81 Curlew Drive, North York / Scarborough, Ontario, M3A 2P8, Canada
100-688 West Hastings Street, Vancouver, British Columbia, V6B 1P1, Canada
2007
2021
24
20
Nursery/Toddler to SK
K to 6
Coed
Coed
Day
Day
English
English, Mandarin
Academic
Montessori
Traditional
20 to 24
4 to 9
Learning, Developmental
Learning, Developmental, Behavioral
$8,500 to $13,500
$16,800 to $19,800
No
No
0%
0%
None
None
$0
$0
6
3
0%
0%
100%
75%
Nursery/Toddler, Preschool, JK, SK
K, 1, 2, 3, 4, 5, 6, 7
Rolling
Rolling
Not available
Not available
No
Yes: grades K - 7
No
No
information not available
information not available
With an accredited Montessori program, adapted to the developmental needs of each child, Curlew Montessori School fosters curiosity, autonomy, and intrinsic motivation in learning. Parents often describe the school as a second home, emphasizing its nurturing environment and strong community bonds. The low student-to-teacher ratios, and qualified teachers, are combined with the school’s commitment to providing a bright, spacious, and well-equipped learning environment. Key offerings include French as a second language, nutritious lunch and snack programs, and a large outdoor play space. Despite its small size, the school maintains a vibrant educational culture. Parents choose Curlew Montessori for its quality education, individualized and child-paced learning, and its supportive, beautiful facilities. The school aims to develop complete individuals, adapted to their time, place, and culture, in line with Maria Montessori's educational philosophy.
View full reportHongDe is the very definition of a bilingual school—students live and learn in two languages. They also arrive proficient in either. This isn’t a school where Anglophones learn Mandarin, or Mandarin speakers learn English; rather, it’s both. Language learning is important, and bilingual fluency has its own benefits. But there are other benefits to learning languages that are less obvious, maybe, though eminently valuable. They include gaining a sense of the world, interacting meaningfully with other cultures, and gaining a unique sense of mastery. HongDe was formed very much with all of those things in mind. Given that it’s an elementary school, the introduction to a second language comes at the right time, that when kids are best able to take it on board. Facilities are crisp, clean, and the school is a hub to a vibrant, engaged parent and student community.
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"The teachers are not only exceptionally qualified but also deeply passionate about the Montessori method and their care for each child."
Sarah Salvador - Alumnus (Apr 29, 2024)
I cannot speak highly enough about our experience at Curlew Montessori. From the moment we walked in...
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"At Curlew Montessori School, we provide an enhanced Montessori program, tailored to each child's developmental requirements. Our approach fosters inner drive and autonomous learning, enabling children to progress individually. We instill a deep sense of personal and societal responsibility, along with the joy of achieving excellence. Many parents liken our school to a second home. Reach out via phone or email to arrange your tour. We look forward to meeting you!"
"HongDe Elementary School is a BC Ministry of Education certified Not-For-Profit Kindergarten – Grade 5 Independent School, offering a Mandarin / English bilingual program. The name HongDe can be translated as “Promoting virtue through learning traditional culture.”"
"Regarded by families as a second home, our school plays a pivotal role as a child's initial step into the academic world. This transition from home to school life establishes strong bonds within classrooms and the school community. With its intimate size, Curlew Montessori School excels in providing personalized care and attention to every child and family, setting us apart."
"In a caring and supportive learning environment characterized by small class sizes and a rich multicultural setting, students embark on a transformative journey to acquire both English and Chinese languages. Our program is thoughtfully balanced, with 40% of instruction delivered in Mandarin and 60% in English."
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"Quality Education
Individualized learning
Child paced learning
Learning as an aid to life
Accredited and licensed
Beautiful, bright and spacious facilities"
"Our educators embrace the revised BC curriculum with its focus on engagement, the core competencies, essential learning and literacy and numeracy foundations. We strive to educate students for the future; one in which the ability to collaborate and think critically and creatively will be invaluable."
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"Creating opportunities for parents to fully engage and understand the Montessori philosophy and opportunities to strengthen their parenting knowledge and skills. This is facilitated by organizing and implementing the events such as parent education nights, ongoing discussions about the progress of their child through p/t conferences, classroom observations."
"Mandarin is the most relevant and useful second language, spoken by more than 900 million people world-wide. Our students will receive Mandarin instruction in Chinese Language Arts, Arts Education, Physical Education and Health education. This will give them the opportunity to acquire the skills needed for speaking, reading, writing, listening, and communicating in both Mandarin and English."
"We may be small, but we are mighty! Though our school may be compact, we uphold an unwavering commitment to top-tier programming, ensuring a vibrant educational culture for both children and their families within this age group."
"HongDe Elementary School’s performing arts component in the Mandarin Program is a holistic creative journey that nurtures students in traditional Chinese music and dance."
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Dr. Maria Montessori observed that children below the age of six possess a remarkable capacity to soak up knowledge from their environment, driven by an intrinsic motivation to do so. She termed this phenomenon the "absorbent mind" and acknowledged that these formative years offer a unique window of opportunity for learning certain skills that may not be as readily attainable later in life. At Curlew Montessori, we foster the inherent love for learning and exploration that children possess by providing them with chances to independently select and engage in meaningful activities.
In our educational setting, we employ Montessori learning materials to offer children tangible reasons to touch, manipulate, and learn, guided by their individual interests and natural curiosity. Our accredited Montessori program places emphasis on acquiring practical self-help abilities, developing the ability to differentiate between sizes, shapes, and colors, familiarizing with phonetic sounds of the alphabet, progressing towards writing and reading, numerical counting, comprehending number symbols, delving into arithmetic, and exploring subjects like botany, zoology, and geography through hands-on experiences.
All these learning experiences are facilitated by trained Montessori educators, who instill a sense of joy in the process of discovery. Through their own initiatives, children cultivate self-discipline and the capacity to concentrate.
We warmly invite you and your child to join us. Feel free to contact us to schedule a visit and tour our facilities.
As Principal, it is my pleasure to introduce you to HongDe Elementary School, a BC certified Mandarin/English bilingual school where students and teachers learn and collaborate together.
At HongDe Elementary School, teachers and staff strive to ensure that all students are learning in a safe, inclusive, and welcoming school environment. HongDe teachers focus on facilitating the development of critical thinking and inquiry in students by following the BC Curriculum (Core Competencies, Curricular Competencies, Content, First Peoples Principles of Learning), while also modeling and teaching virtues.
HongDe Elementary School is a small and unique learning community that values the diversity and talents of all students and staff. By learning at HongDe Elementary School, your child will not only acquire language proficiency in both Mandarin and English, but will most importantly feel proud of their achievements as bilingual learners.
Traditional
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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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
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Balanced Literacy
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.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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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.
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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.
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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
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Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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).
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Academic
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Within the Casa program, children aged 2 ½ to 6 engage in a diverse age-mixed environment, cultivating a sense of community where they evolve as both learners and mentors. The Montessori approach thrives best when a child consistently attends school for 5 half or full days, spanning the full 3-year Casa primary program. This steadiness empowers your child's teacher to tailor the curriculum according to individual developmental stages and needs and helping the child reached their potential within the first phase of their development, thus preparing them for school and for life!
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Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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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.
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.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
In a Montessori setting, children develop a profound sense of independence, critical thinking, and self-motivation. They cultivate a love for learning, becoming adaptable problem solvers and effective communicators. This environment fosters creativity, empathy, and social skills through mixed-age interactions. Montessori nurtures a strong foundation of academic excellence while emphasizing holistic growth, enabling children to thrive academically, emotionally, and socially, and equipping them with skills that serve them well throughout their lives.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
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. | ||||
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.
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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. | ||||
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. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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
K - 7
0%
0%
$0
$12,000
100%
75%
Nursery/Toddler, Preschool, JK, SK
K, 1, 2, 3, 4, 5, 6, 7
Rolling
Rolling
Not available
Not available
No
Yes: grades K - 7
No
No
No
No
No
No
No
No
No
No
ADMISSION POLICY
The admission policy of Curlew Montessori School is based on the educational philosophy of Dr. Maria Montessori. We strive to serve a broad range of socioeconomic, religious, cultural, racial and ability groups. Our Program is not designed for children that have specific difficulties
i. e. learning exceptionalities, medical or emotional needs, psychological issues nor are our teachers trained in these areas. For this reason, we are not always able to meet the needs of every child.
Children with mild physical, mental or educational exceptionalities are considered for admission when special care or attention is not required. Reasonable accommodations will be made provided that minor changes to the program are required and that the child does not pose a risk to himself or others. A recent diagnostic assessment by qualified professionals, which identifies the child’s needs within a “mainstream” environment, is required. Assessment prior to admission and consequent periodic assessment may also be required during the school year and prior to re-registration. An educational assessment will determine:
Enrollment of students is made on a first come, first served basis given the following guidelines:
We welcome all students regardless of gender, race, religion or national origin
Application for the 2023- 2024 school year is still open. And we are now accepting new application for the 2024-2025 school year.
The application process is as follows:
Step 1: Please fill out the online application form.
Step 2: Include the following documents with your application and email to [email protected]
Step 3: Student Interview (online or face-to-face)
Step 4: Acceptance
After acceptance, students will be contacted our school to discuss their learning plan.