10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
33 Mallard Road, Toronto, Ontario, M3B 1S4, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
33 Mallard Road, Toronto, Ontario, M3B 1S4, Canada
5,691.5 km
5,688.0 km
2007
2016
150
330
Nursery/Toddler to SK
5 to 12
Coed
Coed
Day
Homestay
English
English
Academic
Traditional
15 to 24
10 to 25
Learning
In-class adaptations
$16,400 to $17,400
$22,000
No
No
0%
0%
None
None
$0
$0
38
41
0%
0%
100%
90%
Nursery/Toddler, Preschool, JK, SK
information not available
information not available
information not available
Rolling
Not available
Not available
Rolling
No
No
No
No
information not available
information not available
Parents look to York Montessori for a program that demonstrates a high fidelity to the Montessori method, and which is delivered by accredited, experienced staff. And, certainly, that’s precisely what they find. Families are actively involved within the life of the school through annual events as well as, uniquely, information sessions, workshops, and in-class observation held at key points throughout the academic year. The schools is larger than most Montessori environments, especially given those which, as here, limit their scope to the early years. That said, the efforts around involving parents lends a familiar, family-oriented cast to the culture of the school. Following on, the size of the student body has its benefits, especially around the breadth of the program offerings, the resources available, and allows for coverage before and after the school day.
View full reportAs a distinguished private school, Westfield Secondary School offers a unique blend of academic excellence and tailored support for its students. The school's rigorous curriculum, delivered by expert teachers, and their emphasis on extracurriculars, gives students a truly well-rounded education. Westfield maintains a nurturing community, where students can excel in their academics, while at the same time developing essential life skills. The personalized attention and guidance builds the students’ confidence to reach their full potential and envision their future plans, including post-secondary success. Through rigorous coursework, extracurricular involvement, and personalized support, Westfield Secondary School offers a transformative experience that prepares students for a bright future.
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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
"Teachers are passionate and knowledgeable."
Dorothy Osehobo - Parent (Nov 07, 2024)
Physical activities/sports/recreation are exceptional in this school. Students have access to the gy... View full review
"The school offered strong academics, diverse extracurriculars, and a welcoming community, contributing to a generally enjoyable atmosphere."
Christy Yiu - Alumnus (Jan 06, 2025)
I spent my whole high school life in Westfield Secondary School and I would be always thankful for h... View full review
"York Montessori School (YMS) is a reputable independent Montessori school licensed by the Ministry of Education and accredited by the CCMA. With a focus on academic preparation and through the use of classic Montessori pedagogy, our experienced and dedicated educators aim to support the holistic development of each of our young learners. Our goal at YMS is for our students to emerge as independent and confident individuals who seamlessly transition from thriving in our classrooms to succeeding in the world."
"Westfield is a boutique private school in North York offering a rigorous academic program, small class sizes, and personalized mentorship. Designed for ambitious students and forward-thinking families, Westfield blends top-tier AP academics with university advising, extracurricular depth, and a culture of aspiration. We specialize in helping high-performing students unlock elite post-secondary pathways—both in Canada and abroad—through a focused, future-facing environment."
"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."
"Westfield Secondary School has a singular focus - to balance the academic needs of students with chances to feel happy and find time for fun! Our program's academics are dedicated to success at the highest level, and we encourage students who are looking for top grades for University applications to choose us - we can help push them to the greatest heights of their lives! But the best kind of success does not exist in a vacuum - we wish for our students to be satisfied with the choices they have made, and to find time in their busy schedules for excitement and collaboration! Developing the "whole" student means appealing to both sensibilities - and this is our greatest success!"
"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."
"Because Westfield Secondary School has dedicated itself to the highest tiers of academic success, our program is focused on the very best students around and those with the greatest potential for the future. As such, we have limited supports for those students on IEP's who have a large arrangement of modifications - our classes are focused on teaching Ontario curriculum with the greatest of challenge, and this may not be appropriate for students who need layers of additional support."
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"The history of Westfield Secondary School is one of fast growth and rapid development. From a small founding in 2016, to surviving and thriving throughout COVID, moving to our current campus location (33 Mallard) all the way to now, growing ever faster due to our programs and policies, Westfield is poised to be a force in the world of Toronto Private Schools.
However, let's highlight a few specific moments which outline just how prestigious Westfield has become:
-Collaboration between students and teachers - during our sport practices, seeing everyone working together and being happy while playing games together helps us feel Westfield is both a safe, but also a happy place to be!
-Receiving congratulations to our Graduates from both Doug Ford and Justin Trudeau.
-The experience of seeing every day as a new and special challenge."
"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."
"Westfield Secondary School's main focus is to support students who have complex ambitions. The best fit for a student within our school environment is a student who is dedicated to their own success. We support our students with all manner of supplementary help, but we believe it is ultimately up to the students to decide what to do with their lives. We will help them with those choices, and support them in their endeavours. So for students who are truly unsure of their futures, or those who are not serious about school, those students may struggle in the Westfield environment. Still, we can provide the help those students need to make a change, should they so wish it."
"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."
"The greatest mismatch between Westfield Secondary School and a student is simply a student who is not interested in school; Westfield's entire existence is predicated on student ambition and a lack thereof among students would be detrimental to their success in this environment. In addition, we are not a school with a wide variety of supports for IEP students; those students may not receive the same level of modification to their course plan as other schools may provide, which could impact the success of that student."
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"The Westfield Secondary School comparative advantage can be described with a single word - support. In all aspects of our program, students will receive more care and scrutiny than they would receive elsewhere; the ratio of student to teacher is small, but the ratio of student to Guidance Counselor is even smaller. Every student can meet with their advisors frequently, and prepare their post-secondary applications with comprehensive support. But students also have the oppourtunity to meet with their teachers frequently during after-school office hours, where any student can find any teacher to receive additional help. With those program in place, every student who wants to learn and grow will be given additional oppourtunties and support in doing so."
"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."
"Westfield Secondary School is still establishing its reputation with its current campus, as we have only been located here a few short years. But in that time, we hope and expect that Westfield's reputation in this neighbourhood will continue to grow, and feed back onto itself - with continuously successful students, our reputation as a school dedicated to academic excellence will shine through to everyone. Our graduation and post-secondary destination numbers speak for themselves - we graduate the majority of our students into prestigious University programs in Ontario and across the world!"
"One aspect of YMS that is often underappreciated is our low teacher turnover, which plays a crucial role in maintaining continuity and building strong relationships with students and families. Our dedicated educators remain with us for many years, providing stability and fostering deep connections that benefit both academic and emotional development. This consistency allows teachers to truly understand each child’s learning style and growth, leading to more personalized and effective instruction. Additionally, the close-knit community at YMS contributes significantly to our success. The strong bond between students, families, and staff creates a collaborative environment where everyone works together toward the shared goal of supporting each child's growth. This sense of belonging and trust is often overlooked but is fundamental to the nurturing, supportive atmosphere that sets YMS apart."
"Our biggest underappreciated reality is our current status as a high-functioning, academically-focused school. We are working tirelessly to tell the world just how good our programs are at graduating students into prestigious post-secondary programs. We believe it will not be long before many more Canadians become aware of just how good a destination we can be for academically-focused students."
"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."
"Westfield Secondary's School most surprising aspect to many parents would be our growth compared to our age. We have grown exponentially every year we have been open, because we continuously prove to families that choosing us as their destination will help ensure their child's future. We do everything we can to prepare students for post-secondary studies, and our entire program is focused on this goal. As such, parents may be surprised to learn just how much focus we put on each, individual student, and how much individual time they receive with their advisors. This translates into rapid growth; Everyone is cared for here!"
"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."
"There are several new initiatives happening at Westfield Secondary School which we are excited to have seen come to fruition during the past year, which include, but are not limited to:
-Application to Canadian Accredited Independent Schools Program;
-AP classes offered for the first time with College Board approval;
-Model UN Program connection with TMUN conference."
"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."
"Westfield Secondary School's current five-year plan (2022-2027) has a number of important initiatives we expect to see begun and even completed, which include:
-CAIS Application Approval;
-CIS and CISAA memberships begun - New Sports Leagues to join;
-Campus Expansion and new Locations Opened across Toronto;
-Further review and development of Student Service Teams with support for their expansion."
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.
Warm regards to all members of the Westfield Family, including our dedicated staff, motivated students, supportive parents, and valued community members!
As your Vice Principal, I am excited by the excitement we harbor for the approaching school years. With a commitment and positivity, we stand ready to provide unparalleled care and support to every student who walks through the doors of Westfield Secondary School. Here, we firmly believe that every individual has the capacity to reach their aspirations, and it is our collective mission to ensure that they do.
I anticipate the opportunity to collaborate with each and every one of you as we enter on this journey together. Remember, Westfield Secondary School isn’t just a school—it’s a place where dreams flourish and potential is realized. It’s exactly where you belong!
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.
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Westfield Secondary School utilizes the Ontario Curriculum to deliver content to its students with the goal of delivering OSSD's to all of its students. With a high school diploma from Westfield, students will have an advantage in applying to post-secondary institutions, due to the additional support and care offered to all students. With a specialized Guidance program designed to assist and raise the profile of all students, everyone will beenfit from our traditional, academically-focused approach.
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.
The Westfield Secondary School approach to mathematics is unique to our school, and a program developed based on the best, latest pedagogical methods to ensure positive student outcomes. As such, our current system utilizes about 80% of traditional math approaches, giving students from a variety of backgrounds a clear, consensus-based approach to understanding mathematics. However, our teachers also utilize elements of discovery math, especially in assignment differentiation and project-based approaches, to provide the best of both worlds.
- 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)
We utilize the textbook and ideas from the Ontario Trillium List, but supplement as needed with more up to date examples and project ideas.
Calculator usage is determined by the project - while there are many examples of projects and assignments where students and encouraged to use calculators, at other times students are asked to demonstrate their learning through notation, and a balanced approach here is best for all involved.
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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.
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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
Information not available
Not applicable
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.
Not applicable
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
Information not available
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.
Using a purely expository style does not allow for the teacher to reach students who require some differentiation in their instruction, and sometimes a more dynamic approach is called for. However, inquiry-based learning cannot also reach all students at all times, and therefore, Westfield emphasizes a whole-student approach which blends both ideas equally, and provides multiple oppourtunities for students to demonstrate their learning in a variety of contexts.
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
Physics
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Information not available
Westfield Secondary School has adopted a more traditional approach to literature which blends the experiences of Canadian students with our international student experiences. Because of the widely varied opinions entering into our classrooms, we tend to focus on a more traditional approach, based in the Ontario Curriculum, which emphasizes skill development and competency in writing. Despite the rise in AI-assisted technology, Westfield still believes it is vitally important to teach students to be good writers, and to be able to understand complex literature and develop critical thinking.
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
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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.
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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.
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Pragmatism
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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Westfield Secondary School believes that the humanities and social sciences are vital programs to developing better understanding of the world and world events, and also to develop higher order critical thinking skills. As such, our teachers and our program focuses on a pragmatic approach, giving students real-world skills and examples to better their understanding. This approach allows us to put focus where student demand is highest, and cater that approach to students who wish to better themselves in these categories.
Communicative
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.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
At YMS, we offer daily French classes which are both interactive and educational.
Our students arrive from Toronto neighbourhoods, as well as far-flung countries from around the world. As such, we provide a variety of language courses as well as an ESL program designed to give students a fast-paced but ultimately useful English instruction. All students have oppourtunities to learn other languages at school, including French, Spanish, and Mandarin, and our shared diversity allows all students to learn from each other using the communicative approach.
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
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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.
Westfield Secondary School thinks of its students in our art programs as artists. We emphasize their creativity, with essential skills as the base. All subjects and all topics are based on finding ways for students to express themselves creatively, and this creates at atmosphere conducive to fun, learning, and free expression. With such a powerful focus on student achievement, we have found this method works best to "awaken the artist" in each student.
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.
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Westfield Secondary School recognizes the power of technology in the 21st Century, but beyond this, we also recognize the utility it has in the lives of students, our first generations of digital natives. The technology they will utilize in their future employment will become more and more integrated into every day society, and therefore Westfield prioritizes this approach within the classroom. Laptops are encouraged, every classroom is equipped with digital technology including TV's and sound systems, and many after-school programs and activities emphasize things like AI development and coding projects.
Web design
Robotics
Computer science
Yoga, Music and Movement, Extra Curricular activities such as Karate, Stretch and Grow, Dance, and various fitness programs.
Westfield Secondary School utlizes our spacious and well-equipped gymnasium to provide a variety of physical education activities to students. Beyond curriculum-based classes, a variety of sports, games, and fun activities utilize this space as well. We believe in the blending of traditional techniques, including the mastery of specific physical activities and the rules that govern them, and more modern approaches, such as the "Meaningful PE" approach, which emphasizes social interaction and personally relevant learning. Students will find themselves with many oppourtunities to demonstrate their physical learning at Westfield.
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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.
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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.
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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.
We expect students to be placed in classrooms based on their merit, their pre-requisites, and their own interests. This can sometimes mean students wish to take an accelerated track towards graduation, and because we allow this, sometimes classrooms can find themselves with mixed age groups.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
York Montessori School seeks to become the one place where parents, with peace of mind, will leave their children in the hands of our educators. The primary focus of our school is to provide a high quality educational setting in which the child can experience developmental excellence while being cared for in a healthy and enjoyable environment. We will provide a carefully planned and stimulating atmosphere which will help children develop within themselves the foundation, attitude and skills which are essential for a lifetime of creative thinking and learning.
Westfield Secondary School's main focus is on academic success. Everything we are designed to do relates to the achievements our students can accomplish while with us. We promote and push a rigorous academic schedule, with more credits per year earned than in public school. We also emphasize more individual support, and better academic supports from enrollment to graduation. This means students achieve more in less time!
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
At York Montessori School, we recognize that children learn and develop in their own way and at their own pace and encourage them to work toward independence and self-motivation. Through the use of the five traditional Montessori Curriculums, we teach appreciation and responsibility for the environment, a sense of cooperation, and respect for others. Children are provided with a wide range of meaningful experiences that empower them to explore their world. We help children gradually expand their knowledge and skills as they grow into confident, self-directed individuals.
Our programs are designed for our students to achieve at high levels in post-secondary environments. Our goal is to see our students successful at the highest academic levels. We promote intellectualism first and foremost; developing this skill equals better oppourtunities later in life. However, we also understand at Westfield that strong social skills provide enormous advantages in the 21st Century, and we promote this highly as well.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Our special needs program is highly limited to accommodations for only a small number of issues. The majority of Westfield's academic program is geared towards high-achieving students and rigorous academic learning, and so students with significant issues may find themselves without needed supports.
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.
Westfield's primary focus is on academic learning at the highest levels, and therefore we do not offer most of the supports for diagnosed learning disabilities. However, students with minor difficulties can be accommodated.
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
Rolling
Not available
Not available
Rolling
No
No
No
No
No
No
No
No
No
Yes: grades 9 - 12
No
No
We are looking for students to join us who are dedicated to their own success. We provide the tools, the support, and the care for students to achieve at the highest possible levels. The attributes they should possess are simple ones - a drive for success, ambition to develop themselves, and a goal they want to achieve. We will help you get there!
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.
(Please Note: Some steps in the application process do not apply to Canadian Residents - these will be marked with an asterisk (*).
Step 1: Application - you may submit your application online at westfieldeducation.ca or call the school directly at 905-707-9119 for more information.
Step 2: Assessment - Westfield will assess your application, which may include completing an entrance essay and/or English placement test, if needed. We normally process all applications within 5 business days.
Step 3: Offer - depending on the specific situation, Westfield may offer three types of "Letter of Acceptance" - A) Provisional Letter of Acceptance / B) Conditional Letter of Acceptance / C) Unconditional Letter of Acceptance. Please read the letter you receive and follow its instructions closely to proceed to Step 4.
Step 4: Acceptance - Once you have completed all steps listed in the above letter, you are ready to attend Westfield! Congratulations!
Step 5: Visa* - If needed, the Government of Canada will issue you a visa, or study permit, to be able to attend Westfield in person.
Step 6: Arrival in Canada* - If needed, Westfield will arrange for an airport pickup for you and help you get settled in your new location.
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