30
Learning
In-class adaptations
Dedicated gifted school
$16,400 to $17,400
$12,360 to $29,500
No
No
0%
0%
None
None
$0
$0
38
10
0%
0%
100%
90%
Nursery/Toddler, Preschool, JK, SK
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Rolling
Rolling
Not available
Not available
No
No
No
No
information not available
information not available
Parents look to York Montessori for a program that demonstrates a high fidelity to the Montessori method, and which is delivered by accredited, experienced staff. And, certainly, that’s precisely what they find. Families are actively involved within the life of the school through annual events as well as, uniquely, information sessions, workshops, and in-class observation held at key points throughout the academic year. The schools is larger than most Montessori environments, especially given those which, as here, limit their scope to the early years. That said, the efforts around involving parents lends a familiar, family-oriented cast to the culture of the school. Following on, the size of the student body has its benefits, especially around the breadth of the program offerings, the resources available, and allows for coverage before and after the school day.
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Extremely positive experience
Amir SAEED - Parent (Feb 10, 2018)
My child's experience at YMS has been extremely positive. His growth from Day 1 to present has been ... View full review
High academics and a caring environment
Danielle Di Paola - Parent (Dec 18, 2024)
My children love the teachers and staff and also enjoy the challenging work. We are very happy with... View full review
"My child loves going to York Montessori School in the morning and almost always comes home happy and full of joy."
James Shen - Parent (Jan 29, 2025)
My child really enjoys every part of his daily life at York Montessori School.
In the regular scho... View full review
"Dearcroft provided a nurturing environment where I was able to grow academically and personally."
natasha stasiuk - Alumnus (Feb 20, 2026)
Attending Dearcroft Montessori (there was only one campus, but I am so happy and blessed that they ... View full review
"York Montessori School (YMS) is a reputable independent Montessori school licensed by the Ministry of Education and accredited by the CCMA. With a focus on academic preparation and through the use of classic Montessori pedagogy, our experienced and dedicated educators aim to support the holistic development of each of our young learners. Our goal at YMS is for our students to emerge as independent and confident individuals who seamlessly transition from thriving in our classrooms to succeeding in the world."
"Dearcroft Montessori School Trafalgar Crossing is the Dearcroft Montessori North Campus, Oakville’s original Montessori school founded in 1968. With over 55 years of experience, Dearcroft offers authentic, CCMA-accredited Montessori education. The Trafalgar Crossing campus is a modern, purpose-built environment serving children from Toddler to Junior High, featuring thoughtfully prepared, multi-age classrooms that foster independence, academic excellence, and holistic development in a strong, connected community."
"Established in 2007, YMS has gained a strong reputation within the Richmond Hill community. Recognized for its commitment to classic Montessori principles, YMS prides itself on fostering a collaborative partnership with families and providing a robust foundation for success that goes beyond academic achievements, encouraging a lifetime of curiosity, compassion, and interconnected learning. The school’s highly qualified and experienced educators are devoted to supporting each child's and family’s unique educational journey through a thoughtfully prepared environment and a curriculum designed to encourage confidence and independence. The school's reputation for excellence is evident in the accomplishments of its alumni, who continue to thrive and positively contribute to their communities."
"At Dearcroft Montessori School Trafalgar Crossing, we believe education is more than Just academics—it’s preparation for life. Through our individualized Montessori program, students learn to think creatively, solve problems, and approach challenges with confidence. The control-of-error materials guide them to see mistakes as learning opportunities, fostering resilience and a proactive mindset that carries into future studies and work. Multi-age classrooms nurture kindness, collaboration, and respect, while independence empowers students to take ownership of their learning and choices. Our approach develops well-rounded individuals—academically strong, socially aware, and critical thinkers—equipped not just to succeed in school, but to navigate life with curiosity, empathy, and confidence. Montessori is academically rigorous, yet its true strength lies in shaping thoughtful, capable, adaptable individuals ready for whatever lies ahead."
"At YMS, we prioritize Montessori principles, which requires us to make deliberate trade-offs. One key decision is balancing personalization with standardization. By maintaining small class sizes, we tailor education to each child’s pace, but we don't focus on standardized testing or academic benchmarks, which some families may expect. Additionally, we emphasize hands-on learning with Montessori materials over heavy technology use, recognizing technology’s importance but prioritizing tangible skills and independence. These trade-offs allow us to stay true to our personalized learning and holistic development values, enriching students’ long-term growth. While we deprioritize standardized testing and digital tools, we believe these choices better prepare our students for a lifetime of learning, creativity, and meaningful engagement with the world."
"At Dearcroft Montessori – Trafalgar Crossing, our commitment to individualized, authentic Montessori education means we prioritize depth over breadth. We focus on guiding each child’s independent learning, social-emotional growth, and critical thinking, even if it means less time for standardized testing or rigid benchmarking. By embracing multi-age, hands-on classrooms, we trade the efficiencies of large-scale standardization for personalized learning that fosters resilience, creativity, and a proactive approach to challenges. Similarly, nurturing kindness, collaboration, and reflection may take precedence over hyper-competitive achievement. While we could expand technology integration or fast-track content coverage, our choice is to cultivate well-rounded learners who understand themselves, their community, and their place in the world—preparing them not just for exams, but for life."
Information not available
"Dearcroft Montessori’s present is deeply shaped by its history and values. Founded in Oakville in 1968, the school began with a vision of authentic Montessori education within a kind, close-knit community. Over five decades, this commitment has guided every decision, including the expansion to the Trafalgar Crossing campus, creating modern, purpose-built spaces for Toddler through Junior High multi-age classrooms. These milestones reinforced our identity: a school where independence, critical thinking, and academic excellence grow alongside empathy, collaboration, and respect. Today, students benefit from a learning environment that nurtures the whole child—intellectually, socially, and emotionally—preparing them to thrive with confidence, curiosity, and kindness in life beyond the classroom."
"YMS is a great fit for students who thrive in an environment that emphasizes independence, curiosity, and hands-on learning. Our ideal student enjoys exploring concepts at their own pace, with the support of dedicated educators. YMS is best suited for children who benefit from a personalized approach to learning, where the focus is on the whole child—physical, cognitive, social, and emotional development. While we welcome students with diverse learning styles, those motivated to engage in self-directed activities, collaborate with peers, and take ownership of their learning will truly flourish. Families who value a Montessori education, which encourages creativity, problem-solving, and lifelong learning, will find a supportive and enriching community at YMS."
"Students who thrive at Dearcroft Montessori – Trafalgar Crossing are curious, motivated, and ready to take ownership of their learning. Our school is especially well-suited for gifted students and those who flourish when academically challenged, yet also value kindness, collaboration, and empathy. Families who embrace open communication and partnership with teachers help create a supportive, connected community. Students benefit most when they are eager to engage in hands-on, individualized learning, think critically, explore creatively, and contribute positively to multi-age classrooms. Those who appreciate both academic rigor and the development of social, emotional, and life skills will find a learning environment that nurtures their potential while encouraging independence, resilience, and a lifelong love of learning."
"We would advise a family against choosing YMS if they are unwilling to commit to the full three-year Casa program. The Montessori approach thrives on continuity and long-term development, where each year builds upon the previous one. The three-year cycle is essential for fostering deep learning, independence, and leadership skills, and students benefit from the consistency of remaining in the same classroom environment with the same educator for multiple years. Families who are seeking a more traditional, short-term school experience or those not aligned with the Montessori philosophy may not find the best fit at YMS. Additionally, families who are unable to engage in the collaborative partnership between school and home may not fully benefit from the Montessori method, which requires active involvement and support for a child’s development."
"Dearcroft Montessori – Trafalgar Crossing may not be the best fit for families who find it difficult to embrace Montessori principles, especially the emphasis on independence and student ownership of learning. Families who struggle with open, kind communication—particularly when challenges arise—or who do not share our core values of empathy, collaboration, and respect may find our approach harder to navigate. Likewise, those who see Montessori as non-academic or overly relaxed may not fully appreciate our rigorous, individualized curriculum. Our model thrives on partnership between school and family, and families seeking a highly standardized or solely teacher-directed approach may not experience the full benefits of our student-centered, holistic program."
Information not available
"Families choose Dearcroft Montessori – Trafalgar Crossing because they want more than just academics—they want a school that shapes their child’s thinking, character, and independence. They are drawn to our hands-on, individualized approach, where students learn to solve problems creatively, take ownership of their learning, and view challenges as opportunities. Parents appreciate a nurturing, multi-age environment that fosters collaboration, empathy, and respect, helping children grow socially as well as intellectually. Many recognize that our Montessori program develops skills that last beyond the classroom: resilience, curiosity, self-motivation, and adaptability. Families choose us because they see a school that challenges their children academically while supporting their personal growth, preparing them for both future studies and life with confidence and kindness."
"Families choose YMS for our strong commitment to the Montessori philosophy and the exceptional academic outcomes we provide. We focus on nurturing a love of learning, critical thinking, and problem-solving skills, ensuring students are well-prepared for future academic challenges. Parents also value our open communication, which fosters collaboration and ensures that each child's unique needs are met. YMS is recognized for its academic excellence and commitment to the holistic development of students, earning a strong reputation that consistently attracts families through referrals and word of mouth. Our proven track record of academic achievement and emphasis on social and emotional growth make YMS the ideal choice for families seeking a well-rounded education."
"Dearcroft Montessori – Trafalgar Crossing is recognized as a welcoming, multicultural school where children are encouraged to explore, create, and grow in a supportive environment. Its reputation reflects a community that values curiosity, empathy, and collaboration alongside academic rigor. Families and the public often note the school’s ability to balance intellectual challenge with social and emotional development, helping students become thoughtful, resilient, and adaptable learners. With multi-age classrooms and a globally aware community, Dearcroft is seen as a place where children not only achieve academically but also develop cultural awareness, kindness, and the skills needed to thrive in a diverse, interconnected world."
"One aspect of YMS that is often underappreciated is our low teacher turnover, which plays a crucial role in maintaining continuity and building strong relationships with students and families. Our dedicated educators remain with us for many years, providing stability and fostering deep connections that benefit both academic and emotional development. This consistency allows teachers to truly understand each child’s learning style and growth, leading to more personalized and effective instruction. Additionally, the close-knit community at YMS contributes significantly to our success. The strong bond between students, families, and staff creates a collaborative environment where everyone works together toward the shared goal of supporting each child's growth. This sense of belonging and trust is often overlooked but is fundamental to the nurturing, supportive atmosphere that sets YMS apart."
"An underappreciated aspect of Dearcroft Montessori – Trafalgar Crossing is the cumulative power of Montessori over time, especially through the later school years. Families often see independence, and hands‑on learning in the early years, but may not realize how these core principles continue to shape students into adolescence and beyond. Research shows that children who remain in Montessori programs through elementary years often demonstrate stronger long‑term outcomes in problem‑solving, academic performance, executive function, and well‑being compared with peers who attend traditional schools, with benefits sometimes emerging later in life—a “sleeper effect” of deep conceptual understanding and self‑directed learning. These enduring strengths help students become adaptable, self‑motivated learners who carry confidence, resilience, and a lifelong passion for learning into their futures."
"Families might be surprised to learn of the opportunities provided to YMS students for engaging in global citizenship. Back in 2015, while our students watched their new school being built, they were also part of a larger, global community project. During this time, our school community raised funds to build a school in Uganda, creating a powerful connection between our students and children halfway around the world. As the construction of both schools progressed, our students corresponded with the children in Uganda, learning about their lives, cultures, and the impact of their contributions. This ongoing, hands-on learning opportunity enriched our students’ learning by further developing their empathy and deepening their understanding of the importance of community service. It provided a real-world context for the values we teach and continues to inspire our students, making their education truly meaningful and connected to the world beyond our school walls."
"Many families first visiting Dearcroft Montessori – Trafalgar Crossing are drawn to the warm classrooms, school atmosphere, and facilities. They learn about Montessori methodology but are often surprised—and sometimes skeptical—that an individualized, multi-age program really works. Over time, they notice how attentive teachers are to each child’s development and how children, even by age three, demonstrate independence and self-direction. Parents are often delighted to see their children develop confidence, curiosity, and social skills. On field trips or during sports and visits, students are consistently complimented on their kindness, politeness, and inquisitive minds. Although families expect cognitive and academic benefits, they are often amazed to see these skills, independence, and thoughtful social behaviour emerge so naturally and at such a young age."
"Most recently, YMS has implemented Transparent Classroom, an innovative virtual platform designed specifically for Montessori schools to enhance communication between educators and parents. This tool allows us to share photos, detailed material descriptions, and comprehensive progress reports, ensuring that parents are consistently informed about their child’s development and classroom experiences. Transparent Classroom strengthens the connection between home and school by providing parents with real-time insights into their child’s learning journey, fostering collaboration, and offering personalized suggestions for integrating Montessori parenting strategies at home."
"Recently, Dearcroft Montessori – Trafalgar Crossing has made several concrete improvements to enhance both learning and well-being. Most notably, we expanded our playground, providing students with more space to explore, engage in purposeful movement, and develop physical coordination alongside social skills. This change reflects our commitment to holistic education, where academic growth, independence, and social-emotional development are equally valued. In addition, we continue to refine our curriculum and after-school programs, ensuring students have meaningful opportunities in languages, STEM, arts, and athletics. Faculty professional development initiatives have also been strengthened, allowing teachers to stay current with best practices in Montessori education. Together, these improvements reinforce our focus on creating an environment that nurtures confident, curious, and well-rounded learners."
"YMS anticipates growth and change over the next five years, though the exact path remains uncertain. While we are committed to the core principles of Montessori education, we recognize that our community’s evolving needs may shape our direction. To enrich the student experience, we plan to expand our extracurricular offerings, allowing students to explore their interests, develop new skills, and connect with nature through an organic gardening curriculum that fosters responsibility, sustainability, and hands-on learning. Additionally, we are considering the introduction of school uniforms to cultivate a sense of unity and focus within our community. As we move forward, we remain dedicated to enhancing our current programs while staying true to our values of personalized, nurturing education."
"In 2026/2027, Dearcroft Montessori – Trafalgar Crossing will launch its Junior High classroom and program, allowing students to continue their Montessori journey through adolescence in a multi-age, student-centered environment. Over the next five years, we will also restructure and enhance our playground to provide even more opportunities for purposeful movement and social development. Our French program will expand, offering deeper language learning from Toddler through Junior High, while our Integrated Athletics and Modern Arts programs will provide enriched experiences that support both physical and creative growth."
York Montessori School opened its doors to six Richmond Hill families in 2007. Today, the school is a leading Montessori preschool in York region and licensed for 150 students. York Montessori School imparts children with an excellent Montessori education while providing exceptional child care.
York Montessori School is, and has always been, a licensed establishment with the Ministry of Education as well as a school that is proudly accredited by the CCMA (Canadian Council of Montessori Administrators). We practice pure Montessori philosophy and employ highly educated and accredited Montessori teachers who have had their training at a MACTE accredited or AMI teacher-training program.
York Montessori School has a very close group of families and together we are actively involved in the community. Parent teacher meetings, progress reports, and “Watch Me Work” workshops are conducted throughout the year. We also host regular school community building events such as curriculum nights, Montessori education evenings, parenting workshops, and an annual family BBQ.
YMS is dedicated to keeping a close relationship with our students and their families. Much of our success is attributed to valuable relationships between staff, students and parents. Collectively, we work towards one important goal, the enrichment of a pure Montessori education for your child.
Dear Prospective Families,
Thank you for your interest in Dearcroft Montessori Trafalgar Crossing. The foundation of this school was built on both quality and education using the Montessori method, as well as providing a caring and nurturing environment where the best interests of the child are always put first.
We have been a leader in Montessori education in Canada and internationally. We are proud to offer a truly unique program: a warm, personal, and nurturing community where every child is genuinely known and supported.
Choosing a true Montessori school means you have entrusted us with more than just academic instruction; you have chosen a path that fosters your child’s innate curiosity, independence, and love of learning. We are dedicated to creating a nurturing and respectful environment where every child can thrive at their own pace, guided by trained educators and thoughtfully prepared classrooms.
It is important to continually challenge students in new ways, as this helps build perseverance and motivation for the challenges they will face in the future. Over the years, we have watched Dearcroft grow into a beautiful school, expanding to a new campus in North Oakville, welcoming new students and new adventures.
All of our teachers strive to ensure students build positive attitudes towards themselves and learning. Each day we have the chance to inspire, motivate, and influence our students, reflecting our passion for teaching.
Here, learning goes far beyond the classroom. Our students engage in hands-on discovery, outdoor education, leadership development, embrace the culture around them, keep up with the times, and stay true to the Montessori philosophy.
Dr. Maria Montessori, an advocate of peace education, inspires our emphasis on kindness, respect, and inclusion. These values guide everything we do—from academics to conflict resolution—and help our students become compassionate, thoughtful members of their community.
The sense of welcome and belonging is unmistakable. There is something truly special about Dearcroft Montessori Trafalgar Crossing, where everyone is important and everyone belongs. We invite you to come and experience it for yourself and become part of the Dearcroft community.
Warmly,
Anna Campbell
Montessori
Information not available
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.
Not applicable
Information not available
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Dr. Montessori divided the Mathematical materials into five main groups. Each group had a specific aim, which its materials tried to achieve by providing the child with repeated but varied experiences.
In the early years, children explore concrete materials that make abstract concepts tangible, building a strong foundation in number sense, operations, and patterns. As they progress, students move seamlessly from manipulatives to more abstract representations, developing problem-solving skills, logical reasoning, and mental computation. In multi-age classrooms, peer learning allows students to revisit concepts at their own pace, while teachers provide targeted support in areas needing reinforcement and enrichment in areas of strength. In Junior High, students apply mathematical thinking to real-world contexts, integrating algebra, geometry, and data analysis, fostering critical thinking and independent reasoning. Across all grades, our approach emphasizes mastery, conceptual understanding, and confidence, ensuring students not only perform well academically but also enjoy mathematics and develop a lifelong curiosity and competence in the subject.
- Numbers to ten (numeral to quantity) - Decimal System (addition, subtraction, multiplication, division) - Teens and Tens (one to one hundred) - Memorization of Tables (essential combinations) - Passage to Abstraction (minimal use of materials)
From Casa to Grade 3, students use Montessori hands-on materials to build foundational math skills. From Grades 4 to 8, we combine Jump Math with Montessori materials, supporting conceptual understanding, skill mastery, and individualized learning at every stage.
Information not available
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.
When it comes to Montessori education, the child will write before they will read. The child’s mind must have the capacity to isolate sounds and have the ability to visualize the symbols that correspond to a particular sound. The child progresses through the same process to acquire reading as they did to acquire the spoken language. Therefore, the child progresses through sounds, syllables, words, phrases and sentences. In the classroom the Language curriculum is broken up into five stages: - Spoken Language - Writing - Reading (Phonetics, Phonograms, Puzzle words) - Function of Words - Reading analysis
In Casa, children engage with hands-on materials, sandpaper letters, and tactile activities to develop letter recognition, phonemic awareness, and sound-symbol connections. These activities are carefully sequenced so students progress at their own pace, mastering each concept before moving on. As students advance, they combine phonics skills with reading comprehension strategies, guided practice, and storytelling to build fluency, vocabulary, and confidence. Multi-age classrooms allow younger students to observe and learn from older peers, reinforcing skills and encouraging collaboration. Teachers provide individualized support for students who need extra help while offering enrichment for those excelling. This approach nurtures a love of reading, strengthens critical thinking, and ensures children develop both decoding and comprehension skills, preparing them for success in all areas of learning.
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
When it comes to Montessori education, the child will write before they will read. The child’s mind must have the capacity to isolate sounds and have the ability to visualize the symbols that correspond to a particular sound. The child progresses through the same process to acquire reading as they did to acquire the spoken language. Therefore, the child progresses through sounds, syllables, words, phrases and sentences. In the classroom the Language cur- riculum is broken up into five stages: - Spoken Language - Writing - Reading (Phonetics, Phonograms, Puzzle words) - Function of Words - Reading analysis
Writing begins as a natural extension of language development and early literacy. In the younger grades, children start with hands-on, multi-sensory activities such as tracing sandpaper letters and using movable alphabets to connect sounds with letter forms and develop fine motor skills. This foundational work builds control, confidence, and familiarity with written language. As students progress, they move from forming words and sentences to composing paragraphs, essays, and creative pieces, developing fluency, clarity, and critical thinking. Student-paced learning ensures each child receives individualized support, reinforcing areas needing growth and offering enrichment for strengths. Multi-age classrooms foster peer modeling and collaboration, while ongoing teacher guidance nurtures both academic skill and self-expression. By the upper grades, students are able to research, organize ideas, and communicate with precision and creativity, ensuring a smooth transition from foundational writing to advanced, independent, and confident written communication.
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 –This portion of the curriculum contains such basic science experiments as sink & float, magnetic & non- magnetic and colour mixing. Biology– This is the most basic of introductions to such concepts as life cycles, and the parts of the human body. Zoology –Topics covered in this part of the curriculum include, but are not limited to Animals of the world, classification of animals, parts of exercises & classified cards. Botany –This part of the curriculum includes such categories such as the environment, nature, and parts of leaf, flower and tree.
Science is taught as a hands-on, inquiry-based journey that fosters curiosity, observation, and critical thinking from Casa through Junior High. In the early years, children explore the natural world through sensory experiences, experiments, and practical activities, developing foundational skills in observation, classification, and cause-and-effect reasoning. As students progress, lessons become more structured, incorporating hands-on experiments, research, and problem-solving to build understanding in life, earth, and physical sciences. Multi-age classrooms encourage peer learning, discussion, and collaboration, allowing students to explore concepts at their own pace while teachers provide individualized guidance to address areas of strength and growth. By Junior High, students engage in more complex investigations, data analysis, and scientific reasoning, often connecting learning to real-world contexts. Across all grades, our approach emphasizes curiosity, critical thinking, and a love of discovery, preparing students to understand and question the world around them while developing skills for lifelong learning.
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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Literature is taught as both a tool for language development and a window into imagination, culture, and critical thinking. In the early years, children explore stories through read-alouds, storytelling, and interactive materials that develop listening, comprehension, and narrative skills. As students progress, they engage with a wider variety of texts, including fiction, non-fiction, and multicultural literature, analyzing themes, characters, and plot while developing vocabulary and writing connections. Multi-age classrooms encourage peer discussion and shared exploration, allowing younger students to learn from older peers and older students to develop leadership and reflective thinking. In Junior High, literature study becomes more analytical, fostering critical interpretation, debate, and written responses. Across all grades, our approach emphasizes a love of reading, curiosity about ideas and perspectives, and the ability to think deeply and independently. Students graduate with strong comprehension, communication, and critical-thinking skills, prepared for academic success and lifelong engagement with literature.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
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.
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).
History– Materials included in this part of the curriculum were designed to teach such concepts as the daily calendar, the seasons, the clock & basic human needs. Geography–This part of the curriculum includes materials pertaining to the solar system, the continents, land and water forms, introduction to the earth’s elements and all parts of the world. Sensorial- Materials were designed to facilitate the child's ability to attend to their senses through interaction with the environment to promote intellectual development. They can be broken down into 8 categories of senses: Visual, Tactile, Baric, Thermic, Stereognostic, Gustatory, Smell and Hearing. Practical Life- Materials are broken down into five categories (Preliminary Exercises, Care of the Environment, Care of Person, Grace and Courtesy, Control of Movement) to teach the child to function in their own environment, encouraging independence, coordination, concentration and freedom of choice.
Social studies is taught as an exploration of history, culture, geography, and community, helping students understand the world and their place in it. In the elementary years, children engage with hands-on materials, timelines, maps, and interactive projects to explore concepts such as civilizations, local communities, and global connections. Lessons emphasize critical thinking, inquiry, and the development of perspective, encouraging students to ask questions, analyze information, and make connections across topics. Multi-age classrooms foster collaboration and peer learning, allowing older students to mentor younger ones while reinforcing their own understanding. Field trips, community projects, and discussions extend learning beyond the classroom, helping students apply knowledge in real-world contexts. Through this approach, students develop not only a strong factual understanding of social studies but also empathy, civic awareness, and the ability to think critically about human societies and their responsibilities as global citizens.
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 humanities and social sciences are taught as an integrated exploration of culture, history, society, and human experience. From early grades through Junior High, students engage with a variety of materials, projects, and discussions that encourage curiosity, critical thinking, and empathy. Lessons incorporate storytelling, research, timelines, maps, and interactive activities to make abstract concepts tangible and meaningful. Multi-age classrooms allow students to learn collaboratively, with older children mentoring younger peers, deepening understanding for both. Field trips, community projects, and inquiry-based investigations connect learning to real-world contexts, helping students see the relevance of their studies. This approach emphasizes not only academic knowledge but also ethical reasoning, perspective-taking, and cultural awareness. By fostering analytical skills, social responsibility, and communication, students develop a holistic understanding of the world and their role within it, preparing them to be thoughtful, informed, and compassionate global citizens.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
At YMS, we offer daily French classes which are both interactive and educational.
At Dearcroft Montessori – Trafalgar Crossing, foreign language learning is integrated to foster communication, cultural awareness, and cognitive development. French is offered as part of the core in-class curriculum, from Toddler through Junior High, allowing students to develop fluency progressively, practice conversation, and build vocabulary through immersive and engaging activities. In addition, after-school clubs provide Mandarin and Arabic instruction, giving students exposure to diverse languages and cultures in a hands-on, interactive format. Lessons emphasize listening, speaking, and cultural understanding, encouraging curiosity about the world and empathy for different communities.
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.
The fine arts are an integral part of our curriculum from Casa through Junior High, nurturing creativity, self-expression, and critical thinking. Students explore music, visual arts, and performance through hands-on, experiential learning that encourages experimentation and personal interpretation. Early years focus on sensory engagement, rhythm, color, and form, helping children build confidence and foundational skills. As students progress, they engage in more complex artistic projects, combining technique with creativity, exploring art history, composition, and collaborative performances. Multi-age classrooms allow younger students to learn from older peers and older students to mentor and refine their skills. Our approach emphasizes process over product, encouraging curiosity, resilience, and problem-solving, while cultivating appreciation for diverse artistic traditions. By integrating fine arts into daily learning, students develop self-expression, cultural awareness, and creative thinking, preparing them to approach challenges with imagination, adaptability, and confidence in all areas of life.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
Information not available
Computers and technology are thoughtfully integrated into the elementary curriculum to enhance learning, creativity, and problem-solving while supporting Montessori principles. Students engage in hands-on activities, including robotics, to explore coding, engineering, and logical thinking in a playful, experiential way. Technology is used intentionally to complement core learning, supporting research, projects, and real-world applications that deepen understanding across subjects. Light integration of computers allows students to develop digital literacy and organizational skills while maintaining focus on independence, critical thinking, and collaboration. Lessons emphasize responsible, purposeful use of technology, helping children see it as a tool to communicate ideas, solve problems, and create. By embedding robotics and technology into the elementary program, students develop both technical skills and cognitive, social, and creative abilities, ensuring they are confident, capable, and prepared to navigate a digitally connected world without losing the hands-on, self-directed learning that defines Montessori education.
Web design
Robotics
Computer science
Yoga, Music and Movement, Extra Curricular activities such as Karate, Stretch and Grow, Dance, and various fitness programs.
Physical education is an integral part of our holistic curriculum, designed to develop strength, coordination, teamwork, and a lifelong love of movement. Our Integrated Athletics Program exposes students to a variety of sports and activities each term, including track and field, hockey, skating, cross-country, soccer, basketball, and swimming. Lessons build skills progressively, promote physical fitness, and encourage collaboration, resilience, and healthy competition in a supportive environment. Multi-age participation allows younger students to learn from older peers, while older students develop leadership and mentoring skills. Emphasis is placed not only on athletic performance but also on character development, sportsmanship, and personal goal-setting. Activities are adapted to meet individual needs and abilities, ensuring all students can participate and succeed. Through this program, children cultivate confidence, discipline, teamwork, and physical literacy, while developing a lifelong appreciation for an active, healthy lifestyle.
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.
Through the use of the five traditional Montessori Curriculums, we teach appreciation and responsibility for the environment, a sense of cooperation, and respect for others. Children are provided with a wide range of meaningful experiences that empower them to explore their world. We help children gradually expand their knowledge and skills as they grow into confident, self-directed individuals.
Dearcroft Montessori – Trafalgar Crossing stands out through its authentic Montessori philosophy, emphasizing independence, curiosity, and hands-on, individualized learning. Our multi-age classrooms allow students to learn collaboratively while developing self-direction and problem-solving skills. The school integrates robust academic programs, including French from Toddler to Junior High, STEM and Robotics, and a comprehensive arts program, alongside athletics that nurture physical growth and teamwork. Beyond academics, we prioritize social-emotional development, empathy, and kindness, reinforced through field trips, community engagement, and respectful classroom culture. This combination of Montessori methodology, enriched curriculum, and focus on character development ensures students are not only academically capable but also confident, thoughtful, and adaptable, ready to thrive in school and life.
Student-paced
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 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.
Information not available
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”.
York Montessori School seeks to become the one place where parents, with peace of mind, will leave their children in the hands of our educators. The primary focus of our school is to provide a high quality educational setting in which the child can experience developmental excellence while being cared for in a healthy and enjoyable environment. We will provide a carefully planned and stimulating atmosphere which will help children develop within themselves the foundation, attitude and skills which are essential for a lifetime of creative thinking and learning.
Our academic culture is grounded in the Montessori philosophy, combining rigorous learning with student-centered independence. Students are encouraged to take ownership of their learning, engage deeply with concepts, and progress at their own pace while meeting high academic standards. Teachers provide individualized guidance to support areas needing growth and offer enrichment in areas of strength. Mistakes are embraced as opportunities for learning, fostering resilience, problem-solving, and critical thinking. Our culture emphasizes curiosity, focus, and perseverance, ensuring students not only achieve strong academic outcomes but also develop self-discipline, independence, and a genuine love of learning. This approach prepares children for continued academic success and equips them with skills and confidence that extend far beyond the classroom.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At York Montessori School, we recognize that children learn and develop in their own way and at their own pace and encourage them to work toward independence and self-motivation. Through the use of the five traditional Montessori Curriculums, we teach appreciation and responsibility for the environment, a sense of cooperation, and respect for others. Children are provided with a wide range of meaningful experiences that empower them to explore their world. We help children gradually expand their knowledge and skills as they grow into confident, self-directed individuals.
Our purpose is to nurture well-rounded individuals who are academically capable, socially responsible, and emotionally resilient. While we provide rigorous academic instruction, we place equal emphasis on independence, critical thinking, and character development. We help students develop curiosity, problem-solving skills, empathy, and a proactive attitude toward challenges, encouraging them to take ownership of their learning and actions. By fostering kindness, respect, and collaboration alongside intellectual growth, we aim to shape students into confident, thoughtful, and adaptable individuals who can navigate future academic pursuits and life experiences with integrity and creativity. Our developmental priorities balance cognitive, social, emotional, and ethical growth, preparing children not just to succeed in school, but to thrive as engaged, compassionate, and capable members of society.
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 | |
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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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| Learning disabilities | ||||
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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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| Developmental | ||||
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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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| Behavioral and Emotional | ||||
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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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| Physical | ||||
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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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
At York Montessori School, it is our priority to provide or facilitate the appropriate resources available to ensure the highest quality of education for the child. Outside special education resources/support may intervene if necessary, upon discussion with the child's parents. Our school is committed to inclusion, fairness and the right to learn and excel academically and individually.
Information not available
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
100%
90%
Nursery/Toddler, Preschool, JK, SK
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
No
No
No
No
No
No
No
No
No
No
No
Students who thrive at Dearcroft Montessori Trafalgar Crossing are those who benefit from an environment that encourages independence, exploration, and individualized learning. This includes students who are academically inclined or gifted, as well as those who work best when learning is tailored to their pace, interests, and strengths. In a structured yet flexible Montessori setting, students are supported in developing focus, confidence, and a strong sense of responsibility for their learning over time.
We want you to know that we understand how busy you are. Most of our procedures are set up to accommodate your schedule, including an easy way to begin enrolment.
The admissions process begins when you contact the school to schedule a tour or request an enrolment package through email. Deciding on a tour of our facility will allow you the opportunity to meet the teachers and observe a class in progress. Once you have reviewed the package, and a space has been allocated to your child, the enrolment form is submitted and the appropriate fees and deposits are collected.
Please contact the school either by email or calling us.
York Montessori School admits and does not discriminate students of any sex, race, colour, creed, or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school.
YMS looks for families who share our philosophy. We believe that each child is unique and should be recognized as someone special. We also understand that in order to learn, children must feel safe, accepted, and competent in an environment that is encouraging, nurturing, supportive, and challenging.
We look forward to meeting you and your child.
As part of our application process, we meet with parents to discuss their child’s needs, interests, and learning style, and to ensure alignment between the family’s educational values and our Montessori methodology and school culture. This conversation helps us determine how we can best support the child within our prepared environment and build a strong partnership with families from the start.
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