10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
3410 Mainway ActivityPlex, Burlington, Ontario, L7M 1A8, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
3410 Mainway ActivityPlex, Burlington, Ontario, L7M 1A8, Canada
5,691.5 km
5,707.0 km
2007
2025
150
8
Nursery/Toddler to SK
K to 8
Coed
Coed
Day
Day
English
English
Academic
Traditional
15 to 24
5 to 1
Learning
Learning, Developmental
In-class adaptations
$16,400 to $17,400
$25,500
No
No
0%
0%
None
None
$0
$0
38
1
0%
0%
100%
90%
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 JK - 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 reportOakHaven Academy for Diverse Learners is a small, nonprofit elementary microschool in Burlington. It's designed specifically for neurodiverse students and children who require more support than traditional classrooms can offer. With class sizes capped at five, the school offers multi-sensory instruction in literacy and numeracy, individualized success plans, and daily social-emotional learning, all supported by Ontario-certified teachers and skilled staff. Evidence-based programs, structured foundational skills, and real-world community excursions form the core of its approach. OakHaven serves students with or without diagnoses such as autism, ADHD, or dyslexia, helping them build confidence, independence, and meaningful academic progress in a calm, nurturing, relationship-based 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
"The teachers at OakHaven Academy are truly exceptional!"
Deidre Santos - Parent (Oct 27, 2025)
In just one month, I’ve seen a complete shift in my child’s attitude toward school. He actually ... View full review
"This school has been truly transformative for our daughter."
Lisa MacInnis - Parent (Nov 11, 2025)
This school has been truly transformative for our daughter. From the very first day, she felt welcom... View full review
"The school exceeded my expectations. I had peace of mind..."
Stacey Bourbonnais - Parent (Nov 11, 2025)
My son liked the frequent "body breaks" and the ability to get up and move around when needed. The ... 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."
"As a non-profit, inclusive elementary school, OakHaven Academy supports neurodiverse students and those needing additional academic support in the GTHA. Using evidence-based, structured, multi-sensory instruction, we close learning gaps and build confidence. Our small group classes from JK–Grade 8 include academic support, social-emotional learning, and community excursions. Ontario Certified Teachers and skilled staff support students with or without diagnoses such as autism, ADHD, dyslexia, or other learning differences."
"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 OakHaven Academy, we believe all students can thrive when supported in the right way. Our school is specifically designed for students with diverse learning needs, offering a supportive environment. Each student is assessed when enrolled to identify their strengths and areas for growth. We provide intensive remediation and direct instruction in literacy and numeracy to build strong foundational skills. With a low student-to-teacher ratio of 5:1, students receive personalized attention they need to succeed. Our individualized “Success Plans” replace traditional IEPs, targeting specific academic and developmental goals. We teach social-emotional skills using evidence-based programs and our students learn as a group. Learning extends beyond the classroom through regular community excursions using public transit to visit parks, libraries, museums, farms, and other local experiences that support real-world learning and engagement. We do not support full time one-to-one support."
"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 OakHaven Academy for Diverse Learners, we focus on evidence-based, individualized support in foundational literacy, numeracy, and social-emotional development. This commitment requires intentional tradeoffs. By prioritizing depth over breadth, we do not offer extensive extracurriculars, competitive pacing, or traditional grade-level progression. Instead, we give students the time and support they need to build strong academic and emotional foundations.
Our small-group model and low student-to-teacher ratios create a nurturing, flexible environment, but we do not provide intensive one-to-one behavioral support for students with oppositional behaviour. Maintaining this structure ensures a predictable and emotionally safe setting for all learners.
We share these tradeoffs so families understand what we value most: foundational skills, individualized growth, and a calm, supportive learning environment. Families interested in exploring fit are welcome to participate in a three-day trial."
Information not available
"OakHaven Academy for Diverse Learners was founded in response to the growing need for a learning environment that truly supports students with diverse learning profiles. As a new micro school in the GTHA, OakHaven was created by educators who saw firsthand how many bright, capable students were struggling in traditional settings that did not meet their individual needs. Our program was designed to focus on the core skills: literacy, numeracy, and social-emotional development—while also nurturing the whole child through afternoon programming in the arts, science, social studies, and healthy living. We believe that learning should extend beyond the classroom. Regular community excursions are a key part of our approach, helping students apply their learning in real-world contexts, develop independence, and build meaningful connections with their surroundings. OakHaven Academy continues to be guided by our belief that every student deserves to be seen, supported, and empowered to succeed."
"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."
"OakHaven Academy for Diverse Learners supports students who thrive in a personalized, nurturing environment. It serves those with learning differences like dyslexia, dyscalculia, dysgraphia, ADHD, or autism, as well as students needing more time, structure, or flexibility than traditional classrooms allow. Learners benefit from direct instruction in reading, writing, and math, and support for attention, processing, executive functioning, anxiety, or self-esteem challenges. With a 5:1 student-teacher ratio, individualized Success Plans, structured and multi-sensory literacy, math, and social-emotional instruction, students gain skills, confidence, and a love of learning. Experienced educators work alongside Child and Youth Care students to provide collaborative, hands-on support for each child’s success."
"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."
"OakHaven Academy for Diverse Learners may not suit families seeking a fast-paced, academically competitive setting, extensive extracurriculars, or a traditional, grade-focused curriculum. We don’t offer accelerated programs, heavy homework loads, or large-group instruction. Instead, we emphasize foundational skill-building, and social-emotional development. Our approach is ideal for families who value structure, flexibility, and relationship-based teaching. Those looking for academic rankings, rigid discipline, or conventional school models may find our individualized, slower-paced methods less aligned. With small class sizes, Ontario Certified Teachers and other experienced educators and therapeutic teaching strategies, OakHaven Academy is designed for students who need an alternative path to success rather than traditional academic pressure."
Information not available
"Families choose OakHaven Academy for Diverse Learners because they want a school that truly understands and supports children who learn differently. Many come after their child struggled in traditional classrooms where their needs weren’t fully met. They value our small 5:1 class sizes, personalized Success Plans, and skilled, compassionate educators. Families appreciate our evidence-based literacy and math programs, direct social-emotional learning, and frequent, transparent communication that keeps them involved in their child’s progress. They also value our holistic approach, including community excursions that build real-world skills and independence. Unlike schools with rigid structures, OakHaven Academy adapts to each child’s needs, creating a calm, inclusive environment. This flexibility and individualized support is why families choose us over others that often prioritize standardized pacing or large class sizes."
"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."
"OakHaven Academy for Diverse Learners is seen in the community as a compassionate, inclusive school offering expert support for students with diverse learning needs. Known for its personalized, evidence-based approach, OakHaven Academy stands out for small class sizes, individualized instruction, and a nurturing environment. Ontario Certified Teachers and trained educators specialize in supporting neurodiverse learners, including those with dyslexia, dyscalculia, executive functioning deficits, ADHD, and autism. OakHaven Academy’s strong focus on social-emotional growth, real-world learning, and transparent parent communication fosters trust and collaboration. A parent-led Board of Directors helps guide the school’s mission, ensuring family voices remain central. Community members recognize OakHaven Academy as a supportive, relationship-based alternative to traditional education—where students build confidence, develop skills at their own pace, and feel truly understood."
"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."
"At OakHaven Academy for Diverse Learners, families may notice our frequent community outings—like library visits, daily walks to the local park, swim sessions, and city trips accessing public transportation—but could overlook their deeper purpose. These experiences are intentionally embedded in our curriculum to help students connect learning to the real world and foster a sense of community responsibility. What makes this possible is our small class sizes, allowing our experienced educator team to know each student well and communicate with families daily. With a parent-led Board of Directors, families play an active role in shaping our school. This strong, collaborative community is what makes real-world, meaningful learning thrive."
"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."
"Families may be surprised by how deeply student voice and well-being are woven into daily life at OakHaven Academy for Diverse Learners. You might see a student jumping on our small trampoline or sitting quietly with headphones on—and that’s by design. We encourage students to communicate their needs, and we listen. If they need movement, calm, or space, we provide it. We believe open, reciprocal communication is key to student success. That includes daily conversations with teachers and actively welcoming feedback from both parents and students. Our parent Board of Directors plays a vital role in shaping the school community, ensuring families have a meaningful voice. This strong partnership isn’t just valued—it’s essential to each child’s growth, progress, and achievement."
"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."
"OakHaven Academy for Diverse Learners has recently moved into a new learning space that reflects our commitment to student well-being, personalized learning, and inclusion. Our environment features flexible workspaces, and quiet zones where students can self-regulate and focus. Our flexible learning groups are intentionally small and designed to support multi-sensory learning, with tools and materials that meet a wide range of needs. This move allows us to expand our programming, offer more one-on-one support when required, and deepen our commitment to creating a safe, welcoming space for all learners. The location also strengthens our ability to host community excursions and real-world learning experiences using Halton Transit. Students thrive when their individual needs are recognized, respected, and supported. This new space is more than a building—it’s a reflection of the inclusive, student-centered learning we believe all children should receive from our experienced educator team."
"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 the next five years, OakHaven Academy for Diverse Learners plans to expand, offering continued support for neurodiverse learners from childhood through adolescence. This will allow us to guide students through critical transitions with the same personalized, relationship-based approach. We also envision moving into a permanent learning space designed to reflect our core values—with calming indoor environments, flexible classrooms, and dedicated outdoor learning areas that support movement, nature-based education, and social-emotional growth. Our expansion will deepen our commitment to individualized learning, well-being, and real-world skill-building, ensuring students are not only academically prepared but confident, capable, and connected. As we grow, we will continue to centre student voice, strong family partnerships, and inclusive, strength-based teaching—creating a lasting community where every learner can thrive."
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.
Welcome to OakHaven Academy for Diverse Learners
It is my pleasure to welcome you to OakHaven Academy—a new, independent school in Burlington, Ontario, created with a clear mission: to provide a nurturing, structured, and inclusive environment where diverse learners can truly flourish.
Our dedicated team brings decades of experience in inclusive and specialized education. At OakHaven Academy, we believe every child deserves to be understood, supported, and challenged to reach their fullest potential. Our personalized approach, grounded in evidence-based teaching practices, helps students strengthen foundational skills, build confidence, and develop a genuine love of learning.
Our students are engaged communicators who can express their thoughts, ideas, and needs, and who enjoy learning alongside others in a positive, collaborative setting. They benefit from small group learning, individualized coaching, clear expectations, and a caring school community that encourages both independence and connection.
With over 30 years in education—including experience as a special education resource teacher within a local public school board and as principal of an accredited independent school—I have devoted my career to helping students who learn differently find success and joy in their educational journey. That mission lies at the heart of everything we do at OakHaven Academy.
We look forward to partnering with you and your family as we work together to help your child grow academically, socially, and emotionally in a supportive and connected community.
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
OakHaven Academy for Diverse Learners provides a personalized, evidence-based curriculum designed to meet the needs of neurodiverse students and those requiring additional support. Our core focus is on building strong foundations in literacy, numeracy, and social-emotional development. We use structured, research-backed programs such as UFLI, Wilson, REWARDS, and Structured Word Inquiry, along with multi-sensory math instruction to ensure deep understanding and skill development. Each student follows a customized Success Plan, developed in collaboration with families, to target individual learning goals. Our low 5:1 student-to-teacher ratio allows for meaningful relationships, individualized attention, and responsive instruction. Social-emotional learning is taught explicitly through evidence-based programs like Social Thinking and Zones of Regulation, helping students build self-awareness, communication, and self-regulation skills. Afternoon programming expands learning into science, social studies, the arts, and healthy living. Weekly community excursions provide real-world learning opportunities, fostering independence and connection beyond the classroom. OakHaven offers a calm, inclusive, and flexible environment where students who haven’t thrived in traditional schools can build confidence, close learning gaps, and rediscover the joy of learning.
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.
OakHaven Academy for Diverse Learners programming follows the Ontario curriculum's overall expectations in mathematics focusing first on numeracy and number sense, with a primary focus of lessening any learning gaps the student demonstrates. Key topics are explored clearly and explicitly, with lessons and activities differentiated for each student's individual level. All learning in math builds upon earlier, foundational concepts. If students do not have a strong base in addition, they will struggle with subtraction. If they do not understand equal groups, they will not be able to understand multiplication and division. We help students to consolidate the foundational skills that they will need to unlock higher levels of math in secondary school and beyond.
- 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)
Multi-sensory Math Jump Math Ontario curriculum spiralized to lessen learning gaps and build foundational skills
Students are encouraged to use learning tools and manipulatives.
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
OakHaven's program is best described as phonics-intensive, using systematic, explicit instruction to teach students how to decode words by identifying letter-sound relationships and blending sounds. This structured, evidence-based approach is particularly effective for neurodiverse learners, who benefit from repetition, routine, and clear instruction. We recognize that many students struggle with spelling and printing, so we directly teach spelling conventions and patterns to support both accurate spelling and fluent reading. We believe that reading and spelling are deeply connected—automatic spelling strengthens word recognition and reading fluency. In addition to phonics, students receive instruction in: Cursive and print handwriting Common spelling rules and decoding strategies Paragraph writing and composition Grammar and proofreading This integrated literacy approach helps students become confident, capable readers and writers by reinforcing foundational skills across all areas of language learning.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We monitor progress using a variety of tools including Diebels and Woodcock Johnson standardized assessments.
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
OakHaven Academy for Diverse Learners uses structured, evidence-based approaches to teach writing such as UFLI, Wilson and Rewards Reading and Writing which is particularly effective for neurodiverse learners, who benefit from repetition, routine, and clear instruction. We recognize that many students struggle with spelling and printing, so we directly teach spelling conventions and patterns to support both accurate spelling and fluent reading. We believe that reading and spelling are deeply connected—automatic spelling strengthens word recognition and reading fluency. In addition to phonics, students receive instruction in: Cursive and print handwriting Common spelling rules and decoding strategies Phrases, sentences and paragraph writing differentiated to individual students Grammar, and proofreading Learning to use assistive technology as a tool This integrated literacy approach helps students become confident, capable readers and writers by reinforcing foundational skills across all areas of language learning.
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 in the afternoon. Topics are generated from the Ontario curriculum and overall expectations are covered. We learn through inquiry and experimental learning, using hands-on experiments and student guided investigation. With multiple grades, we split students into smaller groups so they are learning their own curriculum expectations differentiated to their ability level. We also group together similar concepts so that students can work together across grades collaboratively.
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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
OakHaven Academy for Diverse Learners incorporate both of these approaches. It is vital for students to be able to decode and understand the purpose of a text for their reading comprehension and written composition. Many of our students struggles with written expression and our goal is to help them identify written elements and apply them to their own work. However, we want our students to feel competent and confident 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
Expanding Communities
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 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.
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 are taught in the afternoon. Topics are generated from the Ontario curriculum and overall expectations are covered. Imagine your child is motivated to learn, not just for marks, but for the love of learning. Authentic learning ignites student interest and joy in learning by connecting what is taught in the classroom to real-world issues, problems and applications. "Learn by doing" is the core of OakHaven Academy's philosophy, as students practice foundational skills, whether they are engaging in authentic activities similar to a scientist, an artist, an engineer, or a writer. Future-ready skills such as problem solving, critical thinking, teamwork, observation, asking questions, and note-taking are consistently reinforced during authentic learning.
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.
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One of the best ways to help students learn to make meaningful connections to real-world experiences. This can help them to contextualize what they have learned and then apply their learning their own way.
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.
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 spend time exploring their abilities in the fine art of music and visual art each Friday afternoon. We frequently explore local museums including the Art Gallery of Burlington for a program.
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 iPads are used as learning tools for assistive technology, inquiry and learning typing skills. We use computer games such as IXL to compliment our learning.
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 taught outside in the local park setting. We have access to fields and equipment. Students walk to the park each day and enjoy our structured games. Students swim at Goldfish Swim School once a week during the last term of the school year.
Play-based
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
OakHaven Academy’s Kindergarten program blends play-based learning with gentle structure to support neurodiverse learners and those needing extra support. Through meaningful, hands-on play, we build foundational skills in literacy, numeracy, and social-emotional development. With a low 5:1 student-to-teacher ratio, each child receives personalized guidance and support. Learning is intentionally designed to target goals such as language development, fine motor skills, and emotional regulation, and are adapted to meet individual needs. Social skills are taught explicitly using programs like Zones of Regulation and reinforced through modeled play. Our calm, inclusive environment promotes confidence, communication, and a positive early learning experience that nurtures curiosity and builds readiness for future academic success.
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.
OakHaven Academy’s flexible pacing allows students to move forward when ready and revisit concepts as needed. Instruction is adjusted in real time based on student progress, not grade level or age. This ensures deeper understanding, reduces frustration, and supports lasting skill development across academic and social-emotional domains.
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.
At OakHaven Academy, we nurture self-aware, confident, and capable learners by equally supporting the learner's development. A key priority is helping students understand and embrace their own neurodiversity—recognizing how they learn best, advocating for their needs, and celebrating their strengths. Through personalized instruction, social-emotional learning, and hands-on supports, students build resilience, empathy, and self-esteem. Our classrooms foster a safe, affirming environment where differences are not only accepted, but deeply valued. We maintain high expectations while meeting students where they are, helping them grow into individuals who are curious, compassionate, and empowered. Ultimately, OakHaven strives to shape learners with a strong sense of identity, purpose, and the confidence to thrive—both in school and beyond—as proud neurodiverse individuals.
"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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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 OakHaven Academy, we nurture self-aware, confident, and capable learners by equally supporting intellectual, emotional, and social development. A key priority is helping students understand and embrace their own neurodiversity—recognizing how they learn best, advocating for their needs, and celebrating their strengths. Through personalized instruction, social-emotional learning, and hands-on supports, students build resilience, empathy, and self-esteem. Our classrooms foster a safe, affirming environment where differences are not only accepted, but deeply valued. We maintain high expectations while meeting students where they are, helping them grow into individuals who are curious, compassionate, and empowered. Ultimately, OakHaven strives to shape learners with a strong sense of identity, purpose, and the confidence to thrive—both in school and beyond—as proud neurodiverse individuals.
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
At OakHaven Academy, our programming supports students through individualized accommodations, modifications, and therapeutic strategies. With expert educators, small class sizes, visual schedules, sensory-friendly spaces, and consistent routines, we create a supportive, structured environment. Accommodations may include assistive technology, extended time, movement breaks (like trampoline time), and adapted materials to meet students where they are presently at. For those needing modifications, we adjust curriculum expectations while keeping learning meaningful and engaging. We also provide remedial support in literacy, numeracy, and executive functioning through targeted small-group instruction. When appropriate, therapeutic support is integrated into the school day, including social-emotional coaching, and collaboration with speech-language and other specialists.
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.
At OakHaven Academy, we understand that learning needs can emerge or evolve over time. Our team is skilled in identifying and supporting students who develop learning difficulties while in our care. We provide individualized strategies, collaborate closely with families, and, when needed, connect with external professionals to ensure each child receives appropriate support. Students with clinically diagnosed learning disabilities thrive in our structured, supportive environment using evidence based programs. However, we are always honest about whether we can meet a child’s specific needs. If we believe a student requires resources beyond our scope, we will guide families toward a setting that is better equipped—always with the child’s best interest in mind.
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
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades JK - 8
No
No
No
No
No
No
No
No
No
No
At OakHaven Academy for Diverse Learners, we recognize and value the individuality of each student. Our mission is to provide a structured, supportive, and engaging environment where students can develop confidence, build essential skills, and achieve meaningful academic and personal growth. Students who experience success at OakHaven typically: - Learn best in small, supportive group settings that encourage collaboration and connection - Are developing independence and self-awareness, with guidance from a caring, experienced team - Respond positively to clear expectations, consistent routines, and a well organized environment - Demonstrate curiosity, motivation, and an eagerness to engage in learning - Have families who value open communication and active partnership in their child’s educational journey At OakHaven, we take a strengths based and individualized approach to education -helping each student progress at their own pace while cultivating a lifelong love of learning and a strong sense of self.
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.
At OakHaven Academy for Diverse Learners, we take great care in ensuring our program is the right fit for each child. Our admission process is designed to be thoughtful and collaborative, helping families and staff make informed decisions together.
1. Initial Phone Call
We begin with a conversation to learn about your child and introduce our program and philosophy.
2. Parent Meeting
Parents are invited to meet in person with our team to discuss their child’s needs in more detail.
3. Parent and Child Visit
Next, we invite both the parents and the child to visit OakHaven Academy together. This meeting allows the child to become familiar with the environment and gives our staff a chance to interact directly with them. It also helps us assess how the child engages in a new setting and gives the family a feel for our community culture. This meeting usually begins the three day trial period.
4. Three-Day Trial
Finally, to ensure the best possible match, the final step in our process is a three-day trial period. During this time, the child participates in our program under the observation of our educators and support staff. This allows us to assess how well the child responds to our structure, routines, and expectations, and to determine whether we can adequately support their learning and development.
At the conclusion of the trial, we meet with the family to review observations, share feedback, and make a collaborative decision about moving forward with enrollment.
Our goal throughout the admission process is to build a strong foundation for success by ensuring that OakHaven Academy is the right environment for each child’s growth - socially, emotionally, and academically.
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