Be Exceptional! At this flagship school, students successfully grow to their potential in enhanced programs offering either Montessori philosophy (9 months to Gr. 6), or progressive classes (Grades 1-8). A Tall Pines School 21st Century Education provides exceptional academics, leadership skills, critical thinking, independence, creativity, athletics, the Arts, and community service within a caring community. Every student is unique and TPS programs are tailored to fit the learning needs of each child.
At Tall Pines School, we select our teachers not solely for their top academic credentials, but for their passion for teaching, their own love for learning, and their strong desire to make a difference in the life of a child.
Our Montessori classrooms are superbly equipped with state of the art materials for learning. Bright and cheerful classrooms with materials that are, frankly, magnetic to children, provide the perfect start to developing a passion for learning which persists for life.
Canada's longest accredited CCMA school.
Ministry of Education - Early Years Licensed Program.
Challenging athletics form a large part of the program. Track and Field, field hockey, basketball, flag football, soccer and volleyball are just a few of the team and individual sports offered. As a member of the Small Schools Athletics Federation, the school's students participate in regular tournaments against their peers from other schools.
The Arts are critical to developing the whole child. From visual art to film making, from learning an instrument to appearing in the annual school musical, students are encouraged to express their creativity. Performing in the annual school musical also involves leadership skills, personal responsibility, and teamwork.
Tall Pines School offers fully CCMA accredited Montessori programs from Age 18 months to Grade 8. Our classrooms are extraordinarily well equipped with state of the art Montessori learning materials and equipment.
Hands-on learning is a key part of the Montessori philosophy. Learning through experience is essential to engaging the active minds of children.
Insider Reviews and Perspectives
Our Take: Tall Pines School
Tall Pines isn’t your typical Montessori school, in part because it sees the Montessori approach not as an end in itself, but rather as a starting point. There are lots of things here that Maria Montessori wouldn’t recognize, from school uniforms to 21st century literacies; from a robust athletics program, to a larger, more diverse student body. All of those things are very intentional, and Tall Pines has built its program to be innovative, offering the best of both Montessori and progressive instructional approaches. Administration is aware that they have options, and therefore the students do as well.
Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.
Curriculum approach at Tall Pines School: Montessori
Tall Pines School has a Montessori approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).
[Show: About Montessori?]
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Curriculum at schools on OurKids.net
Montessori - 17%   Traditional - 15%   Liberal arts - 17%   Progressive - 17%   Reggio Emilia - 17%   Waldorf - 17%
What Tall Pines School says: Montessori Curriculum serves ages from Infant to Grade 6. Children learn in a child-centred program, through working with especially designed hands-on materials under the guidance of teachers trained in Montessori philosophy.
Progressive traditional private school curriculum serves Grades 1 to 8, and includes The Zone, a 21st Century learning program for adolescents in Grades 7 & 8. Leadership development, challenging academics, small class sizes, superb arts, athletics, and outdoor education are all hallmarks of a Tall Pines School education. High behavioural standards allow students to grow to be young leaders. The school truly is a place to become exceptional.
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.
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.
What Tall Pines School says: Tall Pines School uses the Riggs Phonics program for children who are emerging readers. Students learn the sounds in the English language and how those letters are formed. The writing road to reading enables the children to learn reading through composing simple words, and sounding out the letters which make up the words. A solid grounding in phonics enables the students to begin reading and writing from a young age.
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.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
What Tall Pines School says: The Tall Pines School Arts Council offers student performances through an Annual Production, and cast members work all year towards the annual production, integrating acting, singing, and choreography with vocal and instrumental music.
For younger students, classroom performances showcase the achievements of their music class.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers and Technology at schools on OurKids.net
Light integration - 20%   Heavy integration - 33%   Medium integration - 47%
What Tall Pines School says: Computers and Information Technology are great tools to facilitate and extend learning, however they are not a substitute for hands-on learning.
Light integration of computers occurs in the younger grades, with computer classes teaching how to use this useful tool.
For Grades 7 & 8 students, technology is completely integrated into their 21st Century learning program. Coding is taught to older students.
What Tall Pines School says: Healthy living is the focus, with sport and personal exercise being considered to be a vital aspect of student development. Students are encouraged in their personal growth and fitness. Since Tall Pines School is a member of the Small Schools Athletic Federation, teams regularly compete against other schools.
Sex and health education approach at Tall Pines School: Not Ontario curriculum
Tall Pines School has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).
[Show: About Not Ontario curriculum?]
The sex education curriculum does NOT follow the provincial one taught in public schools - either in terms of structure, pacing, focus, and/or tone.
Sex and health education at schools on OurKids.net
Does not follow prrovincial curriculum - 45%   Follows provincial curriculum - 55%
Approach to sex and health education: Mostly value-neutral
Tall Pines School has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.
What Tall Pines School says: Family life education is taught at age and developmentally appropriate times, keeping in mind the values of the members of our community. As students approach adolescence, appropriate information about human sexuality is essential.
Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.
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.
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.
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.
External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.
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.
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.
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.
Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.
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.
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.
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.
Overall approach : Which option best describes your overall curricular approach?
32% of schools
Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.
46% of schools
Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.
16% of schools
Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.
6% of schools
Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.
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 Tall Pines School: Montessori
Tall Pines School has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About 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.
What Tall Pines School says: Montessori Infant, Toddler and Prima Casa programs at Tall Pines School are all licensed under the Ministry of Education's Child Care and Early Years Act. Montessori Casa programs serve students from age 4 to 6. Tall Pines School is the longest accredited CCMA Montessori school in Canada, so that parents can be assured that they have an authentic Montessori program.
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 Tall Pines School: Student-paced
Tall Pines School has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).
[Show: About Student-paced?]
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
What Tall Pines School says: Self-directed Montessori students work to their ability and interests. Students in the traditional Junior School program follow a program tailored to suit their learning needs, with teacher guidance.
Flexible pacing style
Flexible pacing style
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
What Tall Pines School says about flexible pacing: This information is not currently available.
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 Tall Pines School: Supportive
Tall Pines School has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Academic Culture at schools on OurKids.net
Supportive - 50%   Rigorous - 50%
What Tall Pines School says: Students are expected to do their very best whether they are enrolled in Montessori or Progressive programs at Tall Pines School. Within the Montessori program, students are self-directed, with the guidance of teachers. Within the Progressive program, students learn as a group within the teacher-centred curriculum. Ample support is provided through small class sizes and caring teachers who nurture each student. Every child has their strengths, and the programs are tailored for those unique gifts. Every student is supported, challenged, and encouraged to work to their potential.
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: Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Secondary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
What Tall Pines School says: Athletics, the Arts, Leadership, Intellect, Communication Skills and a love for the Natural World are all ways we seek to engage our students.These students will become young leaders who shape the world for the generation to come. It is our role as educators to help every child discover the unique gifts that they bring to the world, and to help them to discover how best to use those gifts to benefit society.
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.
What Tall Pines School says about their special need support: Our school aims to have every student working to their potential and provides excellent support to enable this to happen. For a small number of students with a learning difference, the school can provide an excellent program because of our ability to tailor the program to fit individual learning needs.Occasionally, there are students with learning differences for whom the program at Tall Pines School would not be a good fit. The school may recommend another facility for such individual students. Each student's application is considered on an individual basis.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
Mild but clinically diagnosed ADHD:
Summary: We do not offer special education classes, however, some students with learning differences can be accommodated in our regular classes.
Each case is evaluated on an individual basis to ensure there is a good fit between our program and the learning needs of the student.
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.
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.
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.
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).
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.
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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).
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.
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.
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.
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.
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.
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.
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 is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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.
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."
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 (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
Accommodating a wide range of physical conditions and disabilities.
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.
Dedicated gifted programs:
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)
Curriculum delivery: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)
What Tall Pines School says: Since Montessori education is individualized, students learn at the pace which is right for them and direct their own learning with the assistance of the teacher/guide. Gifted students are not specifically identified; rather, the program accommodates every kind of learner, each student working at their own pace.
Within our Junior School traditional program, teachers may modify the program to accommodate advanced learners. The aim is for all students to be challenged.
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.
In grade Gr. 8, Tall Pines School students perform an average of 2 hours of homework per night.
Tall Pines School
What Tall Pines School says about their flipped classroom policy: This information is not currently available.
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.
While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.
What Tall Pines School says:
Outstanding athletics program - banner winning teams compete within the Small Schools Athletics Federation tournaments.
Groundbreaking performing arts program offers the opportunity for students to participate in the annual Broadway musical.
Outstanding chess program teaches sportsmanship, strategic and critical thinking.
Competitive sports: 16 Recreational sports: 13
Legend: Competitive offered Recreational offered
Track & Field
Tall Pines School offers 15 clubs and extracurricular programs.
This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).
DayDay (Half day)
Day (Half day)
What Tall Pines School says about their tuition: Tuition fees INCLUDE:
Curriculum Related Day Field Trips, Casa to Grade 5 Swimming , Gr. 1-3/LE Spring Day Camps, Music Books & Recorders,Grade 4/5/6/UE Outdoor Education Overnight Camping Trips, The Zone Expedition Trip, Gr.1-8 Skiing, Information Technology Fees, School Textbooks and Work Books, School Supplies for LE, UE, Grades 1-6, and The Zone
2nd child (sibling)
3rd child (sibling)
Need-based financial aid
Tall Pines School does not offer need-based financial aid.
Private schools come in all shapes and sizes. Some larger schools have enrolment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrolment. For instance, here you can learn about a school’s enrolment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrolment per grade.
Nursery/Toddler to Gr. 8
Average class size
15 to 18
% of international students (total enrolment)
Number of different nationalities within student population
Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.
Your first step is to tour the school. Students will be interviewed or tested according to age and grade level. We require proof of date of birth, health insurance, immunizations and a copy of the last full report card where a student was previously enrolled in a school.
Acceptance Rate: 98%
This is the percentage of applicants typically accepted into the school. So if 50 students are admitted out of 100 applicants, the school has an overall acceptance rate of 50%.
Student Entry Points
This shows approximately how many openings there are likely to be in each grade in a typical year, as well as the estimated acceptance rate for each grade level.
Day Acceptance (Acceptance rate)
Type of student Tall Pines School is looking for:
Tall Pines School seeks students who are motivated, curious about the world, and willing to take appropriate risks in their learning.
It is my great pleasure to welcome you to visit Tall Pines School, a place where programs are tailored to fit the learning style of every child. Every student is unique and each one is nurtured intellectually, academically and emotionally, encouraged to do their very best and provided with the skills they need to be successful at school and in life.
Our classes in Montessori education with its hands-on learning materials serve ages one to twelve, and our progressive private school accommodates ages six to fourteen. It is a diverse community of learners, with an atmosphere of respect, high behavioural standards, outstanding academics, athletics, arts, leadership, and 21st Century learning all set within a committed and caring community and a beautiful facility.
Every year, new families bring their children to us as a result of a recommendation from friends or family members, and it has been amazing that, since 1987, so many families have continued to support the vision of our founder. You are very welcome to call, come to an open house, to discover what a Tall Pines School education can do for your child’s future.