10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
3127 Bowwood Drive NW, Calgary, Alberta, T3B 2E7, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
3127 Bowwood Drive NW, Calgary, Alberta, T3B 2E7, Canada
5,691.5 km
7,248.1 km
2007
2003
150
320
Nursery/Toddler to SK
Preschool to 6
Coed
Coed
Day
Day
English
English
Academic
Progressive
15 to 24
18 to 20
Learning
Learning, Developmental
In-class adaptations
Dedicated class; in-class adaptations
$16,400 to $17,400
$16,450 to $19,390
No
No
0%
0%
None
None
$0
$0
38
32
0%
0%
100%
90%
Nursery/Toddler, Preschool, JK, SK
Preschool, JK, SK, 1, 2, 3, 4, 5, 6
information not available
information not available
Rolling
Rolling
Not available
Not available
No
Yes: grades Preschool - 6
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 reportWhen discussing schools we often talk about curriculum, or resources, or instructional approaches, and while all of those things are important, so is the presence of a supportive, safe, familiar, and consistent learning environment. And, rightly, that’s where the program at River Valley School begins. The school describes itself as a community, and the description is apt. A safe environment, of course, is one in which a child feels a sense of belonging, and within which she is valued, able to play a role and have a voice. Instruction at River Valley is student-centred, informed by an overt intention to build upon students’ individual strengths and interests. There is a comfortable enrollment level, one that allows for a nice breath of programming while also maintaining that sense of place and belonging. Families look to River Valley to create a strong beginning to their children’s education as well as their social lives, and indeed that’s exactly what they find.
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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."
"River Valley School is a Pre-JK–Grade 6 school in northwest Calgary serving approximately 315 students in a close-knit, relationship-driven community. At the heart of our school is a deep belief that childhood matters. We intentionally create a learning environment where every child is truly known, supported, and inspired to discover their individual best. Through inquiry-based learning, strong relationships, and rich specialist programming, we spark curiosity, confidence, creativity, and a lifelong love of learning."
"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."
"River Valley School is one of Calgary’s only independent schools exclusively focused on the early years and elementary experience, serving children from age 3 through Grade 6. That intentional focus allows us to deeply understand childhood and create a learning environment where students are truly known, supported, and inspired during these foundational years.
Our approach combines strong academics with inquiry-based learning, hands-on discovery, and meaningful relationships. We believe children learn best when they feel connected, curious, and confident enough to ask questions, take risks, and explore the world around them.
With small class sizes, a dedicated Educational Assistant in every classroom, and a full continuum of support, enrichment, and gifted programming, we are able to meet students where they are and help them discover their individual best.
Students also benefit from rich specialist programming including Outdoor Education, Art, Drama, Music, French Language, Physica"
"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 River Valley School, we have intentionally chosen depth of experience and personalization over rankings and standardization. Rather than designing education around rigid systems or “one-size-fits-all” outcomes, we prioritize relationships, curiosity, and responsive learning experiences that honour the individuality of each child.
This means we sometimes move more slowly and intentionally than larger or more traditional academic models. We place a high value on inquiry, creativity, outdoor education, collaboration, and social-emotional growth alongside academic achievement, which can look different from environments focused primarily on testing, competition, or accelerated pacing alone.
We also intentionally remain a Pre-JK–Grade 6 school. By focusing exclusively on the early and elementary years, we are able to deeply understand childhood development and invest fully in these foundational stages, rather than dividing attention across broader grade ranges."
Information not available
"River Valley School was founded with a deep respect for child-led learning — a philosophy that continues to shape our approach today. In 2003, the school evolved into River Valley School, expanding its vision beyond its early Montessori beginnings to embrace a broader, inquiry-based model rooted in curiosity, creativity, and connection. Under Carolyn Breland’s leadership since 2019, and with the acquisition of our permanent river-front campus in 2021, the school has strengthened its focus on holistic, personalized learning. These milestones reflect our enduring commitment to nurturing the whole child — academically, socially, and emotionally. Today, River Valley School is a thriving, forward-thinking community dedicated exclusively to early childhood and elementary education. Our history of innovation and responsiveness is central to who we are: a school where wonder is celebrated, learning is joyful, and every child is empowered to thrive."
"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."
"River Valley School is an ideal match for families who value a holistic educational experience, where academic achievement is balanced with social and emotional growth. Our students are naturally curious, compassionate, and creative, excelling in an environment that prioritizes hands-on, engaging learning experiences. We cherish the vibrancy and individuality of childhood, creating a supportive atmosphere that encourages exploration and personal development.
We see education as a collaborative effort between the school and families. We actively engage parents in their child's learning journey through regular communication, workshops, and events. This partnership ensures that families are deeply involved, providing a strong support system that reinforces our shared values and enhances the overall educational experience for our students."
"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."
"Desire for a Competitive Academic Environment: If a family values competition as crucial for academic success and prefers a culture of competitive rankings, they might find our model less suitable. At River Valley School, we prioritize the joy of learning and personal growth over competition, driven by each child's natural curiosity and wonder.
Preference for Standardized Test Prep: Families that prioritize high standardized test scores and a test-focused curriculum may not align with our philosophy. While we recognize the importance of assessments, standardized testing is not central here. Instead, we use various evaluation methods that celebrate individual growth and development.
Expectation of a Heavy Homework Load: If a family expects substantial homework as essential for academic success, they might find our balanced policies inadequate. We believe learning should extend beyond the classroom without overwhelming students, allowing time for family, play, and personal interests."
Information not available
"Individual Attention: Our small class sizes ensure that each student receives personalized attention, allowing for tailored instruction that meets their unique needs and learning styles.
Balanced Development: We focus on the holistic development of students, integrating academic rigor with social, emotional, and physical growth. This comprehensive approach ensures students are well-rounded individuals.
Warm, Welcoming Environment: River Valley School prides itself on creating an nurturing and supportive community where every student feels valued and respected. This sense of belonging is a significant draw for our families.
Engaged Faculty and Staff: Our dedicated and passionate faculty and staff go above and beyond to support each student's journey, including knowing and addressing each child by name.
Student Success: The ultimate outcomes for our students, including academic achievements and personal growth, are a testament to the effectiveness of our educational approach."
"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."
"River Valley School's image in the public eye has transformed from being a "hidden gem" to a recognized leader in early childhood and elementary education. Our reputation is built on authentic parent testimonials that highlight the distinctive "warm fuzzy" feeling associated with our school. This sentiment is echoed in the dynamic and diverse student population we nurture, fostering an environment where every child thrives. We take immense pride in our students' successes, which reflect our commitment to providing a well-rounded and engaging educational experience. Our school's growing prominence is a testament to our dedication to creating a supportive and stimulating community for both students and parents."
"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 River Valley School, we take immense pride in a seemingly simple yet profoundly impactful practice: nearly every staff member can name and personally address each of our over 300 students. This unique approach, often underappreciated, speaks volumes about our commitment to fostering a close-knit and supportive community. Despite our growing population, this personalized touch ensures that each child feels seen, valued, and connected. It exemplifies our dedication to creating an environment where relationships flourish and every student is recognized as an individual, reinforcing their sense of belonging and confidence within our school family."
"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."
"While many schools claim to focus on the whole child, River Valley truly embodies this philosophy. From the moment students step through our doors, they are immersed in an environment that nurtures not just their academic growth but also their social, emotional, and physical well-being. Our curriculum is designed to cultivate curiosity and creativity, fostering a love for learning that extends beyond the classroom. Parents are often pleasantly surprised by how seamlessly academic excellence is integrated with character education and life skills.
Finally, new families are often captivated by the sense of wonder that permeates River Valley School. Our motto, "Wonder Lives Here," is more than just a slogan; it’s a guiding principle. We strive to create an environment where curiosity is encouraged, and students are inspired to explore, question, and discover. Parents frequently express how refreshing it is to see their children excited about school and eager to learn."
"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."
"Since acquiring our riverside campus in 2021, we have made critical improvements to ensure a state-of-the-art learning environment for our students. We have upgraded the air purification and filtration systems and installed new HVAC systems to ensure a healthy and comfortable atmosphere throughout the school. Each classroom is now equipped with interactive boards, enhancing the teaching and learning experience. We have also invested in new student furniture and updated technology to support modern educational needs. Furthermore, we are committed to continuous improvement by consistently hiring qualified staff and teachers, ensuring our students receive the highest quality education possible."
"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."
"At River Valley School, our vision for the next five to ten years revolves around a transformative campus redevelopment designed to significantly improve our learning environment. Understanding the vital impact of the learning environment on a child's development, we are dedicated to creating state-of-the-art facilities that align with the needs of modern education. This redevelopment will reflect our exceptional programming and proudly showcase the incredible work we are doing."
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.
River Valley School is an innovative and inclusive independent school that harnesses the innate curiosity in children to ensure that every student, regardless of age or ability, will flourish academically and socially. Everything we do is grounded in our mission to embrace the unique talents of our students, while curating opportunities for learning and discovery. Our teachers and staff support different learning styles to ensure that every student is capable of achieving their personal best. With close to 15 years of history, River Valley School has created an environment where children feel loved and safe enough to explore to the full breadth of their individual ability. At the same time, RVS students feel encouraged to take on the rigours required to develop the foundational skills, resilience, and confidence to thrive in the 21st Century.
As a community, we learn and grow together respecting the values, opinions and beliefs of all. Students, teachers, and administrators work together to create a school where learners feel confident and free to appreciate each other, make good ethical decisions, and take age- and stage appropriate risks, leading to enhanced understanding and broadened inquiry.
RVS students know they are safe to try new things, make mistakes, discover new approaches, and explore innovative ways of seeing, contributing to and changing the world.
I am honoured to be the Head of School at River Valley School, and invite you to visit our campus to learn about our outstanding programs and meet our talented students, teachers and staff. I look forward to meeting you when you visit, and sharing more about what makes our school truly exceptional.
Carolyn Breland
Head of School
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.
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At River Valley School, we believe wonder is where learning begins. Our inquiry-based approach honours the natural curiosity of childhood, engaging students through hands-on experiences that spark creativity, critical thinking, and connection. From nature exploration and fine arts to technology, physical literacy, and student-led passion projects, our curriculum is designed to nurture the whole child — intellectually, emotionally, socially, and physically. We recognize that no two learners are the same. That’s why we prioritize personalized learning, meeting each child where they are and helping them grow into confident, capable individuals. For students who need additional support, we offer on-site Resource, Speech-Language Pathology, Occupational Therapy, and access to Arrowsmith cognitive programming. We are a school where children feel known, valued, and inspired — a place where academic growth stands alongside creativity, compassion, and joy.
Discovery Math
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
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.
At River Valley School students are provided with a robust mathematics program that allows them to investigate and make meaning of mathematical concepts in an active learning environment. Students learn to construct understanding through reflective thought, develop and apply mathematical language and communication, and connect mathematics to the real world. Resources used but not limited to for our math programming are: Maximizing Math (Edmonton Public, Number Talks (Sherry Parrish) in Grades 1-6.
- 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)
Information not available
Information not available
Balanced Literacy
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.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
When it comes to Montessori education, the child will write before they will read. The child’s mind must have the capacity to isolate sounds and have the ability to visualize the symbols that correspond to a particular sound. The child progresses through the same process to acquire reading as they did to acquire the spoken language. Therefore, the child progresses through sounds, syllables, words, phrases and sentences. In the classroom the Language curriculum is broken up into five stages: - Spoken Language - Writing - Reading (Phonetics, Phonograms, Puzzle words) - Function of Words - Reading analysis
In the Pre-Kindergarten, Kindergarten and Grade One classrooms you will see children learning to read and write using the Animated-Literacy™ program created by Jim Stone. Stone’s program was created using “current reading research, making direct use of language research and brain research including studies in memory, motivation, and the role of emotion in guiding attention and learning.” (www.animatedliteracy.com). Students are highly motivated to learn to read through songs, stories, actions and meeting the stuffed animal characters that correspond to the Alphabet letters and sounds. A daily home reading program begins in Kindergarten when students are showing reading readiness.
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
From an early age students are engaged in the writing process at RVS. Students are given a variety of opportunities to explore, shape and clarify their thoughts, and to communicate them to others. In the early years students use symbols and letters to help convey meaning (Animated Literary - Jim Stone). As students move through the grades they learn to use effective writing strategies, discover and refine ideas and compose and revise with increasing confidence and skill within narrative writing and expository writing experiences. Animated Literacy (Jim Stone), Empowering Writers (Barbara Mariconda) and Moving Up (Scholastic), are among a few of the primary resources used in the writing program at RVS.
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.
Students explore and nurture their sense of wonder within Science programming at River Valley School. Children are given time and space to explore and iterate with freedom while processes, such as design thinking, exploration, inquiry, and the scientific method structure the child’s investigation of their surroundings. They create, test, and develop skill and confidence while building a foundation of experience and understanding.
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
At River Valley School, students are exposed to literature at an early age. We believe in the importance of students listening to stories, reading to others, participating in shared reading and reading independently on a daily basis. Formal reading assessments are done at the beginning and end of each year. Students read regularly with their classroom teachers who monitor progress in reading fluency and comprehension. River Valley School has a Home Reading program for Division 1 students, with an expectation for nightly reading of fluent material. In Division 2, students are exposed to more complex texts (fiction/non-fiction) and novels with content suitable to entertain the reader or with content that can be integrated into other subject areas to reinforce fluency and comprehension at a deeper level.
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 programming at River Valley School provides opportunities for students to develop attitudes, skills and knowledge to be informed, engaged, active, and responsible citizens. Students have access to a variety of resource materials, have the opportunity to debate and discuss ideas and information, and are encouraged to develop and work through projects to learn more about an area of interest. Classroom experiences are enriched when working with specialist teachers as social studies concepts are examined from different perspectives and contexts, deepening the child’s experiences with and understanding of the subject matter. Travelling to other places around our city, province and country provide rich learning experiences in this curricular area. For example, our Grade Five and Six students travel to Ottawa every other year to connect with Canadian history and government.
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Not applicable
Information not available
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.
All RVS students participate in biweekly lessons in French. Our French teachers use the AIM program founded by Wendy Maxwell. AIM uses storytelling, gestures, collaboration and repetition to teach proficiency in oral and written French. In addition to scheduled Progress Meetings, student progress is shared with parents via video recordings, student work samples, and year end performances. Project work is also embedded in classes to ensure an engaging learning experience.
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.
All RVS students are exposed to the arts within the classroom, as well as through expert specialists in Music, Drama and Art. Specialist instruction begins in Pre-Junior Kindergarten (Age 3) through to Grade Six. We believe fine arts in education bolsters independence, celebrates originality and demands personal discipline to hone skills. Cross-curricular connections are inevitable when the children are invited (and excited to!) engage, make and do. Curiosity is nurtured through the senses where hands-on learning is intensified in an environment of possibility and creativity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
A variety of digital tools are used to deepen, support, and extend learning opportunities for students at River Valley School. Students create with technology using such platforms as Smartboard technology, iPads, and laptops within a multitude of digital literacies from coding, micro-bits, app and website development, to green screens, movie-making, and augmented reality systems. This access offers students the ability to refine their skills, practice processes and create solutions to unique problems as they find, identify, evaluate, and use information across any curricular area. All students in Grades 4-6 have a 1:1 device provided by the school for their academic use.
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 provides the opportunity to teach students about movement, strategies, teamwork, problem solving and health related fitness. The primary objectives are to foster in children a love of physical activity and play and to instill the need for physical fitness in each child. The program encourages positive interactions, good sporting behaviour in all activities, along with promoting the development of cooperation, teamwork, and leadership skills. At River Valley School our students take part in Physical Education in our two gymnasiums, outdoors in our playing fields, as well as many off site locations such as swimming lessons and skiing lessons. Outside of structured physical education classes, students participate in outdoor education pursuits and can participate in our competitive athletic team, The Rapids, in volleyball, basketball and soccer.
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.
River Valley School is a leader in Early Childhood Education, offering full-day, five-day programming for 3-, 4-, and 5-year-olds. Rooted in an inquiry-based, play-enriched approach, our program blends teacher-guided lessons with hands-on exploration that nurtures curiosity, independence, and a love of learning. Children build foundational skills through purposeful play and practical, sensorial experiences across literacy, numeracy, fine arts, physical education, outdoor learning, and character development. While academically enriching, our Kindergarten and Preschool programs prioritize joy, connection, and the whole child — ensuring each learner is known, supported, and inspired from the very beginning.
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The adaptive model of educational delivery offered at our school supports different learning styles to ensure that every student is capable of achieving their personal best.
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 River Valley School, we balance academic excellence with a culture of curiosity, care, and encouragement. Students are motivated to pursue their personal best—not through pressure, but through purpose. Our warm, nurturing environment empowers children to take academic risks, ask big questions, and celebrate growth. Our students consistently shine in academics, athletics, the arts, and beyond—reflecting both their hard work and the supportive environment around them. We believe academic success is just one piece of a bigger picture—where every student is known, valued, and inspired to explore their passions, gifts, and dreams.
"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."
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 River Valley School, we care just as much about who our students are becoming as what they’re learning. We prioritize social-emotional growth alongside academics, helping students build confidence, empathy, and a strong sense of self. We create space for leadership, collaboration, and real opportunities to make a difference — both within our school and in the wider community. Our aim is to help students grow into kind, capable, and curious individuals who feel ready to take on whatever comes next.
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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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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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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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
Information not available
At York Montessori School, it is our priority to provide or facilitate the appropriate resources available to ensure the highest quality of education for the child. Outside special education resources/support may intervene if necessary, upon discussion with the child's parents. Our school is committed to inclusion, fairness and the right to learn and excel academically and individually.
River Valley School welcomes students with a range of learning profiles. If a student develops a learning difficulty while enrolled, we respond quickly and thoughtfully. Regular assessments help us identify learning needs early, and we work closely with families to understand and support each child. While we’re not a specialized program, many students with diagnosed learning differences thrive here with the right supports in place. We’re always honest with families about what we can offer and collaborate to ensure each child is set up for success.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
100%
90%
Nursery/Toddler, Preschool, JK, SK
Preschool, JK, SK, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
No
Yes: grades Preschool - 6
No
No
No
No
No
No
No
No
No
No
At River Valley School, we’re looking for curious, engaged learners and families who value a well-rounded, child-centred approach to education. We don’t require academic testing as part of the admissions process. Instead, we focus on understanding each child as a whole — their interests, learning style, and readiness to grow. We believe all children are capable, and that success comes from being supported, challenged, and truly known. The students who thrive here are naturally curious, open to trying new things, and eager to connect with others. They flourish in an environment that values creativity, compassion, and hands-on exploration. Ultimately, the most important factor in our admissions process is finding the right fit — a mutual connection between school and family that supports each child’s journey to become their best 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.
Families are first encouraged to book-a-tour with our Director of Enrolment, walk through our facilities, discuss our program and fees, ask questions, but most importantly help us learn more about your child and their needs. Interested Parents/Guardians are then asked to fill out our online application form and submit all required application documentation. We do not test for entrance.
In addition to the online application form, the following is required prior to an admission decision:
*In most cases, once a good fit has been determined, our Admissions team will reach out to schedule a family interview or Admissions Play-date before finalizing enrolment.
*Children entering our Early Learning programs must be toilet-trained.
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