10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
21 Deloraine Avenue, Toronto, Ontario, M5M 2A8, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
21 Deloraine Avenue, Toronto, Ontario, M5M 2A8, Canada
5,691.5 km
5,690.6 km
2007
1969
150
19
Nursery/Toddler to SK
1 to 8
Coed
Coed
Day
Day
English
English
Academic
Traditional
15 to 24
5 to 7
Learning
Learning, Developmental
In-class adaptations
In-class adaptations
$16,400 to $17,400
$27,300
No
Yes
0%
0%
None
1 to 8
$0
$0
38
2
0%
0%
100%
80%
Nursery/Toddler, Preschool, JK, SK
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
No
Yes: grades 1 - 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 reportDunblaine was founded in 1969 by concerned parents of children with needs that weren’t being met within the public school system. They wanted a safe environment, run by staff that understood, clearly, the needs of the students; one that offered an opportunity for them to grow academic skills, life skills, confidence, respect, and self-advocacy. And, for almost 50 years, that’s exactly what they’ve been doing. The current location is also the one that best represents what Dunblaine is all about: it’s a house in a quiet residential neighbourhood. The faculty maintain close communication with parents on all aspects of the students’ experience within the school. The staff represents the full range of all the right expertise, instructional and therapeutic. Frankly, this is what it’s all about. It’s a great school as well as a great example of what education should be about. If you have a chance to speak with a parent of a student of the school, by all means, do it. If you don’t, ask the staff to put you in touch. It will be the best introduction to the school, and its successes, you could hope to have.
View full report
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."
"The Dunblaine School has a proud history of supporting students with learning disabilities. Our commitment to providing a nurturing environment is reflected in our newly renovated building, which features state of the art design to support student learning. Our school community works together to create a supportive and inclusive environment where every student can thrive. Through our collective efforts, we work to empower our students to reach their full potential and become confident, capable learners."
"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."
"What sets Dunblaine School apart is our commitment to personalized student growth, innovative education, and transparent communication with parents. We utilize AimswebPlus Benchmark Assessments and Progress Monitoring in Math and Language Arts, ensuring that each student’s progress is accurately tracked and supported. This data-driven approach allows us to tailor our teaching strategies to meet individual needs, fostering both academic success and confidence.
In addition to our comprehensive assessment tools, we provide scheduled IEP tracking updates, keeping parents well-informed about their child’s progress towards individualized goals. This proactive communication empowers parents to stay actively involved in their child’s educational journey. To further enhance our connection with families, we also offer regular Friday updates, ensuring consistent and open dialogue. At Dunblaine School, we believe that collaboration and communication are key to unlocking each student’s potential."
"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 Dunblaine School, our commitment to personalized learning and student growth guides every decision we make, and we recognize that this comes with certain tradeoffs. We prioritize individualized education plans, supported by AimswebPlus Benchmark Assessments and Progress Monitoring, which allow us to tailor instruction to each student's unique needs. In doing so, we consciously choose to deprioritize a one-size-fits-all standardized curriculum. This tradeoff allows us to foster a learning environment where students progress at their own pace but may limit exposure to uniform content found in more traditional educational settings. Similarly, we emphasize a supportive and inclusive atmosphere, recognizing that for some students, emotional and social development must come before rigorous academic pressures. By being transparent about our priorities, build trust with our families, helping them understand our educational philosophy and the intentional choices that shape our students."
Information not available
"With over 60 years of dedicated service to exceptional education, Dunblaine School has continually evolved to meet the changing needs of our students while staying true to our core values of individualized learning, inclusion, and community. Founded with a vision to provide a nurturing environment for students with unique learning needs, Dunblaine has always prioritized personalized education and emotional well-being. One of the major turning points in our history was the strategic shift towards leveraging technology in education, marked by our collaboration with Apple Headquarters. This partnership allowed us to introduce advanced tools and resources, such as our innovative Maker Space, empowering students to explore science, technology, and creativity in new ways. This milestone not only enhanced our curriculum but also solidified our identity as a forward-thinking institution committed to 21st-century learning."
"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."
"Current families likely see Dunblaine School as their preferred choice because of the school's commitment to supporting exceptional students through individualized learning approaches, including the use of AimswebPlus for progress monitoring in Math and Language Arts. The emphasis on fostering an innovative and interactive environment, as well as our dedication to professional learning and maintaining a growth mindset, contributes to a positive educational experience. Families may choose Dunblaine over other schools because of this combination of personalized support, innovative learning tools, and a leader who truly understands and advocates for exceptional 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."
"While Dunblaine School has many strengths that resonate with a broad range of families, there are specific reasons why it may not be the best fit for everyone. Some families may prioritize academic rigor and pace or a highly competitive academic environment with accelerated coursework and a heavy emphasis on advanced placement or gifted programs. Dunblaine focuses on individualized support and steady progress, particularly for exceptional students who may need a different pace or approach to learning. Families seeking a more rigorous, fast-paced curriculum may feel our balanced, supportive model doesn't align with their academic ambitions."
Information not available
"Current families likely see Dunblaine School as their preferred choice because of its commitment to individualized support for exceptional students. They appreciate the use of AimswebPlus for progress monitoring in Math and Language Arts, which demonstrates a structured yet personalized approach to academic growth. This is particularly appealing to parents who want to see measurable progress tailored to their child's needs. Families specifically choose Dunblaine over other schools because of this blend of individualized academic support, empathetic leadership, innovative educational opportunities, and inclusivity. Competing schools may offer robust academics or extracurriculars, but Dunblaine’s unique approach to supporting exceptional students, coupled with your relatable and experienced leadership, makes it the preferred choice for families seeking a nurturing and personalized educational experience."
"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."
"The most prominent feature of Dunblaine School in the public eye is its commitment to "Unleash Possibilities" for exceptional students. This motto resonates with the community because it encapsulates the school's focus on nurturing potential and breaking down barriers to achievement. When people think about Dunblaine, they envision a place where each child's unique abilities are recognized and developed through personalized learning and innovative teaching methods. The use of AimswebPlus for progress monitoring in Math and Language Arts reinforces the school's dedication to individualized growth, ensuring that students are supported at their own pace."
"One aspect of YMS that is often underappreciated is our low teacher turnover, which plays a crucial role in maintaining continuity and building strong relationships with students and families. Our dedicated educators remain with us for many years, providing stability and fostering deep connections that benefit both academic and emotional development. This consistency allows teachers to truly understand each child’s learning style and growth, leading to more personalized and effective instruction. Additionally, the close-knit community at YMS contributes significantly to our success. The strong bond between students, families, and staff creates a collaborative environment where everyone works together toward the shared goal of supporting each child's growth. This sense of belonging and trust is often overlooked but is fundamental to the nurturing, supportive atmosphere that sets YMS apart."
"An underappreciated aspect of Dunblaine School is the powerful impact of its growth mindset philosophy on student development. While families may recognize the supportive and nurturing environment, they might not fully grasp how deeply this philosophy shapes not only academic achievement but also students' resilience, confidence, and overall mindset toward learning and challenges.
Our commitment to fostering a growth mindset goes beyond typical educational approaches, encouraging students to see setbacks as opportunities for growth and to embrace challenges with perseverance. This mindset cultivates a resilient, adaptive, and empowered learner, prepared not only for academic success but for life beyond the classroom."
"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 might find it surprising just how deeply personalized and adaptive the learning experience is at Dunblaine School. While they may initially expect individualized attention due to smaller class sizes, they often don’t realize the extent to which the curriculum and teaching methods are tailored to each student's unique needs, strengths, and challenges. The use of AimswebPlus for progress monitoring is more than just a tool for academic tracking—it's part of a dynamic system that continuously adjusts instructional strategies to maximize student growth. Parents are often surprised by how fluid and responsive this process is, ensuring that no child is left behind or held back by a one-size-fits-all curriculum."
"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."
"Dunblaine School has recently upgraded its interior to create an even more engaging and supportive learning environment that aligns with our commitment to personalized education and student well-being. Dunblaine School has made several strategic improvements recently, directly reflecting our commitment to enhancing student achievement and fostering an innovative learning environment. The implementation of AimswebPlus for Math and Language Arts as well as IEP Tracking to support student achievement through personalized programming assists in strategic planning. These tools allows for precise tracking of student progress and helps tailor instructional strategies to each child’s needs. By using data-driven insights, we can ensure that every student is supported at their unique level, reinforcing our commitment to individualized education. This change reflects our dedication to continuous improvement and academic growth for all students."
"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."
"Over the next five years, Dunblaine School is poised to grow and evolve in ways that will further enhance our commitment to personalized, innovative education while continuing to support the unique needs of exceptional students. Our vision for the future includes the following strategic developments with a planned expansion for a High School Program.
With this pending addition of a high school program, we plan to expand course offerings, options, and specialized options that align with students’ strengths and interests. We will integrate experiential learning opportunities, leveraging our partnership with Apple Headquarters and the Maker Space to provide hands-on, technology-driven education. This expansion ensures that our students are well-prepared for post-secondary education and future careers while continuing to learn in an environment tailored to their needs."
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.
Michele Braida brings 38 years of administrative experience to Dunblaine School. A dedicated leader in education, she has been recognized with the prestigious YMCA Peacemaker of the Year award, named Administrator of the Year, and nominated for the Governor General's Award for Excellence in Education. Michele holds a Master of Arts in Education, as well as Ontario Principal Qualifications (Parts I and II) and a Specialist in Special Education. She is committed to fostering inclusive, high-quality learning environments that support student success.
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
Dunblaine School’s curriculum is based on the Ontario Curriculum, ensuring students with specific and unique learning disabilities receive a strong foundation in core academic subjects. Our approach is data-driven, utilizing Aimsweb Benchmark Assessments three times a year to measure student progress in Math and Language Arts. These benchmarks are supplemented by Learning Survey Assessments, which provide additional insights into student strengths, challenges, and learning preferences. To support continuous growth, we conduct biweekly Progress Monitoring to track skill development and adjust instructional strategies as needed. Additionally, biweekly updates to the Individual Education Tracker ensure that each student's learning plan remains dynamic and responsive to their evolving needs. This structured yet flexible approach allows us to personalize learning, providing targeted support while fostering confidence and independence in our students. By combining standardized assessments with ongoing, individualized tracking, we create an environment where students can achieve their fullest potential.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied 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.
Our approach integrates elements of Traditional Math by prioritizing procedural mastery through repetition and drills, ensuring students build a strong foundation in mathematical operations. We emphasize step-by-step instruction in algorithms before applying them to real-world problems, reinforcing logical progression in learning. To support student success, we use data from Aimsweb Benchmark Assessments to identify areas of strength and need. This data-driven approach is complemented by the Key Math intervention program, which provides targeted support to reinforce foundational skills. Through structured practice and progressively challenging problems, students develop procedural fluency before deepening their conceptual and applied understanding.
- 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)
Aimsweb Benchmark Assessments for Number Fluency, Concepts and Applications, Problem Solving, Numeracy Key Math - Specific Intervention Program to target areas identified in the Benchmark Assessment
Students are encouraged to use calculators to support their learning.
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
We use a balanced literacy approach to teaching early reading, combining explicit phonics instruction with rich, meaningful literacy experiences. Our program integrates guided reading, shared reading, read-alouds, and independent reading to develop fluency, comprehension, and a love of reading. Phonemic awareness and phonics are explicitly taught to build decoding skills, while sight word recognition and vocabulary development enhance reading fluency. Students engage in word study activities, literacy centers, and interactive writing to reinforce foundational skills. Ongoing assessment, including Aimsweb Benchmark Assessments and biweekly progress monitoring, helps us tailor instruction to individual needs. For students requiring additional support, targeted interventions ensure they develop strong literacy skills. By combining direct instruction with engaging, authentic reading experiences, we foster confident, capable readers who can apply their skills across all subject areas.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use Aimsweb to assess early reading progress to track students' development in foundational literacy skills.
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
We use an equal balanced approach to teaching writing in the younger grades, integrating structured skill development with creative expression. Students engage in guided, shared, and independent writing activities to build confidence and proficiency. Early writing instruction begins with foundational skills such as letter formation, sentence structure, and phonetic spelling. Explicit instruction in grammar, punctuation, and vocabulary supports students in developing clear and coherent writing. At the same time, we encourage creativity through storytelling, journaling, and interactive writing exercises. Through modelled and guided writing, teachers provide scaffolding to help students organize their thoughts and express ideas effectively. We also incorporate writing across the curriculum to reinforce literacy skills in various subject areas. Regular assessment and feedback ensure that each student progresses at their own pace, building a strong foundation for future writing success.
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.
We take an equal balanced approach to teaching science, combining inquiry-based learning, hands-on experiments, and direct instruction. Students develop scientific thinking by exploring concepts through observation, questioning, and experimentation, fostering curiosity and critical thinking skills. Hands-on experiments and STEM activities provide real-world applications of scientific principles, allowing students to actively engage with concepts rather than passively absorb information. Through structured lessons, students build foundational knowledge in life sciences, physical sciences, and earth sciences, while inquiry-based learning encourages them to investigate and problem-solve independently. Our partnership with Apple Headquarters and the integration of our Maker Space further enhance scientific exploration through technology, coding, and engineering projects. Regular assessments, including project-based evaluations and hands-on demonstrations, help track student progress and ensure mastery of key concepts. This balanced approach ensures students develop both theoretical understanding and practical scientific skills.
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
We use an equal balanced approach to teaching literature, integrating direct instruction with student-led exploration to develop strong comprehension, analytical thinking, and a lifelong appreciation for reading. Students engage with a diverse selection of literary texts, including fiction, non-fiction, poetry, and drama, to build critical reading skills and cultural awareness. Guided reading, literature circles, and class discussions encourage students to analyze themes, character development, and author’s purpose while making personal connections to the text. Explicit instruction in literary devices, vocabulary, and comprehension strategies ensures students develop the skills needed to interpret and engage with complex texts. Creative projects, writing assignments, and cross-curricular connections allow students to express their understanding in meaningful ways. By balancing structured lessons with independent exploration, we foster both a strong foundation in literary analysis and a love for reading across all grade levels. Regular assessments guide instruction and support individualized learning needs.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
History– Materials included in this part of the curriculum were designed to teach such concepts as the daily calendar, the seasons, the clock & basic human needs. Geography–This part of the curriculum includes materials pertaining to the solar system, the continents, land and water forms, introduction to the earth’s elements and all parts of the world. Sensorial- Materials were designed to facilitate the child's ability to attend to their senses through interaction with the environment to promote intellectual development. They can be broken down into 8 categories of senses: Visual, Tactile, Baric, Thermic, Stereognostic, Gustatory, Smell and Hearing. Practical Life- Materials are broken down into five categories (Preliminary Exercises, Care of the Environment, Care of Person, Grace and Courtesy, Control of Movement) to teach the child to function in their own environment, encouraging independence, coordination, concentration and freedom of choice.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
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
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
Technology is an integral part of our curriculum, enhancing learning through innovation, engagement, and personalized instruction. Through our partnership with Apple, each student is provided with their own iPad, allowing for interactive and adaptive learning experiences across all subjects. Our Maker Space encourages hands-on exploration in STEM, coding, and creative problem-solving, while educational apps and digital tools support differentiated instruction in literacy, math, and science. Students use their iPads for research, project-based learning, and multimedia presentations, fostering digital literacy and critical thinking skills. Teachers leverage technology to track student progress through Aimsweb assessments and individualized learning platforms, ensuring targeted support and real-time feedback. With this tech-integrated approach, we prepare students to navigate an increasingly digital world while maintaining a balance between traditional and modern teaching methods.
Web design
Robotics
Computer science
Yoga, Music and Movement, Extra Curricular activities such as Karate, Stretch and Grow, Dance, and various fitness programs.
Information not available
Not applicable
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.
Not applicable
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.
Information not available
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.
We use differentiated instruction to accommodate diverse learning needs, allowing students to progress at their own pace. Through small-group teaching, personalized learning plans, and adaptive assessments, we ensure that each student receives the right level of challenge and support. This approach fosters confidence, engagement, and academic growth.
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.
Our academic culture is built on a foundation of support, inclusivity, ensuring that every student receives the individualized instruction they need to succeed. Through differentiated instruction, we tailor learning experiences based on each student’s unique strengths, challenges, and progress, as identified through benchmarking and biweekly progress monitoring. We encourage students to see challenges as opportunities for learning. Teachers provide personalized support, fostering confidence and resilience. Small class sizes allow for targeted instruction, ensuring that students can progress at their own pace while being challenged appropriately.
"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.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
|
||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
|
ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
|
||||
| Learning disabilities | ||||
|
Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
|
||||
|
Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
|
||||
|
Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
|
||||
|
Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
|
||||
|
Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
|
||||
|
Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
|
||||
|
Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
|
||||
| Developmental | ||||
|
Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
|
||||
|
Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
|
||||
|
Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
|
||||
|
Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
|
||||
|
Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
|
||||
|
Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
|
||||
| Behavioral and Emotional | ||||
|
Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
|
||||
|
Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
|
||||
|
Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
|
||||
|
Suicidal thoughts
This involves persistent thoughts about ending one's life.
|
||||
|
Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
|
||||
|
Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
|
||||
| Physical | ||||
|
Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
|
||||
|
Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
|
||||
|
Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
|
||||
|
Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
|
||||
|
Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
|
||||
|
Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
|
||||
|
Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
|
||||
|
Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
|
||||
|
Multiple physical
Accommodating a wide range of physical conditions and disabilities.
|
||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Students are placed in flexible cohorts according to their academic, social, and emotional needs and strengths, which are then loosely organized by age. All classroom teachers are trained and experienced special educators, who work closely with our support staff of speech and language pathologists, occupational therapists, and social workers to provide in-school remediation, arrange for extra-curricular support, and train parents and caregivers to supplement these strategies at home. Social, emotional, and academic development are pursued equally, according to individual need, and our family of parents, staff, and students collaborate to build an amazingly nurturing community.
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.
During the interview process, we discuss existing and potential clinical diagnoses to determine whether a child will be a good fit. Once a student is enrolled, we endeavour to work closely with the students\' established support professionals and incorporate ongoing clinical identifications and strategies. We specialize in learning, rather than developmental and physical disabilities, and these students tend to present the best fit for our programs.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
1 - 8
0%
0%
$0
$0
100%
80%
Nursery/Toddler, Preschool, JK, SK
Rolling
Rolling
Not available
Not available
No
Yes: grades 1 - 8
No
No
No
No
No
No
No
No
No
No
At Dunblaine School, we are looking for students with specific and unique learning disabilities who require significant support in math and language. These students benefit from a personalized, supportive environment where we provide targeted interventions to help them overcome challenges and reach their full potential. Our approach focuses on individual needs, using data-driven assessments and differentiated instruction and the use of technology to ensure each student receives the right level of support to succeed academically.
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.
For information and discussion about admission to The Dunblaine School, please contact the principal, Michele Braida, at 416-483- 9215 or at [email protected]. Generally, applications are made for the following school year. However, admissions from September to June are accepted if space is available and placement of your child has been approved following interviews with the parents and student.
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
