10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
2064 West 10th Avenue, Vancouver, British Columbia, V6J 2B3, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
2064 West 10th Avenue, Vancouver, British Columbia, V6J 2B3, Canada
5,691.5 km
7,662.7 km
2007
1993
150
54
Nursery/Toddler to SK
K to 8
Coed
Coed
Day
Day
English
English
Academic
Progressive
15 to 24
6 to 10
Learning
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$16,400 to $17,400
$32,500 to $40,000
No
Yes
0%
10%
None
K to 8
$0
$9,000
38
6
0%
0%
100%
75%
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
Yes: grades K - 8
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.
View full reportMadrona was founded in 1993 to address the specific needs of learners operating at the top of their peer group. Instruction is based in delivering the fundaments of literacy and numeracy, though it also builds out considerably from there. The school isn’t tiny, with an annual student body of 50-65, but the feel is very personal and individualistic given a low student-teacher ratio. Students are encouraged to follow their interests and grow into an understanding of a sense of responsibility and active participation in their education. At the moment the school offers the primary and elementary grades, though the intention is to continue building the program through the high school grades relatively soon. That’s something that enrolling families, given the strength of the program, are keen to see realized. A strong school community, one that welcomes parental involvement in the life of the school, is a primary draw. The ideal student is one who will thrive in a challenging, hands-on, collaborative learning environment.
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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
information not available
"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."
"Madrona is a small community of neurodiverse kids, families, and educators. Our K - Grade 8 school excels in providing a nurturing and joyful environment for the education of bright and gifted students. In embracing and celebrating their unique qualities, Madrona provides a safe environment for neurodivergent and neurotypical kids to flex their strengths and prepare them for the bigger world."
"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 Madrona School, we understand that no two students learn the same way. Many of our learners are twice-exceptional (2e), meaning they have both advanced strengths and learning challenges. That’s why we focus on supporting the whole child, recognizing that strengths and struggles exist side by side and must be nurtured together.
A Personalized Approach That Works
With small class sizes and individualized learning, every student is truly known. We don’t require a formal diagnosis; what matters is understanding each child’s unique profile and creating an environment where they can succeed.
Our students often show a mix of traits: curiosity and deep thinking, sensitivity and emotional awareness, and neurodiverse ways of learning. We provide calm, flexible environments where students feel safe, engaged, and confident.
By combining academic support with strong social-emotional care, we help students build on their strengths while navigating challenges."
"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."
"Madrona School’s commitment to personalized learning, whole-child development, and a deep respect for neurodiversity requires us to make clear, intentional tradeoffs. These decisions shape both our program and the experience families can expect.
We are a small, Kindergarten to Grade 8 school by design. Many of our students transition to other high schools after Grade 7, though we do offer Grade 8 for those who benefit from an additional year in a supportive, familiar environment before making that transition.
Our size allows for strong relationships, individualized learning, and a deep understanding of each student,but it also means we do not offer the scale, facilities, or breadth of programming found in larger schools. For example, we are not an athletic-focused school and do not have a traditional gym. Instead, we use local community spaces and parks, and access opportunities beyond our campus using our school bus."
Information not available
"Madrona School was started in September 1993."
"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."
"A strong fit for Madrona School is a student who benefits from a personalized, flexible learning environment and does not thrive in a traditional, one size fits all system. Many of our students are gifted or twice-exceptional (2e), with uneven learning profiles, advanced in some areas while needing support in others. They are often curious, creative, and capable of deep thinking, but may have felt misunderstood or overlooked in more conventional settings."
"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."
"Madrona School is not the right fit for every child, and it’s important to be transparent about when another setting may be more appropriate. We would advise families to consider other options if their child requires consistent one-on-one support throughout the day, as Madrona does not provide dedicated individual aides."
Information not available
"Many families arrive carrying uncertainty, often after difficult or discouraging school experiences. What stands out at Madrona is the immediate shift in atmosphere. Families choose Madrona because they feel an immediate sense of calm, belonging, and understanding when they visit. They see a school where children are known as individuals, not defined by grades or labels, and where educators genuinely listen and care. Madrona reflects that learning should be personalized, flexible, and responsive. Families value the balance of intellectual challenge and strong social-emotional support, especially for gifted and twice-exceptional learners. Small class sizes ensure no child is overlooked, and support is proactive. Just as important, parents find a like-minded community where they feel understood. What truly sets Madrona apart is the combination of this emotional connection with giving families something many have been missing: a place where their child belongs."
"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."
"Madrona School is generally seen by the public as a warm, highly personalized learning environment for students who don’t always fit the traditional school model, particularly gifted and twice-exceptional (2e) learners. Its image is rooted in being a place where children are truly understood, both for their strengths and their challenges.
People tend to associate Madrona with small class sizes, strong relationships between students and educators, and a genuine focus on the whole child, not just academics, but social-emotional well-being as well. There’s a sense that students at Madrona are “seen” in a way they may not have been elsewhere, which creates a feeling of relief and trust among families."
"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."
"One of Madrona School’s most underappreciated aspects is its thoughtful approach to physical activity and experiential learning, despite not having a traditional gym or playground. While this may seem like a limitation at first, students actually spend ample time outdoors at local parks, staying active in a natural environment. Rain or shine, they are moving, exploring, and building resilience through real-world play that encourages creativity and social connection.
Madrona integrates off-site experiences into everyday learning. With access to our own school bus, students regularly participate in field trips that enrich classroom studies. These experiences are not optional extras; they are built into the program and included in tuition, ensuring all students benefit. This approach reflects a broader philosophy: learning happens everywhere. Madrona’s use of outdoor spaces and community-based experiences creates a more dynamic, engaging, and inclusive environment than a traditional gym."
"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."
"One of the most surprising things families discover about Madrona School is the strength of the community. While they may initially come looking for academic support or a better fit for their child’s learning needs, they often end up finding something deeper, a genuine sense of belonging. Many parents share that, for the first time, they feel like they’ve “found their people.” There is a shared understanding among families, which creates a supportive, connected environment not just for students, but for parents as well.
Families are also often surprised by how much learning extends beyond traditional expectations. What may look less structured on the surface is, in reality, highly intentional and responsive. Students are deeply engaged in their learning, and growth happens in ways that aren’t always captured by conventional measures."
"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."
"Madrona School’s recent improvements reflect a continued commitment to personalized learning, whole-child development, and meaningful, real-world experiences for students.
One key area of growth has been expanding our use of community-based learning. We have increased the number and variety of field trips and off-site experiences, supported by our school bus, allowing students to connect their learning to the world around them in more tangible ways. These opportunities are intentionally integrated into the curriculum and included in tuition, reinforcing our belief that learning should extend beyond the classroom.
We have also strengthened our focus on social-emotional learning and student support. With small class sizes and a responsive approach, we’ve continued to refine how we support students in developing self-awareness, emotional regulation, and self-advocacy skills, essential for many of our gifted and twice-exceptional 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."
"We have developed a continuous improvement plan that will play a role in our new strategic plan for the upcoming year."
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.
At Madrona School, we believe that exceptional learners thrive when they are truly understood.
Serving students from Kindergarten through Grade 8, Madrona is a small independent school specializing in the education of bright, gifted, and twice-exceptional learners. We provide a personalized, strength-based approach that supports students academically, socially, and emotionally, helping them develop the confidence, self-awareness, and skills needed for long-term success.
We recognize that giftedness and learning differences often coexist. A student may demonstrate remarkable strengths in one area while requiring targeted support in another. Madrona’s low student-to-teacher ratio, flexible learning environment, and individualized programming allow us to meet students where they are and support their unique patterns of growth and development.
Our philosophy is rooted in educating the whole child. Social-emotional learning, self-advocacy, creativity, communication, and critical thinking are intentionally woven into daily life at the school. We cultivate an environment where students feel seen, connected, challenged, and inspired to engage deeply in their learning.
Learning at Madrona extends well beyond the classroom walls. Through outdoor education, community-based experiences, and curriculum-connected field studies, students build resilience, adaptability, curiosity, and meaningful connections to the world around them.
Our students go on to other independent schools and specialized secondary programs with strong academic foundations, increased confidence, and a deeper understanding of themselves as learners. We partner closely with families to thoughtfully support each student’s transition and next educational step.
At its core, Madrona offers a dynamic and compassionate alternative for students who may not thrive in conventional educational settings, but who flourish when given flexibility, understanding, and the opportunity to learn in ways that reflect who they are.
Progressive
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
Madrona School’s curriculum is built around a personalized, whole-child approach, designed to meet the needs of bright, gifted, and twice-exceptional learners. Instruction takes place in small, flexible groupings, typically 6 to 10 students. Alongside the BC Curriculum, students engage in a broad, interdisciplinary program that may include art, music, philosophy, current events, and technology. This approach encourages curiosity, critical thinking, and meaningful connections across subjects. Madrona serves a diverse range of learners. While some students have formal gifted designations, many do not. What they share are unique learning profiles, with strengths in some areas and challenges in others. Differentiation is embedded in daily practice, and students are supported to advance in areas of strength while receiving guidance where they need it most. The goal is for students to feel engaged, understood, and confident, arriving at school ready to learn and leaving each day with a strong sense of academic and social fulfillment.
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.
Our mathematics program follows the BC curriculum but allows students to move ahead to the next math grade level once they have mastered the essential skills and understandings of their current math grade level. Using a curriculum-aligned program students work on those essential skills. Students are also presented with novel and often complex real-life problems and are encouraged to find different ways to solve these. In doing so, they hone their critical thinking skills and discover how mathematical concepts and understandings can be applied to real world problems. Several of our students enjoy participating in the Gauss math contest.
- 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)
Jump Math is fully aligned with the BC Curriculum
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
To ensure that our students have solid foundational reading skills, we use a research-based reading approach that emphasizes phonics. This program incorporates multi-sensory learning and allows students to progress at their own pace. In addition, our students have access to a library of leveled books to practise their early reading skills. To foster the enjoyment of more elaborate, sophisticated stories and literature, teachers read to their students daily and encourage age-appropriate literary discussions.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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
In the primary grades, there is equal emphasis on the mechanics and conventions of written communication as well on the creative aspects of writing. Students learn to form their letters correctly and write legibly and are encouraged to check for spelling and punctuation when submitting work. However, the application of those skills to creative and holistic writing tasks is also emphasized. These writing tasks can range from journal entries to poems to paragraphs. Students are encouraged and supported in generating ideas, making an outline, creating a draft, editing that draft, and finally publishing a good copy of their written work.
Inquiry
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.
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 –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.
Hands-on projects and experiments guided by a science specialist with expertise at the highest levels offer invaluable learning experiences. These interactive sessions focus on applying the scientific method, allowing students to engage in critical thinking and practical problem-solving. Through this approach, participants not only learn theoretical concepts but also gain practical skills by conducting experiments that reinforce their understanding of scientific principles.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Our approach to teaching literature combines literary analysis that looks at text elements and structure with a critical thinking approach rooted in social context and through a social justice lens.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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.
Our school follows the BC curriculum for Social Studies. This curriculum is enriched by incorporating in-depth individual and group projects, thematic class-wide inquiry-based learning to extend the topics introduced in the curriculum, and the exploration of current events.
Pragmatism
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
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.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Our students learn Art through practical lessons, while Music and Visual Arts are taught in a way that encourages self-expression and creativity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
Computers serve as valuable tools for research and adaptations in education. Some students require adaptations, such as voice-to-text software, to successfully complete their schoolwork. Additionally, computers are used to support an augmentative approach to learning.
Web design
Robotics
Computer science
Yoga, Music and Movement, Extra Curricular activities such as Karate, Stretch and Grow, Dance, and various fitness programs.
Madrona students engage in regular physical education (PHE) sports and games, as well as enrichment activities aimed at helping them discover an athletic pursuit they enjoy. They participate in activities such as gymnastics, kayaking, soccer, and martial arts. Additionally, students are outside every day at least twice a day.
Academic
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
Many of the children who come to Madrona at Kindergarten age are already demonstrating high interest in reading, creative expression, and/or mathematics. We do not push students; however, we support and encourage children who are ready and eager to surge ahead in developing their skills. Our Kindergarten program focuses on celebrating areas of children’s strength, while offering a supportive environment to develop a balance between academic, social-emotional, and creative ability and confidence.
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.
Students work in small, flexible groups for core subjects. In mathematics, placement is based on each child’s current level of understanding rather than grade alone. Teachers reassess and adjust these groups to ensure every student is appropriately challenged, supported, and positioned for a positive, engaging learning experience.
Supportive
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 “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.
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.
Madrona School’s academic culture is supportive, personalized, and rooted in the understanding that every child learns differently. Serving bright, gifted, and twice-exceptional students, we focus on meeting learners where they are academically, socially, and emotionally. Students are encouraged to build confidence, resilience, and self-advocacy skills while exploring their strengths and interests. Learning is often deeper and more flexible than in traditional classrooms, with inquiry-based and project-driven opportunities that encourage curiosity and critical thinking. At the same time, students receive support in areas where they may struggle.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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.
At Madrona, the primary focus is intellectual development. Students are encouraged to think deeply, ask questions, and engage meaningfully with ideas, building curiosity, independence, and a lasting love of learning. Emotional development, while secondary, is essential. The school recognizes that students learn best when they feel supported, understood, and confident. By fostering self-awareness and resilience, Madrona creates an environment where students are willing to take academic risks and persist through challenges. Rather than treating these as separate priorities, Madrona sees them as interconnected. Strong emotional well-being enables deeper intellectual growth, while meaningful academic engagement builds confidence and purpose, supporting the development of the whole child.
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
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Every student in our school has a Competency-Based, Strength-Based Individual Education Plan that is reviewed regularly. At the start of the school year, all students are asked to fill out a personal student profile. Parents and teachers also fill out a version of the student profile. Students in grades K-8 also take part in a series of formative assessments in the areas of math, reading, and participate in a school-wide write. In consultation with parents, the School-Based Team, and Head of School, students who meet the criteria for funded categorical designations are provided with services to support their diverse learning needs. These services may include EA support, speech-language pathologist, Orton-Gillingham tutor, and a school counsellor. Most students at Madrona are neurodivergent and have diverse abilities.
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.
Throughout the year, classroom-based assessments are used to determine students’ strengths and identify areas of challenge. Every effort is made to identify and support those students experiencing difficulties as early as possible. Once a challenge is recognized, a systematic, targeted in-class intervention is put in place. If the student continues to struggle, a referral is made to the school-based team, and the intensity and frequency of intervention and support increases. If challenges persist, the School-Based-Team discusses the needs of those students experiencing persistent academic or behaviour difficulties and examines further educational intervention options (e.g., through interviews, file-review, observations, and assessment). If deemed necessary, the school-based team will recommend further assessment.
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
K - 8
0%
10%
$0
$9,000
100%
75%
Nursery/Toddler, Preschool, JK, SK
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades K - 8
No
No
No
No
No
No
No
No
No
No
Most students at Madrona are: - between five and fourteen years old - very bright, with some who are extraordinarily gifted, has one strength - in possession of a deep passion for learning Additionally, our incoming students may be: - introspective, shy, or in need of support to boost their self-esteem - particularly sensitive - confident leaders - struggling with minor behavioural difficulties due to a lack of appropriate challenge in their current environment - coping with one or more learning disabilities or presenting asynchronous development (highly gifted in one area but behind in another
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.
Admission to Madrona typically follows these steps:
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