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Trusted by families since 1998.
Miracle Montessori logo
OUR KIDS Report:
Report on Miracle Montessori
TOPICS
Grades Nursery/Toddler — Preschool — North York, ON (Map)
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THE OUR KIDS REPORT:
Miracle Montessori
REPORT CONTENTS
Reviews
Analysis

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Miracle Montessori ACADEMICS & Curriculum


Page Contents

Preschool/K Curriculum Montessori

[Show definition of Preschool/K Curriculum]

Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

Preschool/K Curriculum approach at Miracle Montessori: Montessori

Miracle Montessori has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).

[Show: About Montessori?]

Our Kids definition: 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.

Compare Miracle Montessori's Preschool/K Curriculum with other schools on OurKids.net:
  Montessori - 29%
  Play-based - 20%
  Waldorf - 2%
  Reggio emilia - 7%
  Academic - 42%

What Miracle Montessori says about their preschool/K curriculum approach:

At Miracle Montessori, our preschool program strictly follow the AMI Montessori approach. Children learn through hands-on, self-correcting materials in Practical Life, Sensorial, Math, Language, and Cultural areas. Each classroom is carefully prepared to promote independence, concentration, and a love of learning. Multi-age groupings (2.5–6 years) foster peer learning and collaboration. Teachers, all AMI-certified, guide rather than instruct, observing each child’s readiness before introducing new materials. Emphasis is placed on freedom within limits, choice, and respect for each child’s developmental pace. Our calm, orderly environment supports self-discipline and deep engagement, allowing children to build confidence, responsibility, and foundational academic skills in a joyful and purposeful way.

Montessori Approach Moderately non-orthodox

Miracle Montessori's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.

  Toddler Primary
Age groupings
How children are grouped by age for each class.'
 18 to 3 3 to 6
Uninterrupted work periods
The longest uninterrupted work period for each class.'
 2 hours 4 hours
Tests and assignments
How often students are given tests or assignments in each class.'
 Never (Orthodox) Never (Orthodox)
Graded work
How often students have their work graded in each class.'
 Never (Orthodox) Never (Orthodox)
Arts and crafts
The percentage of a typical student's day that is spent on arts and crafts in each class.'
 10% 10%

Overall approach

Orthodox
29% of schools

Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

Moderately Orthodox
45% of schools

Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

Moderately Non-Orthodox
21% of schools

Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

Non-orthodox
5% of schools

Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.

Classroom practices

  • Whole-class lectures Orthodox

    Orthodox

    Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

    Moderately orthodox

    Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

    Moderately non-orthodox

    Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

    Non-orthodox

    Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.

  • Special education Moderately non-orthodox

    Orthodox

    External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

    Moderately orthodox

    External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

    Moderately non-orthodox

    External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

    Non-orthodox

    External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.

  • Specialist classes Moderately orthodox

    Orthodox

    We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

    Moderately orthodox

    We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

    Moderately non-orthodox

    We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

    Non-orthodox

    We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.

  • Modern-day technology Moderately non-orthodox

    Orthodox

    Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

    Moderately orthodox

    Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

    Moderately non-orthodox

    Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

    Non-orthodox

    Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.

Teaching assistants

This school uses teaching assistants.

What Miracle Montessori says about teaching assistants:

For the toddler room, we have one lead Montessori teacher and two assistant teachers, one of whom is a French/Italian teacher. In the Casa classroom, one lead Montessori teacher and one assistant teacher.

Language trilingual

Learn about Miracle Montessori's languages of instruction and enrolment.

Miracle Montessori is a trilingual school with English, French, Mandarin as the primary language of instruction

English - 80% French - 10% Mandarin - 10%

Language of enrolment include: English

Language immersion include: French immersion, Italian immersion

Curriculum Pace Student-paced

[Show definition of Curriculum Pace]

This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

Curriculum Pace approach at Miracle Montessori: Student-paced

Miracle Montessori has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).

[Show: About Student-paced?]

Our Kids definition: 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.

Compare Miracle Montessori's Curriculum Pace with other schools on OurKids.net:
  Student-paced - 28%
  Standard-enriched - 54%
  Accelerated - 18%

What Miracle Montessori says about their curriculum pace:

Our curriculum follows the Montessori approach, allowing each child to progress at their own pace based on individual readiness and interest. Teachers observe and guide rather than direct, ensuring personalized learning paths. This fosters independence, deep engagement, and mastery, rather than rushing through standardized content.


Flexible pacing style

Type Offered
Subject-streaming (tracking)
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
Differentiated assessment

What Miracle Montessori says about their flexible pacing:

We use multi-age classrooms to support peer learning and flexible progression. In-class ability grouping and differentiated instruction allow teachers to tailor lessons based on each child’s developmental stage, interest, and readiness. This ensures personalized pacing while fostering collaboration, independence, and a deep understanding of concepts across all learning areas.

Academic Culture Rigorous

[Show definition of Academic Culture]

Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

Academic Culture approach at Miracle Montessori: Rigorous

Miracle Montessori has a Rigorous approach to Academic Culture (as opposed to Supportive approach).

[Show: About Rigorous?]

Our Kids definition: 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”.

Compare Miracle Montessori's Academic Culture with other schools on OurKids.net:
  Rigorous - 51%
  Supportive - 49%

What Miracle Montessori says about their academic culture:

At Miracle Montessori, we combine the depth of the Montessori method with a rigorous academic culture, particularly in our approach to mastery and independence. While we honor each child’s developmental timeline, we maintain high expectations for focus, precision, and deep conceptual understanding. Our AMI-trained guides introduce progressively challenging materials based on readiness, ensuring students are consistently engaged at the edge of their abilities. We value effort, responsibility, and a growth mindset, encouraging students to take ownership of their learning and strive for excellence. Assessment is ongoing and observational, focused on mastery rather than rote outcomes. This rigorous yet respectful approach fosters intellectual curiosity, resilience, and a strong academic foundation that prepares children for lifelong success.

Developmental priorities Intellectual

[Show definition of Developmental priorities]

Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

Primary Developmental Priority: Intellectual

The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

Secondary Developmental Priority: Emotional

The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."

What Miracle Montessori says about their developmental priorities:

At Miracle Montessori, we aim to cultivate intellectually curious and emotionally grounded individuals. Through the Montessori method, children develop critical thinking, creativity, and a deep understanding of concepts, not just memorization. Equally important is the development of emotional intelligence—self-awareness, empathy, and confidence—fostered through respectful interactions, self-directed work, and a calm, orderly environment. We believe true success arises from the harmony of intellect and emotional maturity. Our goal is to shape thoughtful, resilient individuals who are capable of independent thought, meaningful collaboration, and compassionate leadership. By nurturing both mind and heart, we prepare students not just for academic achievement, but for purposeful, balanced lives in an ever-changing world.

Special needs support

[Show definition of Special needs support]

Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:

Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
  • Learning disabilities
    Dyslexia (Language-Based Learning Disability)
    This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
    Auditory Processing Disorder (APD)
    This is a sound differentiation disorder involving problems with reading, comprehension, and language.
    Dyscalculia
    This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
    Dysgraphia
    This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
    Language Processing Disorder
    This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
    Nonverbal Learning Disorders (NLD)
    These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
    Visual Perceptual/Visual Motor Deficit
    A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
  • Developmental
    Autism
    Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
    Asperger's Syndrome
    On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
    Down syndrome
    his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
    Intellectual disability
    This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
    Williams syndrome
    This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
    Fetal Alcohol Spectrum Disorder (FASD)
    Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
  • Behavioral and Emotional
    Troubled behaviour / troubled teens
    roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
    Clinical Depression
    This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
    Clinical anxiety
    This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
    Suicidal thoughts
    This involves persistent thoughts about ending one's life.
    Drug and alcohol abuse
    This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
    Oppositional Defiant Disorder (ODD)
    This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
  • Physical
    Multiple sclerosis
    This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
    Cerebral palsy
    his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
    Muscular dystrophy
    Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
    Spina Bifida
    This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
    Dyspraxia (Developmental Coordination Disorder)
    This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
    Blindness
    Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
    Deafness
    Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
    Cystic Fibrosis
    Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
    Multiple physical
    Accommodating a wide range of physical conditions and disabilities.

Read our guide to special needs schools and special education


Academic support

TypeOffered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed learning disabilities

TypeOffered
Accommodations
Modifications
Extra support

What Miracle Montessori says:

At Miracle Montessori, we are committed to providing a high-quality, focused learning environment aligned with the Montessori philosophy. Due to our specialized approach and limited resources, we are not equipped to support children with clinically diagnosed learning disabilities or significant behavioral challenges. If a child were to develop learning difficulties while enrolled, we would work closely with the family to observe and assess the situation, and offer short-term support within our capacity. However, if the child’s needs exceed what we can provide, we would recommend alternative programs better suited to support their development. To ensure the best outcomes for all children, we advise families of children with diagnosed learning disabilities to consider schools with appropriate support services.


Additional support

TypeOffered
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy

Gifted learner support No Support

[Show definition of Gifted learner support]

Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

Curriculum Delivery: This information is not currently available.

Class structure

Program Offered
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)

In-class adaptations

Program Offered
Custom subject enrichment (special arrangement)
Custom curriculum compacting (special arrangement)
Guided independent study (custom gifted arrangement)
Cyber-learning opportunities (custom gifted arrangement)
Formalized peer coaching opportunities (specifically for gifted learners to coach others)
Custom subject acceleration (special arrangement)
Career exploration (custom gifted arrangement)
Project-based learning (custom gifted arrangement)
Mentorships (custom gifted arrangement)

What Miracle Montessori says about their gifted learner support:

This information is not currently available.

Homework Policy

[Show definition of Homework Policy]

Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

Nightly homework

In grade Preschool, Miracle Montessori students perform an average of No homework of homework per night.

NSPS
Miracle Montessori0 mins0 mins
Site Average0 mins1 mins

What Miracle Montessori says about their flipped classroom policy:

This information is not currently available.

Report Card Policy

[Show definition of Report Card Policy]

While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

How assessments are delivered across the grades

TypeGrades
Academic achievement reportingNursery/Toddler to Preschool
Parent-teacher meetingsNursery/Toddler to Preschool
 

OUR KIDS REPORT: Miracle Montessori

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