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Go to child profileWMS, in downtown Toronto, offers a nurturing and educational childcare environment for children (1.5 - 12 yrs.) Westsiders achieve their fullest potential; our students radiate self-confidence and exhibit a love for learning. Our children develop strong executive functions, a love of and connection to nature and a sense of belonging and commitment to their community.
There are various aspects to the Montessori model of instruction, though Westside nicely addresses not only what Montessori is, but also what it can mean in the longer-term. Maria Montessori didn’t think small—her classrooms, she felt, could be a doorway to many things, including world peace. That’s a very big thought of course, but within it is that idea of the longer-term, the belief that education is about the future of a society through addressing the future of each child. At Westside, that’s very much the intention: to give young students the basis for success in their education, and ultimately, success in life. The vibrancy of the surrounding Kensington Market community finds its way, very happily, into the classroom as well. Core literacy and numeracy are important, though there is also an attention to esteem, executive functioning, and social interaction. Rightly, families look to Westside, often principally, because of the program’s attention to those foundations.
Program | offered |
---|---|
Montessori toddler | |
Casa | |
Elementary | |
Middle School | |
High School |
Focus |
---|
Academic |
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
Subject | offered |
---|---|
Evolution as consensus theory | |
Evolution as one of many equally viable theories | |
Evolution is not taught |
Subject | offered |
---|---|
Biology | |
Chemistry | |
Ecology | |
Geology | |
Meteorology | |
Physics | |
Physiology | |
Zoology |
Subject | offered |
---|---|
Acting | |
Dance | |
Drama/Theatre | |
Graphic Design | |
Music | |
Visual Arts |
Subject | offered |
---|---|
Computer science | |
Robotics | |
Web design |
Toddler | Primary | Lower Elementary | Upper Elementary | |
---|---|---|---|---|
Age groupings How children are grouped by age for each class.' |
18 to 30/36 | 30/36 to 72 | 6 to 9 | 9 to 12 |
Uninterrupted work periods The longest uninterrupted work period for each class.' |
2 hours | 3 hours | 3 hours | 3 hours |
Tests and assignments How often students are given tests or assignments in each class.' |
Never (Orthodox) | Never (Orthodox) | Occasionally (Moderate Orthodox) | Occasionally (Moderate Orthodox) |
Graded work How often students have their work graded in each class.' |
Never (Orthodox) | Never (Orthodox) | Occasionally (Moderate Orthodox) | Occasionally (Moderate Orthodox) |
Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.' |
2% | 2% | 2% | 2% |
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.
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.
We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.
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.
Overall approach : Which option best describes your overall curricular approach?
Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.
Flexible pacing style | 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 |
WMS offers no/limited support for students with learning difficulties or special needs.
Subject Type | offered |
---|---|
Learning strategy and study counselling; habit formation | |
Extra support and minor accommodations for children experiencing subclinical difficulties |
Subject Type | offered |
---|---|
Accommodations | |
Modifications | |
Extra support |
Read our guide to special needs schools and special education
Program | offered |
---|---|
Full-time gifted program (parallel to rest of school) | |
Part-time gifted program (pull-out; parallel to rest of class) |
Curriculum delivery: This information is not currently available.
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) |
This information is not currently available.
This information is not currently available.
NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | |
Day | $20,700 | $18,700 | $19,000 |
Discounts
Discount Type | Enrolment Type | Amount |
---|---|---|
Full payment | all students | 2% |
2nd child (sibling) | all students | 5% |
3rd child (sibling) | all students | 10% |
This information is not currently available.
This information is not currently available.
Grades | Gender | Living Arrangement | Enrolment | |
---|---|---|---|---|
Group 1 | Nursery/Toddler to Gr. 6 | Coed | Day | 100 |
Total enrolment | 100 |
Average class size | 10 to 24 |
% of international students (total enrolment) | N/A |
Number of different nationalities within student population | N/A |
Assessment | Required | Grades |
---|---|---|
Interview | 1 - 6 | |
SSAT | ||
SSAT (out of province) | ||
Entrance Exam(s) | ||
Entrance Essay |
Day students: Rolling
Offer mid-year entry:
Yes
Application fee: N/A
Registration fee: N/A
Deposit:
N/A
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.
Student Type | NS | PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 |
---|---|---|---|---|---|---|---|---|---|---|
Day Acceptance (Acceptance rate) | 10 - 15 (50%) | 2 - 3 (25%) | 2 - 3 (25%) | 2 - 3 (25%) | 3 - 5 (85%) | 3 - 5 (85%) | 3 - 5 (85%) |
Children present us with opportunities to think about the world in new and fascinating ways. I am blessed to share my days with our Westside students and my evenings with my own child, who is three. A few months ago, when explaining to my son Wyatt that I work at his school and we may see each other from time to time, he began with the “Why? Why?” that educators and parents are extremely familiar with. He wanted to know why I work at his school, “Because I like to help children and teachers.” “Why?” “Because I love children.” “Why?” Up until this moment, the conversation had been easy, really easy. This was a huge question and he was awaiting my response, “I love children because within each child lies an opportunity for a better world”.
Maria Montessori, who lived through two world wars, believed that through children, we can achieve world peace, and I quote, “Establishing lasting peace is the work of education; all politics can do is keep us out of war.” Mahatma Gandhi met Maria Montessori in 1931, and she invited him to speak to a group of Montessori teacher trainees. He said, “If we are to create peace in our world, we must begin with our children.”
They are right, if peace doesn’t begin with the children, it doesn’t begin at all. Spending time with these beautiful souls reminds me on a daily basis that anything is possible and they will lead us there. We must give them the opportunity, trust and confidence to make it happen. We must have faith in their development and know that they will arrive.
I invite you to set up a time to come to Westside Montessori School and learn more about our programs and the independent, motivated and compassionate students we are guiding.
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