10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, CanadaIndirect Support:
10533 Leslie Street, Richmond Hill, Ontario, L4S 1P1, Canada
455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
5,691.5 km
5,689.6 km
2007
1978
150
280
Nursery/Toddler to SK
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English
Academic
Progressive
15 to 24
Varies
Learning
In-class adaptations
Dedicated gifted school
$16,400 to $17,400
$18,200
No
No
0%
0%
None
None
$0
$0
38
22
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 Nursery/Toddler - 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 reportFounded in 1978, Wishing Well is one of the older Montessori programs in the region, as well as the country, so has had a lot of time to develop its programs. Today it provides the foundational elements of the method, including a strong sense of place, as well as a wealth of opportunity to peer interaction. The Casa classrooms are of a size that the work well, allowing for mentorship relationships to develop naturally among the students. In addition, the administration has demonstrated a keen desire to develop the program with an eye to the kinds of things that students need when they advance to grade 9 and beyond, including a keen interest in developing 21st century literacies, including digital literacy and a robust science curricula. The extended care option, included in tuition, is understandably a very welcome feature for the families that enroll; it’s also a sign of the school’s attention to the needs of the parent community. The school has built a reputation on providing a strong, varied program based firmly in the ethos of the Montessori method, with an eye to educating students to be creative, confident, and social learners.
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Extremely positive experience
Amir SAEED - Parent (Feb 10, 2018)
My child's experience at YMS has been extremely positive. His growth from Day 1 to present has been ... View full review
High academics and a caring environment
Danielle Di Paola - Parent (Dec 18, 2024)
My children love the teachers and staff and also enjoy the challenging work. We are very happy with... View full review
"My child loves going to York Montessori School in the morning and almost always comes home happy and full of joy."
James Shen - Parent (Jan 29, 2025)
My child really enjoys every part of his daily life at York Montessori School.
In the regular scho... View full review
information not available
"York Montessori School (YMS) is a reputable independent Montessori school licensed by the Ministry of Education and accredited by the CCMA. With a focus on academic preparation and through the use of classic Montessori pedagogy, our experienced and dedicated educators aim to support the holistic development of each of our young learners. Our goal at YMS is for our students to emerge as independent and confident individuals who seamlessly transition from thriving in our classrooms to succeeding in the world."
"Wishing Well Schools offers an advanced, enriched program that fosters leadership, collaboration, and critical thinking in a gifted environment. Our accelerated curriculum blends project-based learning and innovation, developing problem-solving skills and intellectual curiosity. Students explore their interests. building confidence and a love of learning. We challenge students to think deeply, take initiative, and excel academically, preparing them for high school and beyond."
"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."
"Wishing Well Schools stands out by combining advanced academics, innovative learning, and personalized support to challenge and inspire students. Our gifted-level curriculum ensures deep understanding in math, science, and language, preparing students for high school and beyond. We integrate STEAM, coding, and AI ethics, teaching real-world skills through project-based learning that fosters problem-solving and creativity. Small class sizes provide personalized learning, while traditional academics ensure a strong foundation. Beyond academics, we prioritize physical fitness, sports, and the arts, promoting confidence, teamwork, and self-expression. Our approach develops well-rounded, future-ready students who excel academically and thrive in an evolving world."
"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 Wishing Well Schools, we prioritize advanced academics, innovation, and personalized learning, which means we make intentional trade-offs to uphold these values.
Rather than a one-size-fits-all standardized approach, we emphasize small class sizes and individualized learning, ensuring each student is challenged appropriately. We set ambitious academic expectations, creating a high-level learning environment where our top learners rise to meet and exceed advanced goals.
Our focus on STEAM, coding, AI ethics, and project-based learning means we deprioritize rote memorization in favor of critical thinking and real-world problem-solving. While we value traditional academics, we move beyond conventional teaching methods, incorporating advanced curricula that demand more from students while fostering creativity and collaboration.
At the same time, we offer a variety of extracurriculars that all students are involved in, ensuring they develop well-rounded skills in leadership, teamwork,"
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"Founded in 1978, Wishing Well Schools has continuously evolved to meet the needs of advanced learners while maintaining a strong commitment to academic excellence and innovation. One key turning point was our shift toward a gifted-level curriculum, challenging students beyond grade level and integrating STEAM, project-based learning, and leadership development.
Another milestone was the creation of Quiet Waters, our private outdoor education facility, reinforcing our belief in hands-on, experiential learning. More recently, we expanded our AI education program, integrating coding and ethics to prepare students for the future.
Throughout our history, we have built a strong family-school partnership, ensuring parents play an integral role in student success. These milestones have shaped Wishing Well into a future-focused, well-rounded learning environment, where students thrive academically while developing the skills to lead and adapt in a changing world."
"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."
"Students who thrive at Wishing Well Schools are curious, motivated, and eager for academic challenge. They excel in a high-expectation environment that fosters critical thinking, creativity, and problem-solving through STEAM, coding, AI ethics, and project-based learning. We seek students who are driven by a love of learning rather than just high scores, yet achieve academic excellence through curiosity and engagement.
Families who value advanced learning, innovation, and independent thinking align well with our philosophy. We want parents who not only support high expectations but also want their child to enjoy learning and be excited to come to school every day. We are the best fit for families seeking an academically ambitious and future-focused education, where students develop the skills and confidence to succeed in high school and beyond."
"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."
"Wishing Well Schools may not be the best fit for families seeking a standardized, test-focused education or a strictly lecture-based approach. Our high expectations and advanced coursework prioritize deep learning, creativity, and problem-solving over memorization and short-term academic gains.
Families who focus solely on grades and rankings rather than fostering a love of learning may find our approach misaligned. While students achieve top results, their success comes from curiosity and engagement, not pressure or competition.
We emphasize STEAM, coding, AI ethics, and project-based learning, so those preferring textbook-driven instruction may not resonate with our model. Additionally, all students participate in extracurriculars, physical fitness, and the arts, making our school less ideal for families seeking a purely academic focus.
Families looking for a rigid, test-driven structure may not align with our interactive, future-focused education."
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"Families choose Wishing Well Schools for our advanced academics, innovative learning, and family-focused approach. They seek a school that challenges students beyond grade-level expectations, offering enriched math, science, and language programs that prepare them for high school and beyond.
Parents appreciate our STEAM, coding, AI ethics, and project-based learning, which build real-world skills rather than relying on memorization. They value our small class sizes, ensuring individualized attention and strong teacher-student relationships.
We are a family-focused school, where parents play an active role in their child’s success, creating a strong school-home partnership.
Families also choose us for our engaging environment, where students are motivated by curiosity, not pressure. Our balance of academics, extracurriculars, and the arts provides a well-rounded, future-ready education in a supportive and community-driven setting."
"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."
"Wishing Well Schools is known for its advanced academics, leadership development, and project-based learning in a gifted environment. We challenge students beyond grade level, fostering critical thinking, creativity, and collaboration.
Our students are happy, engaged, and excited to learn in an environment that nurtures their curiosity and growth. We maintain close relationships with families, working together to support each child’s success.
With STEAM, coding, AI ethics, and character development, we ensure students gain real-world skills alongside academics. Our strong sense of community and mentorship programs create a supportive and enriching experience.
Families appreciate our small class sizes, innovative teaching, and warm, family-focused culture. We also have an excellent reputation with leading public and private schools, ensuring our graduates are well-prepared for future success."
"One aspect of YMS that is often underappreciated is our low teacher turnover, which plays a crucial role in maintaining continuity and building strong relationships with students and families. Our dedicated educators remain with us for many years, providing stability and fostering deep connections that benefit both academic and emotional development. This consistency allows teachers to truly understand each child’s learning style and growth, leading to more personalized and effective instruction. Additionally, the close-knit community at YMS contributes significantly to our success. The strong bond between students, families, and staff creates a collaborative environment where everyone works together toward the shared goal of supporting each child's growth. This sense of belonging and trust is often overlooked but is fundamental to the nurturing, supportive atmosphere that sets YMS apart."
"One underappreciated aspect of Wishing Well Schools is our strong family-school partnership. While families recognize our academic excellence and innovative programs, they may not fully realize how much their involvement enhances their child’s success. Our close-knit community, where parents, teachers, and students collaborate, creates a supportive environment that fosters confidence and achievement.
Additionally, our focus on character development and leadership is often seen as secondary to academics, yet it plays a vital role in preparing students for high school and beyond. By emphasizing resilience, independence, and teamwork, we ensure students not only excel academically but also develop the mindset and skills to thrive in a rapidly changing world. Families who embrace this holistic approach see their children grow into well-rounded, motivated learners ready for future challenges."
"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 are often surprised by how much their child loves coming to school at Wishing Well. While they expect academic excellence, they don’t always anticipate how engaging, hands-on, and joyful learning is. Our students are motivated by curiosity, not pressure, and thrive through project-based learning, real-world problem-solving, and innovation.
Another surprise is the strong family-school connection—parents quickly see they are an integral part of their child’s success.
Many also don’t realize how well we prepare students for high school and beyond. Our reputation with leading public and private schools ensures our graduates transition smoothly, equipped with confidence, leadership, and adaptability. Families come for the academics but stay for the exceptional experience, support, and lifelong skills their children gain."
"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."
"Wishing Well Schools is committed to innovation and future-focused learning, which is why we have recently expanded our AI education program, integrating AI ethics, coding, and real-world applications to equip students with essential skills for a rapidly evolving world.
We have also enhanced our project-based learning approach, giving students more opportunities to solve real-world problems, collaborate, and think critically. Our STEAM, leadership, and hands-on learning initiatives continue to grow, reinforcing our commitment to academic excellence and personal development.
Additionally, we have strengthened our family-school partnership and expanded our outdoor education program at Quiet Waters, our private facility, where students develop resilience, teamwork, and environmental awareness. These changes ensure our students not only excel academically but also gain the adaptability, creativity, and confidence needed for success in high school and beyond."
"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, Wishing Well Schools will continue to expand experiential learning, ensuring students develop real-world skills alongside academic excellence. We plan to reintegrate our six-week ski program and place greater emphasis on outdoor education at Quiet Waters, our private outdoor facility. These programs will enhance leadership, resilience, and hands-on learning in nature.
We will also deepen our AI and STEAM integration, equipping students with advanced coding, problem-solving, and ethical decision-making skills. Our project-based learning approach will evolve, offering even more opportunities for students to engage with real-world challenges.
Additionally, we will strengthen our family-school partnership, creating more ways for parents to be actively involved in their child’s education. These changes will ensure our students are not only academically prepared but also confident, adaptable, and future-ready in an ever-changing world."
York Montessori School opened its doors to six Richmond Hill families in 2007. Today, the school is a leading Montessori preschool in York region and licensed for 150 students. York Montessori School imparts children with an excellent Montessori education while providing exceptional child care.
York Montessori School is, and has always been, a licensed establishment with the Ministry of Education as well as a school that is proudly accredited by the CCMA (Canadian Council of Montessori Administrators). We practice pure Montessori philosophy and employ highly educated and accredited Montessori teachers who have had their training at a MACTE accredited or AMI teacher-training program.
York Montessori School has a very close group of families and together we are actively involved in the community. Parent teacher meetings, progress reports, and “Watch Me Work” workshops are conducted throughout the year. We also host regular school community building events such as curriculum nights, Montessori education evenings, parenting workshops, and an annual family BBQ.
YMS is dedicated to keeping a close relationship with our students and their families. Much of our success is attributed to valuable relationships between staff, students and parents. Collectively, we work towards one important goal, the enrichment of a pure Montessori education for your child.
At Wishing Well Schools, we take pride in fostering an exceptional learning environment for our students. Within this nurturing environment, students not only achieve academic excellence but also cultivate confidence and a genuine enthusiasm for learning. Our objective extends beyond providing them with the academic accomplishments needed for entry into competitive programs post-elementary school; we also strive to instill in them the character and confidence necessary to emerge as successful leaders.
Our ongoing commitment to providing an enriched and forward-thinking educational experience for our students is continuously revised and enhanced. With so many emerging changes in the world, we aim to empower our students with a robust foundation, setting them on a trajectory towards academic excellence and success.
As we celebrate 45 years of educational excellence at Wishing Well Schools, we look forward to another 45 years marked by continued success, academic excellence, and the emergence of upstanding student graduates. Our enduring commitment to providing a nurturing and enriching environment sets the stage for an even brighter future, as we look forward to shaping the next generation of accomplished individuals. Here's to the ongoing journey of learning, growth, and success at Wishing Well Schools for the years to come.
Progressive
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
Wishing Well Schools offers a rigorous, future-focused curriculum that blends advanced academics, STEAM, project-based learning, and leadership development. Our gifted-level approach challenges students beyond grade level, emphasizing critical thinking, problem-solving, and creativity in math, science, and language. We integrate AI education, coding, and ethics, ensuring students develop essential technological and analytical skills. Our hands-on, project-based learning approach encourages real-world problem-solving, collaboration, and innovation. Additionally, our outdoor education program at Quiet Waters enhances resilience, teamwork, and environmental awareness. Beyond academics, we prioritize character development, leadership, and a strong family-school partnership, ensuring students are confident, adaptable, and future-ready. Our small class sizes and supportive environment allow for personalized learning, helping each child reach their full potential. At Wishing Well, students don’t just excel academically—they develop the skills, mindset, and passion to become lifelong learners and leaders, prepared to thrive in high school and beyond.
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.
At Wishing Well Schools, we incorporate traditional math as a foundational pillar in our accelerated Ontario curriculum in Grades 1-8. We emphasize mastery of core algorithms and procedures through structured instruction, repetition, and drills, ensuring students develop strong computational fluency and accuracy. By following a logical progression, students first learn key mathematical methods before applying them to increasingly complex, real-world problems. This structured approach builds confidence, problem-solving skills, and long-term retention. We extend this approach to computer science and coding, where students first learn fundamental programming concepts and algorithms before applying them to projects, AI development, and problem-solving tasks. This ensures a strong technical foundation while fostering logical thinking and innovation. While we integrate STEAM and project-based learning, we recognize the importance of procedural mastery as a stepping stone to higher-level mathematical reasoning, computational thinking, and real-world applications.
- 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)
Nelson Math, My Math Path and supplemental materials created by teachers and departments.
Calculators are used at more advanced levels of mathematics after students have learned important fundamental skills.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
When it comes to Montessori education, the child will write before they will read. The child’s mind must have the capacity to isolate sounds and have the ability to visualize the symbols that correspond to a particular sound. The child progresses through the same process to acquire reading as they did to acquire the spoken language. Therefore, the child progresses through sounds, syllables, words, phrases and sentences. In the classroom the Language curriculum is broken up into five stages: - Spoken Language - Writing - Reading (Phonetics, Phonograms, Puzzle words) - Function of Words - Reading analysis
Our early years program is a Montessori program. The Montessori approach to phonics in Casa (ages 3-6) is a hands-on, sensory-based method that builds strong foundational literacy skills through systematic, sequential learning. Children first learn letter sounds (phonemes) before letter names, using sandpaper letters to connect tactile, auditory, and visual learning. Through movable alphabets, they begin forming words independently, reinforcing phonemic awareness and spelling skills. Phonics lessons progress from simple to complex, introducing blending sounds, digraphs, and phonograms in a natural, engaging way. Montessori phonics fosters independence and confidence, allowing children to explore language at their own pace. Multi-sensory activities, such as object matching, word-building, and reading simple books, make learning interactive and enjoyable. This approach ensures a deep understanding of phonics, enabling children to decode words effectively, build strong reading skills, and develop a lifelong love of literacy.
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 balance of the systematic and process approaches in our writing program. Students follow the Ontario Curriculum while also benefiting from the UK curriculum, which provides more advanced structure and depth in writing instruction. We ensure students have ample opportunities to write meaningful pieces, fostering a love of writing while also providing explicit instruction in grammar, sentence construction, and editing skills. Early on, students learn structured techniques such as paragraph organization, sentence variety, and revision strategies. As they progress, students apply these skills to creative, analytical, and real-world writing tasks, ensuring both technical mastery and expressive confidence. This balanced approach builds strong foundational writing skills while allowing students to develop their unique voice and creativity, preparing them for high-level writing expectations in later grades.
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 balance approach to teaching science, blending expository instruction with inquiry-based learning. Students build a strong foundation in scientific facts, theories, and principles through direct instruction and textbook learning, ensuring content mastery and analytical thinking. At the same time, we emphasize hands-on experimentation, critical thinking, and real-world applications. Through labs, projects, and open-ended investigations, students develop hypotheses, design experiments, and analyze data, fostering a scientific mindset and problem-solving skills. Our STEAM and AI integration further enhances inquiry learning, allowing students to apply scientific concepts in coding, engineering, and environmental studies. Our outdoor education program at Quiet Waters provides additional opportunities for field studies and environmental exploration. This balanced approach ensures that students not only understand core scientific knowledge but also develop the skills, curiosity, and confidence needed to apply science in innovative and meaningful ways throughout their education.
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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Our literature program follows an equal balance approach, combining classical literature with contemporary works to develop critical thinking and cultural awareness. Beginning in grade six, students study Shakespeare, Dickens, and other classic authors, analyzing plot, themes, and historical context while exploring universal human experiences. We also incorporate contemporary fiction and texts that address social issues, encouraging students to examine diverse perspectives, equity, and historical narratives. Literature is used as a tool for both intellectual exploration and social reflection, fostering discussions on representation, bias, and ethical dilemmas. Our program, based on the Ontario Curriculum at an advanced level with UK influences, includes class discussions, critical essays, and cooperative projects. Students learn to appreciate literary traditions while developing empathy, analytical skills, and a global perspective, preparing them to engage thoughtfully with the world through literature.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
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.
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
History– Materials included in this part of the curriculum were designed to teach such concepts as the daily calendar, the seasons, the clock & basic human needs. Geography–This part of the curriculum includes materials pertaining to the solar system, the continents, land and water forms, introduction to the earth’s elements and all parts of the world. Sensorial- Materials were designed to facilitate the child's ability to attend to their senses through interaction with the environment to promote intellectual development. They can be broken down into 8 categories of senses: Visual, Tactile, Baric, Thermic, Stereognostic, Gustatory, Smell and Hearing. Practical Life- Materials are broken down into five categories (Preliminary Exercises, Care of the Environment, Care of Person, Grace and Courtesy, Control of Movement) to teach the child to function in their own environment, encouraging independence, coordination, concentration and freedom of choice.
Our elementary social studies program follows the Core Knowledge approach, providing a sequential and comprehensive understanding of history and geography. Students engage in research and presentations, allowing them to analyze significant people, places, and events while developing strong communication and critical thinking skills. Aligned with the Ontario Curriculum, our program develops students' ability to think critically, analyze historical events, and understand geographic concepts. By exploring key historical figures, civilizations, and global connections, students build a strong foundation in social studies that deepens as they progress through the grades. This approach ensures students gain broad knowledge, historical awareness, and geographic literacy, preparing them to make meaningful connections between the past and present. By integrating Core Knowledge with the Ontario Curriculum, we provide a rich, engaging social studies experience that helps students become informed, thoughtful, and active citizens.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Our Grades 6-8 humanities and social sciences program follows an equal balance approach, integrating perennialist and pragmatic methods to develop critical thinking and real-world application. History is essential to understanding today’s world. Students explore historical events, civics, ethics, and philosophy, analyzing how past ideas and decisions shape society. They develop argumentative writing, debate, and research skills to engage with complex issues. At the same time, we emphasize contemporary social sciences, including geography, sociology, economics, and political structures, using case studies and real-world applications to connect history with current events. Civics ensures students understand citizenship, governance, and ethical decision-making. Aligned with the Ontario Curriculum at an advanced level, our approach helps students develop analytical, persuasive, and problem-solving skills, preparing them to be informed, engaged citizens in high school and beyond.
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.
Our advanced French program in elementary follows an equal balance approach, blending audio-lingual and communicative methods to develop fluency, comprehension, and confidence. Unlike public schools, which begin Core French in Grade 4, our students receive daily instruction starting in Casa, providing a strong linguistic foundation. Students practice oral drills, repetition, and structured exercises to reinforce grammar, pronunciation, and vocabulary. At the same time, they engage in interactive activities, dialogues, cultural exploration, and real-world communication to make learning engaging and meaningful. This balanced approach ensures that students develop both accuracy and practical language skills, allowing them to speak, write, and understand French effectively. Aligned with the Ontario Curriculum at an advanced level, our program prepares students for high school French and beyond, fostering a lifelong appreciation for language learning and Francophone culture.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Our arts program follows an equal balance between receptive and creative learning, ensuring students appreciate, analyze, and create across multiple disciplines. We offer acting, dance, drama/theatre, graphic design, music, and visual arts, providing a comprehensive arts education. Students explore art history, musical movements, theatre traditions, and design principles, analyzing artistic works and their cultural significance. At the same time, they actively engage in studio work, performance, and creative expression, developing their own artistic voice and technical skills. We celebrate the arts yearly with our Annual Winter Pageant, where students showcase their talents through music, dance, drama, and visual presentations, fostering confidence and a love for performance. Aligned with the Ontario Curriculum, our balanced arts program nurtures creativity, critical thinking, and artistic excellence, helping students build both appreciation and hands-on expertise in the arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
In our Elementary program, we have a 1to1 iPad program and we are fortunate to have many opportunities to integrate technology into our curriculum. This technology is used to enhance the pedagogy and is curriculum driven. We teach coding from Grade 1 and Computer Science in Grade 7/8.
Web design
Robotics
Computer science
Yoga, Music and Movement, Extra Curricular activities such as Karate, Stretch and Grow, Dance, and various fitness programs.
We believe that Physical Education is the key to success. We have a mandatory 20 minute whole school DPA every morning and three to four gym classes per week. Our ski program is a six week program every winter and we are part of the SSAF.
Montessori
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.
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.
Through the use of the five traditional Montessori Curriculums, we teach appreciation and responsibility for the environment, a sense of cooperation, and respect for others. Children are provided with a wide range of meaningful experiences that empower them to explore their world. We help children gradually expand their knowledge and skills as they grow into confident, self-directed individuals.
At Wishing Well Schools, our Casa program follows the Montessori approach, fostering independence, curiosity, and a love of learning. Through hands-on, multi-sensory activities, children build strong foundations in literacy, numeracy, and practical life skills at their own pace. Our phonics-based reading program introduces letter sounds first, using sandpaper letters and movable alphabets to strengthen early reading and writing skills. In math, concrete materials like number rods and golden beads help children develop deep, intuitive understanding before abstract problem-solving. With small class sizes and individualized learning, Casa students gain confidence, critical thinking skills, and creativity, ensuring a smooth transition into our accelerated elementary program.
Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Information not available
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.
Our school fosters a rigorous academic culture while maintaining a supportive environment. We set high expectations, challenging students through an advanced curriculum that exceeds Ontario standards while nurturing curiosity and a love of learning. Students develop critical thinking, problem-solving, and independent learning skills, ensuring they are motivated by discovery rather than pressure. With small class sizes and personalized support, teachers provide the guidance needed for students to meet challenges with confidence. Our balanced approach ensures students achieve academic excellence while developing the resilience and work ethic needed for high school and beyond.
"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.
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At York Montessori School, we recognize that children learn and develop in their own way and at their own pace and encourage them to work toward independence and self-motivation. Through the use of the five traditional Montessori Curriculums, we teach appreciation and responsibility for the environment, a sense of cooperation, and respect for others. Children are provided with a wide range of meaningful experiences that empower them to explore their world. We help children gradually expand their knowledge and skills as they grow into confident, self-directed individuals.
At Wishing Well Schools, we take a balanced approach, nurturing intellectual, emotional, social, and physical growth equally. Our goal is to shape well-rounded individuals who are academically strong, confident, and socially responsible. Through an advanced curriculum, we challenge students to think critically, solve problems, and engage deeply in learning. We also foster leadership, teamwork, and character development through extracurriculars, outdoor education, and physical activity. Our supportive environment helps students develop confidence, adaptability, and a strong work ethic, preparing them to excel academically while leading with integrity. We strive to cultivate lifelong learners and engaged citizens, ready to contribute meaningfully to their communities and the world.
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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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
Information not available
At York Montessori School, it is our priority to provide or facilitate the appropriate resources available to ensure the highest quality of education for the child. Outside special education resources/support may intervene if necessary, upon discussion with the child's parents. Our school is committed to inclusion, fairness and the right to learn and excel academically and individually.
Every child is unique and their strengths and skills should be determined on an individual basis.
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%
80%
Nursery/Toddler, Preschool, JK, SK
Rolling
Rolling
Not available
Not available
No
Yes: grades Nursery/Toddler - 8
No
No
No
No
No
Yes: grades 1 - 8
No
Yes: grades 1 - 8
No
No
Students who strive for excellence and can cope with academic rigour, finding joy in learning, are ideal candidates for Wishing Well Schools.
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.
Students in 3rd Year Casa (SK) to Grade 8 must spend a day to determine suitability for our program. Within the day visit, an entrance test will also be administered.
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