81 Curlew Drive, North York / Scarborough, Ontario, M3A 2P8, Canada
3120 The Boulevard, Montreal, Quebec, H3Y 1R9, Canada
2007
1947
24
168
Nursery/Toddler to SK
K to 6
Coed
Coed
Day
Day
English
English, French
Academic
Montessori
Progressive
20 to 24
12 to 24
Learning, Developmental
$8,500 to $13,500
$19,300 to $21,110
No
Yes
0%
0%
None
None
$0
$0
6
24
0%
0%
100%
75%
Nursery/Toddler, Preschool, JK, SK
K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
No
Yes: grades K - 6
No
No
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 reportBelieving that a child’s first learning years are the most important, in 1947 The Priory School’s Founding Mothers, Frances Ballantyne and Alphonsine Paré-Howlett, succeeded in developing a school far ahead of its time. The Priory School's mission and philosophy is to nurture each child’s inherent curiosity, enable them to develop an enthusiasm for learning, and promote intellectual and creative growth and initiative. This also prepares their students to be responsible, tolerant, and self-confident global citizens. The Priory School has remained true to its roots throughout its 75 years of evolution, specializing in elementary education and providing its students with an environment that's caring, inspiring, and recognizes and addresses each child's individual needs.
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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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" .... outstanding from beginning to end."
Suzanne Csik - Parent (Feb 07, 2018)
Our son's experience at The Priory was outstanding from beginning to end. The Priory curriculum and ...
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"my daughter loved going to school"
Ana Desmaison - Parent (Feb 10, 2018)
My daughter loved The Priory. She flourished because she felt safe and loved by everyone, her teache...
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"There is no way around it; Priory School's location is idyllic."
Lisa Bagchi - Parent (Mar 22, 2023)
My children both enjoy the friendships they've made at Priory School. Socially in the early years, t...
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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!"
"The Priory is a premier co-educational school renowned for its leadership in early childhood education, where all stakeholders recognize that 'Happy Children Learn Best.' The Priory is a place where a child's imagination and creativity are nurtured, and meaningful learning takes place in a caring and nurturing environment. Excellence in teaching and a passion for learning are at the heart of the school's mission. A Certificate for English Eligibility is not required."
"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."
"As an intentionally small school, we firmly believe that every child is gifted. Our small class sizes and personalized approach to learning enable us to nurture and celebrate each child's unique talents and strengths. With our passionate and dedicated faculty, we provide a personalized learning experience where every child's needs are met, ensuring they have the tools and support necessary to thrive and reach their full potential."
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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"
"The Priory School is an intentionally small school, where each child receives individualized attention and a personalized education. The school offers a rigorous academic program that challenges and engages students, helping them to reach their full potential. The faculty members are passionate and dedicated educators who are committed to the success and well-being of every child. The Priory School fosters a supportive learning environment, where each child feels valued, respected and loved."
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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."
"The Priory School places a strong emphasis on character development, helping students to develop the skills and values they need to become responsible, compassionate, and engaged members of their communities."
"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."
"The Priory School teaches mindfulness techniques as part of its character development program. Students learn how to manage stress, cultivate resilience, and improve focus and concentration. The Priory School offers a global perspective on education, with an emphasis on multiculturalism and diversity. Students learn about different cultures and traditions, and are encouraged to develop an understanding and appreciation of the world around them."
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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.
Dear Parents,
I am privileged to be the Head of School at The Priory, and I am honoured to be part of this caring and vibrant learning community. The Priory, a co-educational elementary school, specializing in early childhood education, provides an enriched learning environment empowering students to explore their interests while nurturing their inherent curiosity through meaningful learning experiences.
The Priory prides itself in providing an environment and philosophy which supports the development of the whole child. The core values of Caring, Community, Curiosity, Creativity and Respect for others are interwoven throughout all elements of school life, enabling each child to feel confident enough to take risks with their learning and try something new. Throughout each child’s educational journey at The Priory, they are equipped to explore their strengths, foster a sense of belonging and develop confidence while taking on leadership roles. A Priory education fosters the joy of learning, embraces the individual needs of each child and enhances personal growth and world awareness.
Our talented faculty and staff are deeply committed to cultivating compassionate, kind, responsible and confident individuals, prepared with a solid foundation for their life-long learning journey ahead.
I welcome you to visit The Priory School to see and feel why I am so proud of our Priory Community.
Progressive
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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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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The Priory School follows a child-centered approach to education, which focuses on creating a positive and engaging learning environment that meets the needs of each student based on their interests, strengths, talents, and learning styles. The curriculum provides a strong foundation in both academic and personal development, with an emphasis on critical thinking, problem-solving, reading, writing, and oral communication skills in both English and French. The Priory School values character education, preparing students to become responsible and compassionate members of their community.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Diverse mathematical materials and resources are used to enrich the program. Problem solving is the major focus of the mathematics curriculum. At the cycle 3 level, students learn to decode the elements of more complex situational problems. They further expand their repertoire of problem solving strategies. Students are encouraged to use manipulative materials as they model problems, to use appropriate mathematical language as they share ideas, and to validate their own solutions. Significant attention is also given to the development and practice of basic skills.
http://pearsonerpi.com/en/primaire
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Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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The school's Learning Specialist works collaboratively with the classroom teachers to tailor instruction and curriculum to help each Priory student flourish academically. The Learning Specialist runs the Priory Enrichment Program (PEP) which provides both in-class and small-group support for students, and also provides enrichment opportunities for students who would benefit from the additional challenge. The Learning Specialist is also responsible for implementing the Cycle One (Grades 1 & 2) individualized reading program which provides weekly one-on-one differentiated reading instruction to Cycle One students with reading material that matches their reading ability.
Systematic approach
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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Inquiry
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.
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.
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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
Physics
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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À la fin du troisième cycle, votre enfant pourra établir les contextes géographique et historique des sociétés du passé. Il reconnaîtra l'influence des personnages et l'incidence d'événements sur les organisations territoriale et sociale, ou sur des changements qu'elles ont connus. Il pourra aussi repérer des traces du passé dans des réalités patrimoniales actuelles. Votre enfant pourra aussi vous parler de ses forces et de ce qu'il peut améliorer.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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À la fin du troisième cycle, votre enfant devrait exprimer plus couramment en français ses besoins personnels et sociaux et communiquer plus spontanément et efficacement, tant à l'oral qu'à l'écrit, avec ses pairs. Il devrait se sentir à l'aise avec la littérature française et capable de choisir des livres par rapport à ses intérêts personnels. Il pourra diversifier ses lectures, établir des liens entre différents textes et les communiquer à différents interlocuteurs. Votre enfant approfondira ses connaissances par rapport à la langue française et à la culture québécoise. Il pourra participer à de nombreux échanges en français avec ses pairs et la communauté francophone.
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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Information and Communication Technology (ICT) at The Priory enhances learning. Students use ICT in a variety of ways: creating, composing, exploring, analyzing, communicating and collaborating. Technology is used as a tool and is integrated into the curriculum at all grade levels. The goal of the ICT Program is to provide students with the skills to thrive in a continuously changing world.
Web design
Robotics
Computer science
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The physical education program at The Priory School is designed to provide students with a range of activities that promote physical fitness, motor skills, and sportsmanship. These activities include team sports and fitness activities. The program also aims to develop students' leadership and collaboration skills through team-building exercises and group activities. The school also emphasizes the importance of sportsmanship and fair play in all physical activities. Students are encouraged to respect their peers and their opponents, and to work together to achieve common goals.
Play-based
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.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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!
Learning through play, exploration and experimentation are important components of the Kindergarten program. Through these mediums, children learn to express themselves confidently, interact harmoniously with others and gain a better understanding of the world around them. Learning through play allows each child to build a strong foundation from which to begin elementary school.
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.
The Priory School values academic performance and creates a culture of excellence by setting high expectations, providing support and resources, and recognizing and celebrating academic achievements. Students are encouraged to take an active role in their own learning, and teachers use a range of instructional strategies to engage and challenge them.
"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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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.
The Priory School believes that its purpose is to provide a holistic education that supports the development of the whole student - academically, socially, and emotionally. The school aims to prepare its students for success in secondary school and beyond, by providing them with a well-rounded education that fosters intellectual curiosity, critical thinking, and creativity. The school believes that education is not just about acquiring knowledge and skills, but also about developing character and values. The Priory School promotes values such as respect, caring, community, curiosity, and creativity, and encourages its students to become compassionate and responsible members of their community.
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
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. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
100%
75%
Nursery/Toddler, Preschool, JK, SK
K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
No
Yes: grades K - 6
No
No
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
Submit an Application