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Parent Handbook

Revised Nov 13, 2019

WHITE OAKS MONTESSORI SCHOOL

MISSION STATEMENT

Through the development of a safe, nurturing environment,

we support each child in his or her quest for

academic achievements, positive interdependent relationships

and the skills necessary for a fulfilling life as a valued member of our society.

Founder and Owner

Mrs. Ward is the Founder and Owner of White Oaks Montessori School Ltd. Mrs. Ward has been a

dedicated believer in the Montessori philosophy during her 45+ years association with the Montessori

Programme. She graduated in 1970, at the London, England based Association Montessori

Internationale - an international organization established by Dr. Maria Montessori. An ardent

practitioner of the Montessori Programme, Mrs. Ward is committed not only to observing standards

of excellence in Montessori Education, set by the Association Montessori Internationale, she has also

committed herself in preparing, providing and nurturing the children in her school with the care and

congeniality of the Montessori environment.

TABLE OF CONTENTS

Faculty .................................................................................................................................................6

History of White Oaks Montessori School .......................................................................................7

Ministry Programme Statement....................................................................................................... 8

School Holidays and Dates to Remember (Toddler & Casa Programme) ..................................10

School Holidays and Dates to Remember (Elementary Programme) ..........................................11

School Holidays and Dates to Remember (Clarkson Toddler & Casa Programme) .................12

Montessori Philosophy .....................................................................................................................13

Understanding the Montessori Method ..........................................................................................14

Toddler Curriculum .........................................................................................................................15

Toddler Programme .........................................................................................................................16

Toddler Requirements ......................................................................................................................18

The Montessori Early Childhood Curriculum ...............................................................................19

Casa Programme ..............................................................................................................................25

Lower Elementary Curriculum .......................................................................................................27

Upper Elementary Curriculum .......................................................................................................31

White Oaks Montessori School Terms and Conditions ................................................................37

Release, Indemnity and Declaration Agreement ...........................................................................38

Fee Schedule – Vanier Campus Toddler and Casa Programme ..................................................39

Fee Schedule – Elementary Programme .........................................................................................39

Extended Care Payment Schedule .................................................................................................39

Fee Schedule-Clarkson Campus Toddler and Casa Programme……………………………….40

Extended Care Payment Schedule………………………………………………………………..40

SCHOOL POLICIES AND PROCEDURES

White Oaks Montessori School Code of Discipline .......................................................................41

Serious Occurrences Reporting Procedures and Policy ................................................................44

Accessibility for Ontarians with Disabilities Act ...........................................................................49

Prohibited Practices .........................................................................................................................52

Absences .............................................................................................................................................54

Allergies .............................................................................................................................................54

Arrival & Dismissal ..........................................................................................................................55

Birthdays ...........................................................................................................................................56

Catering .............................................................................................................................................56

Clothing .............................................................................................................................................56

Communicable Diseases ...................................................................................................................56

Consumer Protection Information ..................................................................................................57

Criminal Record Search...................................................................................................................57

Drop Off Procedures ........................................................................................................................57

Digital Memory Album ....................................................................................................................58

Parent Contact Information for Emergencies ...............................................................................58

Emergency Management Policy and Procedure Statement .........................................................58

Extended Care ...................................................................................................................................58

Fever ...................................................................................................................................................59

Field Trips .........................................................................................................................................59

Financial Statement ..........................................................................................................................59

Gym Programme ..............................................................................................................................59

Health .................................................................................................................................................59

WOMS Illness Policy ........................................................................................................................59

Interviews ..........................................................................................................................................60

Lateness .............................................................................................................................................61

Late Pick-up ......................................................................................................................................61

WOMS Lunch Programme Policy ..................................................................................................61

Medication .........................................................................................................................................61

Notice of Temporary Disruption .....................................................................................................62

Outdoor Play .....................................................................................................................................62

Parent Committee .............................................................................................................................63

Parent Education ..............................................................................................................................63

Report Cards .....................................................................................................................................63

Safety ..................................................................................................................................................63

School Closures .................................................................................................................................63

Show and Tell ....................................................................................................................................63

Snacks ................................................................................................................................................64

Toys ....................................................................................................................................................64

Tuition ................................................................................................................................................64

Uniform ..............................................................................................................................................64

Upcoming Events ..............................................................................................................................64

WOMS Wait List Policy ..................................................................................................................65

WOMS Parent Issues and Concerns Policy ...................................................................................66

FACULTY

Founder Barbara Ward

Principal Irene Stathoukos

Operations Manager Robert Ward

Administrative Assistants Kerri Cameron

Anne Richmond

Vanier Campus

Toddlers Hilary Neale

Solange Leite

Chloe Schmutz

Senior Toddler Dinci Patel

Manuela Comsa

Duleeni Ratnayaka

Casa 2 Rasheeda Husain

Arooj Ahmad

Janessa Elvie

Casa 3 Mouna Mutasim

Abiola Akesode

Diana Goncalves

Casa 4 Uzma Khan

Shanta Ranabhat

Casa 5 Dawn Farias

Michelle Andrews

Lower Elementary Nadira Shah

Riddhi Dedhia

Upper Elementary/Computer Michael Mahmadi

Casa/Elementary French Teacher Tina Laghaee

Casa/Elementary Music Teacher Anne Richmond

Clarkson Campus

Toddler Janey Abraham

Simran Kaur

Nighat Ubaid

Casa Ritika Gogia

Clementina Sousa

French Teacher Tina Laghaee

Music Teacher Anne Richmond

History of White Oaks Montessori School

White Oaks Montessori School opened its doors in September 1989. At its conception White Oaks

consisted of one classroom at our Clarkson Campus with a morning class of seven students.

The initial dream was to provide children with an exceptional hands-on education, while also giving

them skills that they could use for the rest of their lives.

As each year went by, our student and teacher population grew and our dreams for White Oaks

expanded encompassing a Lower Elementary Programme along with Extended Care Programmes.

By September 2000, White Oaks expanded again and opened a new campus, Vanier Campus. This

location was completely altered and renovated, as well as the playground area. The goal was to

expand to an Upper Elementary and Toddler Programme at Vanier.

At our Clarkson Campus we currently house a Toddler and a Casa Programme, a large gymnasium

with a stage and an outdoor playground.

Our Vanier Campus houses two Toddler classes, three Casa classes, a Lower Elementary Programme

(Gr. 1-3) and an Upper Elementary Programme (Gr. 4-6). In addition, we have a Computer

Lab/French Room and a Gymnasium. We offer a one-week March Break Camp and a Summer Camp

Programme at this location.

In 2001 White Oaks Montessori was the first Montessori School in Mississauga to receive

ACCREDITATION through the Canadian Council of Montessori Administrators (CCMA). In order

to be accredited, a Montessori School must pass through a process of evaluation established by

CCMA. This process takes approximately one year to complete and the school must meet all of the

CCMA criteria. All accredited schools are re-evaluated every 5 years. White Oaks continues to be

an Accredited school.

We are very proud to be an Accredited school and are very grateful to our Administrative Staff and

our talented teachers who take pride in their work, and in so doing have made White Oaks Montessori

School a distinctive name in the Montessori Community. White Oaks Montessori School has a

reputation for excellence with a strong established name in the Mississauga, Etobicoke and Oakville

Communities.

Barbara S. Ward

Founder

Ministry Programme Statement

(Regulation 46)

White Oaks Montessori's (WOMS) interpretation of Montessori pedagogy and programming is

consistent with the Minister of Education’s Policy Statement as set out in “How Does Learning

Happen (HDLH)?” It is important to note that Montessori pedagogy often describes children’s

activities as ‘work’ where HDLH describes children’s activity as ‘play’ but the activities, as

experienced by a child, are one and the same.

This Ministry programme statement is reviewed with childcare staff and volunteers annually or

whenever an amendment is made.

WOMS holds the view that all children are competent, capable, curious and rich in potential.

This Ministry statement describes our goals for children at WOMS and the approaches that we

implement to meet those goals.

We promote the health, safety, nutrition and well-being of the children in our care by diligently

meeting all the requirements of ONTARIO REGULATION 137/15.

We support positive and responsive interactions among the children, parents, child care providers

and staff by communicating, promoting and adhering to our ‘Values’ and our ‘Code of Conduct.’

These are communicated in our staff policies and in the Parent Handbook and monthly newsletters.

They are applied to all members of the WOMS community – staff, students, parents, volunteers,

observers and visitors.

We encourage children to interact and communicate in a positive way and we support their ability

to self-regulate by having mixed-age Montessori communities where children remain with the

same adults for three years (Casa and Elementary). This provides many opportunities for

interactions with children older and younger than themselves, and with adults. We also have a Code

of Conduct that is applied throughout the school according to the maturity of the children involved.

We foster the children’s exploration, play and inquiry by having fully equipped Montessori

play/learn environments in which activities are present for the full range of three ages in each room.

There are activities that assist children to become independent or able to assist others in care of self,

care of the environment and care of others (Grace and Courtesy); activities to explore and refine all

the senses as well as discover sequencing and order; activities to increase vocabulary, encourage

discussion, explore sounds, and begin to develop the process of writing and reading, and activities

to develop number sense, numeracy, understanding of large quantities, the mathematical operations,

and geometry and an abundance of other activities to introduce the world we live in. In addition,

there are activities for cutting, colouring, painting, exploring colour, shape and texture, pasting, etc.

Children understand where everything is kept, and they are able to choose and return things

independently and with their peers.

We provide child-initiated and adult-supported experiences. All Montessori materials are introduced

to a child by an adult or by another child. The Montessori adults are always observing to see what

support each child may need, and they are very sensitive in allowing children their own initiative as

this often results in children being deeply engaged and peaceful in what they are doing. Adults are

always trying to find the right moment to introduce a child to something new, so they can be gently

challenged but also cautious to allow for enough time for the child to internalize a

concept/movement, etc.

We plan and create positive learning environments and experiences in which each child’s learning

and development is supported by using the international Montessori curriculum and materials that

have been proven through research to be effective with children from all socio-economic and

cultural backgrounds.

We incorporate indoor and outdoor play, as well as active play, rest and quiet time, and provide

consideration to the individual needs of the children by allowing them to manage a great deal of

their day. Children can choose to move throughout the class carrying objects or building things or

sit quietly at a table moving intricate pieces. Children can choose to have snack or a drink when

they are hungry or thirsty; they do not have to wait for the whole group. We also have a large,

equipped, outdoor playground that children access in groups each day.

We foster the engagement of ongoing communication with parents about the programme and their

children by having regular curriculum reviews, meetings or workshops with parents to explain what

is happening in the classrooms, inviting parents to observe their children in class, writing monthly

newsletters and sending home pictures or explanations of the creations that children bring home

through our KWE app programme. Parents can access their child’s teacher by leaving messages on

KWE, chatting briefly at the door during arrival or dismissal or arranging one-on-one meetings with

teachers.

We involve local community partners such as Toys for Tots, Tour for Kids, COMPASS, etc., and

work with these partners to support local community endeavours. We welcome specialists from

LHIN, PIRS, and Speech Pathologists from Erin Oaks or private organizations to work with the

students who need extra support. We accommodate them to work with our children during school

hours when these children need extra support. We arrange for meeting with the parents and these

specialists whenever necessary.

We support our staff and others who interact with the children in relation to continuous professional

learning by having an all-day staff meeting every August at which time all staff review and

complete all necessary documentation required by ONTARIO REGULATION 137/15. At the

beginning of each year, our staff also set goals for their classrooms and we plan how to support

them in the achievement of those goals. We have a budget dedicated to Professional Development

that any staff person can access depending on their particular needs. We have two Professional

Development days set aside each year to meet as a whole staff and in smaller groups to review our

work and plan for improvements. We also meet bi-weekly/monthly to discuss ongoing issues or

topics of particular interest. Each staff member also spends time at least once a year observing in

another’s class.

We document and review the impact of the above strategies on the children and their families

through observation, conversation, meetings, surveys, etc.

MONTESSORI PHILOSOPHY

USING A CHILD’S ENTHUSIASM TO LEARN

Montessori is a method of teaching that originated 100 years ago by Dr. Maria Montessori, the first

female doctor in Europe. At that time, she observed that children have a remarkable, almost effortless

ability to absorb knowledge from their surroundings. Children teach themselves! She recognized

that the most important years in the life of a human being are the years between birth and the age of

six. During this period of development, a child learns more, learns faster and learns with greater ease

than at any other period. The child is completely absorbed in building the person he/she is to be and

by the age of six, the individual personality is firmly implanted.

Early childhood education has come to accept today what Dr. Maria Montessori discovered so long

ago. The child under six, indeed, has the capacity for mental absorption. Never will this sensitive

period of the child be more alive than in the preschool years.

During the early years, children pass through sensitive periods in their development, at which time

they are particularly receptive to certain stimuli. Taking advantage of these sensitive periods, the

teacher introduces the child to materials which are specially designed to develop and enhance the five

senses and are intended to help the child focus his/her attention on one particular quality. Children

work at their own pace, in a non-competitive environment where beauty and order are stressed.

Children are given the freedom to choose and reveal their spontaneous love of “work.” A busy, quiet

atmosphere is noticeable in a Montessori classroom.

Everything in a Montessori classroom has a specific use or purpose, there is nothing in the prepared

environment that the child cannot see or touch. For example, in the Toddler and Casa classrooms

chairs, tables, shelves and materials are all scaled down to the child’s size and are within his or her

own reach.

Teachers are observers, always ready to guide and direct, their purpose is to feed the child’s

enthusiasm for learning and to guide it, without interfering with the child’s need and effort to teach

him/herself and become independent. In this joyful atmosphere of acceptance and respect, each child

works through his/her individual cycles of activity and truly learns, according to his/her own unique

needs and capabilities.

The Montessori approach to education allows the development of the whole personality of the child

and within a framework of organization, freedom is promoted.

UNDERSTANDING THE MONTESSORI METHOD

We hope this information will give you a basic understanding of the Montessori Method of teaching.

If you have any questions, please let us know. We are very proud of the work we do at White Oaks

Montessori School and it is important to us that you feel confident, happy and secure leaving your

child in our care.

 The Montessori Method is based on a profound respect for children. All activities and

practices are designed to foster each child’s self-esteem and independence.

 Children in our classrooms are of mixed ages. Mixed ages provide older children the

opportunity to mentor and be responsible for their younger peers. By assisting the

younger children in an activity our older children establish a sense of pride and

confidence while reinforcing what they already know. The mixed ages also allow

younger children to observe work they will be learning in the future and to set goals

for themselves.

 The academic lessons are presented individually. This enables each child to work at

his/her own pace and eliminates competition.

 Children learn new concepts when they are ready. They are encouraged to work but

are not pushed beyond their ability. Children have “sensitive periods” in their

development. When children are interested and motivated to a new idea they will

absorb it effortlessly.

 Children have the freedom to choose their own work within a structured environment.

They work on a particular activity for as long as they need. The Montessori Materials

enable children to focus and expand their level of concentration while internalizing

what they are learning.

 The classroom is filled with fascinating materials. In the beginning, children work on

developing hand-eye coordination, control of their muscles and the ability to

concentrate through the Practical Life exercises. Children also spend a great deal of

time on Sensorial development as this is crucial to all aspects of their lives. As the

children progress they begin to work on Language (phonetic alphabet, writing,

reading), Mathematics (quantity, recognition of numerals and the understanding of

mathematical concepts), Geography, Botany, Zoology, History and Science.

 Each child is expected to understand and follow the rules of the school. All directions

are presented clearly at a level the child can comprehend.

 Discipline is geared towards correction and not punishment. Logical consequences

follow inappropriate actions or behaviour. Children quickly come to understand that

he/she did either hurt or infringe on the rights of others. Discipline is never physical.

 You can book a time to come and observe.

TODDLER CURRICULUM

Practical Life Concept

Grace & Courtesy

Care of self/dressing

Dressing frames

Blowing nose

Toilet learning

Combing hair

Shoe cleaning

Folding laundry

Sewing

Table Setting

Spooning/scooping

Pouring

Open/close jars

Nuts & bolts/screwdriver

Plant Care

Window washing

Dusting

Sweeping/mopping

Scrubbing table/chairs

Care of environment

Washing cloths

Washing dishes

Language

Books/stories/conversation

Circle time/music

Calendar

Nomenclature objects & cards

Articulation Exercises

Rhythmic Language

Questioning Exercises

Self Expression

Movement

Purposeful movement

Walking on the line

Music/Dancing

Gross-motor room

Outdoor Play

Large gym activities

(hoola hoops, parachute)

Fine motor activities

Arts and crafts

Gluing / cutting

Stringing beads

MONTESSORI TODDLER PROGRAMME

Age Eighteen (18) Months to Three (3) Years

The Toddler Programme is designed for children eighteen (18) months to three (3) years of age. The

programme operates full days, Monday to Friday. Toddler classrooms have a one to five ratio.

The period from birth to three years of age is a crucial time in a young child’s development. Children

learn through the use of their hands and act upon what they find challenging and interesting in their

environment. At White Oaks Montessori School, we guide children as they explore order, language

and movement. Our Montessori Toddler Programme is designed to accommodate this period of the

“absorbent mind” – a time when children learn by absorbing information and manipulating their

environment.

A wide variety of mind-engaging experiences in the Toddler Programme allow the child freedom in

following his or her natural drive to learn and grow. Toddlers in our classroom continually develop

their social skills, recognize and act on their emotions, and learn to take turns. Toddlers begin to

develop an awareness of their own and other’s right’s and limits. White Oaks Montessori concentrates

on meaningful, manageable experiences with language.

PROGRAMME GOALS

The Montessori Toddler Programme promotes a sense of self by focusing on Practical Life,

Movement, Language and Sensorial skills. Skills such as listening, thinking, problem solving,

imagining and creating are also encouraged and cultivated.

PRACTICAL LIFE

Practical Life exercises are the foundation of all Montessori environments. These exercises involve

children in everyday living activities teaching them about responsibilities and giving them a sense of

purpose, dignity and worth. Each activity involves a series of orderly steps that require concentration.

Children learn to coordinate their fine motor skills, to take control and to make an impact in their

environment. Through experience and repetition, children gradually increase their ability to

concentrate, learn sequencing and coordinate their movements. Children develop confidence,

independence, concentration and a sense of self, which enables them to move forward into other areas

of learning.

MOVEMENT - LARGE MOTOR AREA

For Toddlers, movement is extremely important because it strengthens their growing bodies.

Research has shown that large motor activity brings oxygen to the brain, stimulates muscles and

develops strength and coordination. White Oaks Montessori has supervised indoor and outdoor play

areas. Activities are designed to help Toddlers build their large motor skills.

LANGUAGE

Language is a key component of a child’s life. During the first three years of life a child is in an

acquisition phase of language development. By three years a child will begin to analyze and refine

language skills, drawing from their earlier experiences. In a Montessori classroom, language is

enhanced through materials, conversations, reading, story-telling, singing and music. Much attention

is given in providing a rich language experience to children.

SENSORIAL

The Montessori Toddler Programme at White Oaks offers children opportunities to actively

manipulate physical materials in a safe environment through the use of specially designed, age

appropriate material; children can refine their senses and develop skills while involving their minds

and their hands.

A SPECIAL PLACE

“The preparation of the environment and the things in it, is the first external act of a deeper

transformation which consists in leaving the child free to act, according to her or his natural

tendencies” Maria Montessori.

In preparing the classroom environment at White Oaks Montessori, special consideration is given to

space, light, materials and colours. These are the four elements that define, shape and influence the

human environment.

The Toddler’s primary developmental needs are met in the prepared Montessori environment by

promoting the child’s sense of independence, coordination, concentration and order. Our classrooms

are set up with Toddlers in mind. The furnishing, shelves, tables and chairs are Toddler height, the

bathrooms and sinks are child sized. This environment allows the child to become increasingly

independent in a positive, nurturing place.

Children take natural pleasure in learning to master their environment. Feeling competent in the

classroom builds a sense of independence as children learn (and are allowed) to do things for

themselves. The children acquire a strong sense of order because everything in the room has a

designated place and events take place each day in the same predictable way. Routine, order and

consistency help children to feel secure and in control.

Within the environment at White Oaks Montessori School, our Toddlers feel safe and nurtured; they

begin to develop care and respect for themselves and their surroundings.

TODDLER REQUIREMENTS

ALL ITEMS MUST BE LABELED

1. A full change of clothing i.e. track pants, shirts, socks, shoes, underwear.

2. Diapers and diaper wipes.

3. Indoor shoes and outdoor shoes with velcro straps (labeled). Crocs are not recommended;

they are unsafe footwear.

4. Clothing suitable for outdoor play, i.e. snow pants, hats, mittens and boots in the winter, sun

hats in the summer (labeled).

5. Sunscreen (labeled).

6. Sippy cup (labeled).

7. *Small blanket for nap time.

8. *Lunch (in thermos) (if not on catered lunch programme)

9. *Afternoon snack for each day.

10. Three small photographs (to be used to label his/her cubby and drawers)

* Full Day Students Only

NOTE: DO NOT SEND BACKPACKS OR DIAPER BAGS; it makes it difficult for children to

access their belongings and their cubbies become very crowded.

We teach your child to be independent; we appreciate clothing that is easy for them to manage, i.e.

track pants (avoid belts, suspenders and one-piece undershirts).

All children do not use baby bottles or pacifiers in the classroom.

We would appreciate plastic grocery bags; we reuse them when sending soiled clothing home.

Remember to check Snack Calendar monthly for your assigned snack day.

THE MONTESSORI EARLY CHILDHOOD CURRICULUM (CASA)

3 to 6 years old

The Montessori Curriculum for children between the ages of 3 and 6 years is based on the following

five areas of learning:

1. Personal Independence and Care of the Environment (Practical Life Exercises)

2. Education of the Senses (Sensorial Exercises)

3. Language

4. Math

5. Cultural Studies

Children are placed in family age groups of three years e.g. 3, 4 and 5-year-olds work together, and

the full curriculum is designed to be completed over a 3-year period.

1. Practical Life Exercises

Children have an innate desire to become independent and take care of their own personal needs. The

Montessori Curriculum supports this inner drive by providing an environment and the necessary

materials to support the path to independence.

 Exercises in personal hygiene

 Dressing

 Care of clothing

These are an integral part of the early childhood Montessori classroom. Activities to support the many

skills young children need to accomplish on the way towards independence are all taught as specific

lessons, with their own set of materials e.g. dressing frames, hand-washing exercises.

In order to work independently in a mixed age group, children are taught the rules of the classroom

and how to move and work successfully within it.

 Carrying and handling the Montessori materials

 Using floor mats

 Tidying up work

 Looking after classroom pets and plants

 Taking care of books

 Preparing snacks

These skills are presented as separate exercises that are designed to give children the freedom and

confidence they need in order to work at their own individual pace in the classroom.

Exercises in Grace and Courtesy are presented daily during circle time and in small informal group

lessons.

The children learn how to behave in certain situations and acquire the social skills essential for

everyday living in society.

The children develop a sense of personal dignity, an understanding of their own culture and awareness

and respect for people of all ages and traditions.

Having the appropriate social and language skills allows a child to engage positively in the classroom

community and beyond. Early conflict resolution skills are presented, and attention is given to making

good choices.

Exercises are designed to teach the child how to:

 Ask for something

 Wait one’s turn

 Apologize

 Introduce oneself

 Offer help to others

 Make eye contact

 Shake hands

 Welcome visitors

 Work cooperatively

 Offer refreshments

 Walk with a partner

 Behave at the table

 Behave in public places

Through the social interaction involved in carrying out these exercises the children develop the ability

to work harmoniously in a carefully prepared environment.

Exercises for the development of fine and gross motor skills are carefully developed as part of the

practical life curriculum.

 Rolling mats

 Pouring liquids

 Threading

 Cutting

 Spooning

 Sweeping

 Carrying a chair

 Walking carefully

 Carrying materials to a work space

These activities develop dexterity and coordination and are closely linked to other areas of the

curriculum.

The Practical Life component of the Casa Curriculum is the underlying foundation for success in the

other four areas of the curriculum. Each task allows the child to gain independence, and to develop a

sense of order, concentration, responsibility and coordination of movement. Children gain enormous

freedom and confidence to work successfully both independently and cooperatively. The future

success of the Elementary Programme is based in this core foundation of learning skills.

2. Education of the Senses - Sensorial Materials

The Montessori Sensorial Curriculum allows the child to discriminate and order the impressions that

have entered through each of his/her senses.

Scientifically designed materials that isolate each sense facilitate in the development of the intellect

through hands-on exploration.

The child learns to separate and classify shapes, colours, textures, tastes, sounds and smells.

Exercises in this area refine the senses and develop skills in thinking, judging, concentrating,

comparing and sequencing.

The materials offer unlimited opportunities for the development of vocabulary and the essential

development of dexterity that will lead to writing and reading.

The Sensorial Curriculum is divided into the following areas:

Visual Sense

Children learn to discriminate by size, length, dimension, colour, similarity, difference.

Tactile Sense

Children learn to discriminate by touch. They match sandpaper and fabric of varying textures

according to their similarities. They order material from rough to smooth and learn to contrast and

compare.

Auditory Sense

Children continue the process of matching, ordering, contrasting and comparing, this time using

various sounds, musical bells and instruments.

Complex Senses – Weight, Temperature, Shape, Smell, Taste

Children explore all of the above qualities by using carefully designed materials and exercises which

sharpen their senses at a time when they have a particular developmental interest in this work; during

their sensitive periods.

The Sensorial Exercises are designed to prepare the child for more complex learning in Language,

Math and Cultural Studies.

3. Language Curriculum

Language in the Montessori Casa Curriculum focuses on the following areas:

Oral Language

 Listening

 Speaking

Written Language

 Reading

 Writing

The curriculum is designed to meet the young child’s innate need to acquire language. Significant

emphasis is placed on building vocabulary and oral competency. Through the use of the Montessori

materials, children acquire a rich vocabulary for labeling, describing, comparing and contrasting their

environment and the people in it. Precise terminology is used.

Discussion is encouraged, and the children are given the appropriate language to engage in a

meaningful exchange as they continue with their work.

Small group and circle activities are organized on a daily basis. These are opportunities for the

children to enjoy a wide variety of language activities that are carefully designed to enrich their oral

expression and strengthen their listening skills.

 Rhyming words

 Nonsense words

 Opposites

 Animal Families

 Nursery Rhymes

 Story telling

 Singing games

 Poetry

 Role-playing

In essence, language enrichment is embedded in the Montessori Curriculum and is a central point of

focus when the teacher is giving a lesson in any of the other curriculum areas.

Written language is introduced to children at about 4 years of age. Skills are taught separately by

careful use of specially designed materials.

 Pencil control

 Letter formation

 Sound/letter recognition

 Phonetic blending

 Word/picture matching

 Sentence construction

These exercises, when presented in sequence, lead the child to initial levels of competence in reading

and writing skills.

Children are encouraged to write their own “books” and so experience the joy of communicating their

thoughts to others.

Literacy skills develop rapidly as the child’s own inner drive to learn is supported by a carefully prepared

programme designed to meet this stage of activity.

4. Math

The Montessori Casa Math Curriculum is firmly based on learning through experience. Children use a

wide variety of carefully constructed materials to lead them to an understanding of the value and

sequence of numbers 1 to 10. From there they are introduced to larger amounts and learn the concept of

making groups of units, tens, hundreds, thousands, (the decimal system).

Number notation and place value are taught as the child develops an understanding of number concepts.

Four and five year olds are introduced to the basic operations: addition, multiplication, subtraction,

division at a concrete level so they can experience what these activities really mean.

Gradually they move towards an abstract understanding of the concepts.

Geometry is introduced in the Casa Programme through the use of materials which are classified

according to qualities e.g. “these shapes have three sides, they are called triangles,” “the four sides on

these shapes are all the same size, they are called squares.” The child learns to discriminate, classify and

name circles, squares, rectangles and polygons, always using materials to guide her.

Fractions are introduced, again in concrete form, and an introduction to the concept of equal parts of a

whole lay the foundation for further work in the elementary level.

Always, the child builds on what she already knows and systematically progresses from concrete to

abstract. She discovers number patterns, sequences and rules by handling the materials.

On completion of the Casa Curriculum the child will demonstrate, through the use of materials, an

understanding of the following:

 Number value, sequence and symbol 1 to 1,000

 The four basic operations

 Odd and even numbers

 Skip counting (early preparation for memorization of number facts)

 Reading and recording numbers for all of the above activities.

The programme has the advantage of being able to meet each child’s individual learning style, and pace

of development. Children who are not ready to complete the Casa Curriculum by the end of this cycle

will continue the work at the Elementary level where there are special linkage materials that are used for

this purpose.

5. Culture Studies

The Montessori Casa Programme also includes and is based on an integrated study of Geography,

History, Science, Botany and Zoology.

Children are exposed to a rich, stimulating variety of activities based on hands on learning.

In keeping with the Montessori philosophy of education, the children first experience general rules of

the universe, e.g. the division of land and water. These are gradually broken down into smaller parts:

continents/oceans, countries, provinces and territories of Canada.

Stories of animals and children from other lands help the children to understand fundamental needs and

how these are influenced by climate, environment and lifestyle.

Cultural differences and similarities are explored through music, dance, costume, food, and our annual

Multicultural Event. Festivals and traditions e.g. Hanukkah, Christmas, Chinese New Year, Divali, St.

Patrick’s Day are celebrated through the Arts, Stories, Geography. Work with the cultural materials and

the study of other cultures around the world help children become aware of the fact that they are part of

the large family of humanity.

Simple science experiments that demonstrate the qualities of matter: sink/float; magnetic/non-magnetic;

solid/liquid; living/non-living are made by the children as part of the study of their environment.

Weather observations and experiments help them to appreciate the variety of clothing, homes, food

that exists to meet people’s needs.

Materials are available to help the children label, compare and classify the parts of plants and animals.

Emphasis is placed on having plants and pets in the classroom and around the school. The children learn

how to take care of other living beings so they will thrive. They also undertake experiments to discover

the needs of plants and seeds.

An understanding of the passage of time is developed using the clock, the calendar and personal time

lines. This lays the foundation for an understanding of history in the elementary years.

Art, music and storytelling are explored through a variety of media and structured programmes. Children

are encouraged to incorporate activities from these streams as part of their cultural project work.

The Montessori Method of Education introduces children to a wide variety of subjects in an integrated

way and the information obtained is used as a base for further studies as the children mature through the

elementary years and beyond.

CASA PROGRAMME

The Great Departure

After many years of experience, we have found it is best for the child if you (the parent) calmly say

“good bye”, along with a kiss and a hug and assure your child that you will be back shortly. When you

prolong your goodbye you are expressing to your child that you are apprehensive and concerned for him

or her. The child may interpret this as “I should be worried too!” If you are upset or concerned after

you leave in the morning, please call the office. We will inform you if your child has settled.

How can I help my child before he goes to school?

 Encourage your child to make choices. e.g. lay out three outfits and allow your child to choose

from these three. A choice between three items is sufficient for a preschooler.

 Putting things back, taking turns, waiting for a turn, are classroom habits - you can model and

encourage these same habits at home.

 Zipping, buttoning, etc..., are skills which will come out of the necessity to take care of oneself.

Children will learn these skills as they observe older children doing it themselves. Adults can

guide children into realizing that they are capable, competent human beings. Sometimes they

need to be told, “I know you can do it”.

 Remember our Motto – “Help me to do it myself!!”

Please take note of the following observations.

 Initially new Toddler and Casa students learn presentations through group situations. They learn

Grace and Courtesy and Practical Life skills (e.g. pouring, tucking in one’s chair, carrying mats,

etc...) so their level of concentration and coordination can increase. We begin with the prepared

environment in his/her school community.

 After class, many parents ask their child what they did at school. Don’t be surprised if your child

says, “I don’t remember" or "I don’t know”. Children do not always have the language or

vocabulary necessary to describe what they were doing. A better phrased question might be,

“Did you have a good time?” or “What did you enjoy most?”

 Children cannot always express the wide range of feelings experienced when they begin school.

They may even focus on negative incidents, “Billy got in trouble today”, or “Sally had an accident

today.” When a child describes the events of the day do not take them literally - if you do not

understand what has happened, please call and speak to your child’s teacher.

 Children feel that school is different and they behave differently than at home. They are

becoming members of a small community and this entails great effort and sometimes stress, when

first adjusting. Therefore, children need down time when they come home from school. They

may be overtired, or too stimulated to nap. Similarly, some children may be tired and fall asleep

as soon as they get home.

Learning Experience

To facilitate the learning experience of the school, encourage the use of lower case letters of the alphabet

when working with your child.

Casa Student Requirements

 Change of clothes (labeled)

 Indoor and Outdoor shoes (Croc’s or replicas are unsafe footwear and are not recommended)

 Clothing suitable for outdoor play i.e. snow pants, hat, mittens and boots in the winter, sunhats

in the summer

 Sunscreen

 *Lunch for each day (if not on catered lunch programme)

 *Placemat

 *A blanket for naps (if your child naps, the blanket must be taken home every Friday for

laundering)

*These items are required for full day only.

Note: Please do not send backpacks to school. They are too bulky and make it difficult for children

to access their things and hang their coats.

LOWER ELEMENTARY CURRICULUM

6 through 9 years old

White Oaks Montessori’s Lower Elementary Curriculum is designed to enhance the academic, social

and emotional journey of students 6 through 9 years and is based on the following areas of learning:

Language Zoology/ Botany/ Science French

Mathematics/ Geometry Art Physical Education

History/Geography

Music/Drama

Students are placed in mixed age groups (ages 6, 7, and 8) and work independently or in group settings.

The Lower Elementary Curriculum is designed for three years, with emphasis placed on a holistic

approach to education. Students develop strong work habits, time management skills and they learn to

complete assignments to the best of their ability.

LANGUAGE

In Language, the Lower Elementary Curriculum offers students a structured programme in reading,

writing, oral and listening skills. The Language Curriculum includes:

Spelling Comprehension

Grammar Sentence and Word Analysis

Vocabulary Resource Usage

Students create a deeper understanding of language by working with the Montessori Materials. These

materials enable them to grasp an understanding of our language by exploring the History of the English

language and writing through its etymology and word study, while enriching their vocabulary. Students

build on the knowledge of what they have learned by working with various parts of speech, analyzing

simple and complex sentences and understanding the syntax of a sentence. This enables students to

develop and enhance their aptitude with interpretive reading, written composition, research skills and

communication with their teachers and peers.

By the third year of Lower Elementary, students are expected to read fluently and understand simple

chapter and resource books, gather and organize information from a variety of sources, use the

conventions of writing accurately and make clear oral presentations to the class.

MATHEMATICS

In Math, the Lower Elementary Curriculum is based on learning through hands on experiences. Specific

areas of study include:

Place Value Operations Measurement

Sorting/ Data Management Fractions Decimals

Word Problems Money/Time Equivalence

Patterns Probability Estimation

Students are explorers who thrive on discovering the laws of their environment, and they are excited to

work with massive numbers up to 9 million. They use a wide variety of carefully constructed materials

to lead them to an understanding of mathematical operations and concepts. The students can apply math

skills to daily activities such as baking, weather charts, map making and budgeting (bake sales).

The Math Curriculum is designed to meet all academic learning styles and abilities. Multi-aged groups

offer a flexible time frame for reaching academic goals. The student who requires extra time to fully

understand a concept will have that time; students who grasp concepts quickly and are ready for more

challenging work can move forward.

GEOMETRY

In Geometry, the Lower Elementary Curriculum exposes students to various shapes and lines and

encourages exploration through construction and building. Specific areas of interaction include:

Congruency/Symmetry/ Equivalence Shapes (2 and 3 dimensional) Lines

Angles

Triangles Polynomials

Introduction to Area/ Perimeter

Students are encouraged to investigate and identify all Geometric figures and to associate their

experiences with the outside world. They relate and connect their construction skills by building various

structures such as bridges, towers and buildings. Geometry also provides students with natural

adventure; they become keen observers of the beauty and wonders of Geometric forms.

HISTORY

History introduces the concept of time. Specific areas of study include:

Time

Fundamental Needs of Humans Timeline of Life

Clock of Eras Century Timeline

The concept of “time” is abstract and often difficult to convey. Without application to something

tangible, time does not exist and without a sequence of events, time cannot be measured. Montessori

introduces time through the use of large Time Lines that give students a visual impression of

Pre-Historic Life, the World of Early Living Creatures (plants and animals) and an introduction to the

Evolution of Humans.

GEOGRAPHY

In Geography, the Lower Elementary Curriculum explores and discovers a student’s environment and

surrounding boundaries. Some areas of interaction include:

Lithosphere Atmosphere Hydrosphere

Biosphere Seasons Land/Water Forms

Solar System Rocks/Minerals

Capitals/ Countries

Geography materials and impressionistic charts help students develop a clear understanding of spatial

awareness through interaction with their environment. This also encourages students to become aware

of the topography of the land, natures power within, our Solar System and respect of other cultures and

beliefs.

Cultural differences and similarities are also explored through our annual Multicultural Event. Students

study their chosen country’s language, history, music, dance, costume, and food. Work with the cultural

materials and the study of other cultures around the world help children become aware of the fact that

they are part of the large family of humanity.

ZOOLOGY

In Zoology, students research and analyze animals with regard to their classification and habitats. Some

areas of study include:

Vertebrates/Invertebrates Five Kingdoms Animal Body Parts

Five Classes of Vertebrates Six Phyla of Invertebrates

Students are introduced to single and multiple celled organisms, and experiment and research of

Kingdom Animalia. While learning about their favourite animals, students focus on animal habitats, the

diversity of the land around them, and vital functions of each animal. Students present their research to

their peers and carry out discoveries using appropriate analytical methods.

BOTANY

In Botany, Lower Elementary Students at White Oaks Montessori School study plants, which are one of

the key components that sustain animal life on earth. Some areas of research include:

First Knowledge of Plants Needs and Function of

Plants

Parts of a Plant

The Botany curriculum plants a seed in every child creating a fascination with the world of plants.

Students begin to appreciate the importance of plants and the role they play in shaping the

environment where humans and animals live. Students focus on plant habitats and the diversity in

the environment in which they live. Students are also given the opportunity to expand their

research by examining various functions of the plant.

SCIENCE AND TECHNOLOGY

White Oaks Montessori School’s Science Programme is based on the Ontario Science and Technology

curriculum and is further developed through extended theory and practical demonstrations that follow

the scientific method (e.g. questions, materials, procedures, conclusions, data and graphs). The students

study:

 Chemical Science - Matter and Materials, Chemical bonds

 Biological Science - Biochemistry, Life Systems and Biological Science

 Physical Science - Magnets, Gases, Solids, Energy, Electricity, Motion, Light and Sound

 Environmental Science - Air and Water, Global Warming, Pollution

 Analytical Science - Paper Chromatography, Splitting Light, Separation of Solids, Liquids and

Mixtures, Flame tests, Water analysis

The students relate Science and Technology to the outside world. They conduct research projects and

design and develop models to communicate their knowledge. The students follow a five-step

programme: oral presentation, experiment, lab report, discussions and written tests. Lessons are

supported by experiments.

ARTS

Students of White Oaks Montessori School produce two and three-dimensional works of art. Students

are able to identify the elements of design such as colour, line shape, form, space and texture and apply

their knowledge when responding to works of art and models. Students explore various Medias and use

art materials and techniques correctly to create different effects. The student’s artistic skills are

demonstrated through paintings, sketches and in designing their projects.

MUSIC/DRAMA

The Elementary Music Curriculum lays a strong foundation for Music appreciation and skill. Students

learn the concepts, language, notation and vocabulary associated with Music as well as the History of

Music and its composers. This programme enables students to develop a love of music through

performing, creating and listening to music. The Elementary Music programme offers students

instruction in a variety of disciplines including Piano, Xylophone, Recorder and Ukulele.

In Drama, students are given the opportunity to explore the world of acting and develop a love of theatre

and all the challenges it has to offer. The Drama programme trains students in character development,

facial expressions, body language and scene study. As students’ progress, their acting skills are

enhanced, and their confidence grows. The Elementary productions provide students the opportunity to

apply what they've learned in class and gain experience performing in public.

FRENCH

French lessons are based on the Accelerated Integrative Method (AIM), and the Ontario Core French

Curriculum/French as a Second Language.

The Students of White Oaks Montessori School study oral communication, reading, writing, grammar

and language conventions (syntactical and lexical aspects), and drama and engage in activities including

building scale models (e.g. park, farm) and performing French plays.

COMPUTER

The Elementary students of White Oaks Montessori School study many aspects of the computer. They

are introduced to the fundamentals of computer hardware and software and they learn to identify the

parts of the computer and peripheral devices. Students learn how to use the components within the

operating system (e.g. control panel, system tools, start up menu, file searches, shortcut keys) as well as

keyboarding skills and Internet searching. Students also work with Microsoft Office products, such as

Word and Excel. The computer lab is open to the Elementary students for long-term projects and

research.

PHYSICAL EDUCATION

The White Oaks Montessori School’s Physical Education Programme includes: Sportball, Bootfit,

Zumba, swimming. Also Grade 3 to 6 students participate in the Snow Education Program at Hockley

Valley Resort, they receive 3 to 4 lessons each year dependent on weather.

UPPER ELEMENTARY CURRICULUM

9 through 12 years old

White Oaks Montessori’s Upper Elementary Curriculum is designed to enhance the academic, social and

emotional journey of students 9 through 12 years and is based on the following areas of learning:

Language Zoology/ Botany/ Science French

Mathematics/Geometry Art Computers

History/Geography Music/Drama

Physical Education

Students are placed in mixed age groups (ages 9, 10, and 11) and work independently or in group settings.

The Upper Elementary Curriculum is designed for three years, with emphasis being placed on

developing strong work habits, time management and organizational skills, and completing assignments

to the best of one’s ability. The teacher uses a student’s curiosity, imagination, social skills and sense

of community as natural motivators for learning.

LANGUAGE

The goals of the 9-12 Language Programme are for students to effectively apply what was learned in the

6-9 level in order to further enhance their creative writing and comprehension skills, vocabulary,

grammar and general knowledge.

Literature

 Students are encouraged to read for personal enjoyment.

 Through a variety of novel studies, students increase their vocabulary and general knowledge and

express their thoughts in response to reading through discussions and creative book reports.

 Biographies - students can summarize the major events in the life of the subject and how other

characters influence the subject.

 Students learn about the power of print and media.

Comprehension

 Comprehension skills are further developed through novel study groups and through the 9-12

reading list.

 Essay and research skills teach students how to formulate their thoughts on paper, extract the

important facts from their reading and present them in their own words.

 Short tests/projects are given to students after a novel study to assess their knowledge.

 Novel study questions are directly related to the novel that is studied by the group.

 The purpose of this work is to help students develop comprehension skills, vocabulary skills and

the ability to compose complete written answers.

Creative Writing

 At this level, students begin to focus on factual, descriptive and persuasive styles (in Lower

Elementary they worked primarily on narrative or story-telling skills).

 Creative writing and its processes are taught through a variety of activities.

 Students continue to hone their writing styles and apply their skills through a variety of creative

writing opportunities.

 Proofreading and editing skills are enhanced through peer editing.

 Students are given starters/ideas/lessons for writing each day.

 Teacher assigns writing rubrics for students to follow.

 Students must create a rough copy in draft form and the corrected final version typed at

school. The purpose of this is to encourage students to take responsibility of their work and to pay

attention to their writing.

Grammar, Punctuation, Language Mechanics (Writing Conventions)

 To demonstrate their knowledge of grammar usage students are given specific exercises.

 Written work is monitored by teachers and peers to ensure correct application of the rules.

Spelling and Vocabulary

 Students are given weekly units of spelling to learn.

 Vocabulary skills are extended through exercises that require understanding word meaning

through context and using the dictionary and thesaurus.

 Weekly tests are given to review our students’ knowledge of spelling rules and the meaning of

new words taught.

 Students are tested on Fridays and they mark their tests together with their teacher.

Oral and Listening Skills

 Students are expected to read with animation, and make clear, articulate, oral presentations to their

classmates, parents and community groups.

 Debating skills and public speaking are integral parts of the curriculum.

 Students learn to analyze media work and discuss local and global issues.

 Students are encouraged to ask and answer questions to clarify information being given.

MATHEMATICS

The Upper Elementary Curriculum leads students to an abstract understanding of mathematical

operations and concepts. Through a systematic series of activities and exercises, students internalize all

information received, select an appropriate strategy and begin to solve the problem. The Upper

Elementary Students are natural explorers and thrive on discovering the laws of their environment and

universe. Students are encouraged to draw their own conclusions from data they collect and analyze.

Some areas of study include:

Patterns and Whole Numbers Operations Fractions/Decimals

Data Management Ratio and Rate Percentage

Positive/Negative Numbers Algebra

Square Root

Squaring/Cubing Word Problems Measurement

Over a three-year period, students will:

 Internalize the four operations as they relate to whole, fractional and decimal numbers.

 Explore and work with positive and negative numbers.

 Experiment and grasp the rules for squaring and cubing numbers.

 Work with different formulas and compare various ratios and proportions.

 Study the fundamentals of algebra and apply concepts to daily questions.

 Problem Solve for distance, rate and time.

 Apply math skills to everyday situations: budgeting, banking, home decorating and cooking.

 Use computer applications to examine and interpret data in a variety of ways.

 Develop various concepts of probability and understand how probability can relate to the students’

interests (e.g., sports and games of chance).

 Demonstrate a verbal and written understanding and the ability to apply accurate measurement

strategies that relate to both the imperial and metric system.

The Math Curriculum is designed to meet all academic learning styles and abilities. The students in

Upper Elementary are given the tools to explore, examine and make connections between Mathematics

and other subjects. While working with mathematical concepts, students gain an ability to apply their

knowledge in other subject areas, including Science and Language.

GEOMETRY

The Geometry Curriculum presents students with Geometrical Analysis, Definitions, Etymologies and

relationships with various lines, surfaces and solids. Some areas of study include:

Angles

Equivalence/Congruency/Similarity

Area/Perimeter/Volume

Formulas Three-Dimensional Geometry Transformational Geometry

Over a three-year period, students will:

 Measure area, volume, mass and capacity.

 Study the quantities of two and three-dimensional figures.

 Identify the parts and characteristics of lines, angles, triangles and polygons.

 Measure, bisect, reduce and enlarge regular and irregular shapes.

 Explore movement using flips, slides, reflections and rotations.

 Identify congruent, equivalent and similar figures.

 Understand, apply and analyze key concepts in transformational Geometry using concrete

materials and drawings.

Students are encouraged to build upon their investigations and experiences from the past and relate it to

the outside world. Students begin to understand that unusual and complicated shapes are merely

extensions of basic shapes. The curriculum is designed to increase the students’ awareness with

architecture and design. Students then construct models for projects in other subject areas and experience

challenges and successes. These challenges, through observation and peer communication, help

reinforce geometric concepts used within the community.

HISTORY

In History, the Upper Elementary Curriculum explores the different ages of human civilization. Through

the Timeline of Humankind I and II, students are provided with visual impressions of various periods,

dates and characteristics throughout the ages. Students then examine different migration patterns of

early humans, various ancient civilizations and how they developed, where civilizations were born, how

they flourished and became powerful and finally, the decline and fall of the civilization.

Upper Elementary students study and relate knowledge to:

 Early civilizations, their political structure, laws of ownership, culture, religion, traditions,

commerce, rural and urban lifestyles.

 Emphasis is placed on possible migration patterns and population of the world.

 Students demonstrate an understanding of diversity and develop a great appreciation for different

cultures and traditions.

 Students develop awareness of human interaction by comparing their lives in their communities to

the lives of other communities around the world.

While students are researching historical topics and working with material, emphasis is placed on the

development of critical-thinking, including the ability to examine and listen to issues from more than

one point of view.

GEOGRAPHY

The goals of the 9-12 Geography Programme are for students to effectively apply what was learned in

the 6-9 level and further enhance their understanding of various cultures.

 Students investigate Earth’s rivers, lakes, mountains, deserts and wealth of natural resources and

the role they play in the lives of people.

 Students investigate the land, air and water phenomena: tornadoes, clouds, water cycle, hurricanes,

typhoons and tidal waves. Students’ record and study weather changes and look at how these

phenomena impact people and their environment.

 Pollution, endangered species, global warming, deforestation, over-harvesting, erosion, and war

are other areas of learning.

 Students learn to read and make maps using proper scales and legends.

 Students examine the interdependence of services and exchange of goods from barter to the use of

money, taxes, government and common services.

 Economic Geography, such as product, resources, trade, import and export is discussed for each

topographical and political map.

While the student explores the various topics presented within the Geography Curriculum, they learn

about the science that explores the connections between humankind and the physical environment and

how human beings are interdependent in society.

Cultural differences and similarities are also explored through our annual Multicultural Event. Students

study their chosen country’s language, history, music, dance, costume, and food. Work with the cultural

materials and the study of other cultures around the world help children become aware of the fact that

they are part of the large family of humanity.

ZOOLOGY

In Zoology, the students of White Oaks Montessori School further their study of animals with regard to

their classification, structure and habitats. The students classify different categories, moving away from

the general to the specific. The vital functions of animals studied are: nutrition, respiration, circulation,

support and movement, sensitivity and reproduction.

Students study Ecology, which illustrates the relationship of plants to water, land and sun, as well as

their interrelationship with animals and man. An ecosystem is the combination of all living organisms

in their environment. It is a communication of living beings cohabitating. There are two factors to an

ecosystem: Abiotic, without life, and Biotic, which relates to life or living things in the environment.

Students help plan trips, such as an Ecological Education Centre, where their studies are expanded.

BOTANY

Learning about Botany relates to many other aspects of our lives such as care of the environment

(pollution control, composting, recycling), nutrition (organic foods) and employment (landscaping,

florists and farms).

The Botany Programme is mostly research based. Students from White Oaks Montessori focus on the

structure and function of plants and the importance of plants as providers. Students also investigate the

use of plants from a historical perspective such as spears, wooden dishes, baskets, scrolls (papyrus, bark),

and plants as natural dyes (dandelion leaves).

Students understand concepts being explored through outdoor experiences. For example, they may visit

a zoo and explore how plants live, which is a reflection of where animals come from. Students identify

continents that animals originate from and investigate which animal gravitates to which plant.

SCIENCE AND TECHNOLOGY

White Oaks Montessori School’s Science Programme is based on the Ontario Science and Technology

curriculum and is further developed through extended theory and practical demonstrations that follow

the scientific method (e.g. questions, materials, procedures, conclusions, data, and graphs).

Students of White Oaks Montessori School study:

 Chemical Science - e.g. matter and materials, chemical reactions

 Biological Science - e.g. biochemistry, life systems, biological science

 Physical Science - e.g. magnets, gases, solids, energy, electricity, motion, light and sound

 Environmental Science - e.g. air and water, global warming, pollution

 Analytical Science - e.g. paper chromatography, splitting light, separation of solids, liquids and

mixtures, flame tests, water analysis

Students relate Science and Technology to the outside world. They conduct research projects and design

and develop models to communicate their knowledge. Students follow a five-step programme: oral

presentations, experiments, lab reports, discussions and written tests. Lessons are supported by

experiments.

ART

Students of White Oaks Montessori School study, work with and produce two and three-dimensional

works of art. Students are able to identify the elements of design such as colour, line shape, form, space

and texture and apply their knowledge when responding to works of art and models. Students explore

various medias and use art materials and techniques correctly to create different effects. Students' artistic

skills are shown through paintings, sketches and in designing their projects. They apply the knowledge

and skills learned in their study of the arts as they analyze art work representing various styles and

different historical periods.

MUSIC/DRAMA

The Elementary Music Curriculum lays a strong foundation for Music appreciation and skill. Students

learn the concepts, language, notation and vocabulary associated with Music as well as the History of

Music and its composers. This programme enables students to develop a love of music through

performing, creating and listening to music. The Elementary Music programme offers students

instruction in a variety of disciplines including Piano, Xylophone, Recorder and Ukulele.

In Drama, students are given the opportunity to explore the world of acting and develop a love of theatre

and all the challenges it has to offer. The Drama programme trains students in character development,

facial expressions, body language and scene study. As students’ progress, their acting skills are enhanced

and their confidence grows. The Elementary productions provide students the opportunity to apply what

they've learned in class and gain experience performing in public.

FRENCH

French lessons are based on the Accelerated Integrative Method (AIM), Ontario Core French

Curriculum/French as a second language.

Students at White Oaks Montessori School study oral communication, reading, writing, grammar and

language conventions (syntactical and lexical aspects), drama, and engage in activities such as building

scale models (e.g. park, farm). Students also perform French plays.

COMPUTER

The Elementary students of White Oaks Montessori School study many aspects of the computer. They

are introduced to the fundamentals of computer hardware and software and they learn to identify the

parts of the computer and peripheral devices. Students learn how to use the components within the

operating system (e.g. control panel, system tools, start up menu, file searches, shortcut keys) as well as

keyboarding skills and Internet searching. Students also work with Microsoft Office products, such as

Word and Excel. The computer lab is open to the Elementary students for long-term projects and

research.

PHYSICAL EDUCATION

The White Oaks Montessori School’s Physical Education Programme includes: Sportball, Bootfit,

Zumba, swimming. Also Grade 3 to 6 students participate in the Snow Education Program at Hockley

Valley Resort, they receive 3 to 4 lessons each year dependent on weather.

TERMS AND CONDITIONS

White Oaks Montessori School Ltd. offers the following programmes: Toddler - Full or Half Day, Casa - Full or

Half Day for 3 - 4 years, Mandatory Full Day for children turning 5 years and older by December of that year,

Elementary - Full Day.

Placement with White Oaks Montessori School Ltd. is for the entire school year September to June. Completion

of the Application Forms and confirmation of a reserved place constitutes a contract between the family so

named and White Oaks Montessori School Ltd.

Parents or Guardians are expected to attend our Curriculum Nights.

Parents, guardians or others accepting financial responsibility are ACCOUNTABLE FOR THE FULL YEARLY

FEES if your child is withdrawn during the school year. NO REFUNDS ARE GIVEN FOR HOLIDAYS

AND/OR ABSENCES.

The Tuition is based on the Academic Year. The first installment of 1/10

of tuition is required at the time of

application and is part of the Annual Tuition, this payment is NONREFUNDABLE.

Single Payment Discount is offered only until September 1, 2019. Registrations taken after September 1st will

incur monthly tuition fees.

Tuition will be prorated as of the FIRST DAY of the month of enrollment for students enrolling after September.

Registrations will not be accepted unless accompanied by ALL POSTDATED CHEQUES and ALL COMPLETED

AND SIGNED FORMS. Failure to do so will result in the loss of the student’s placement.

Any cheque returned NSF will incur a $40.00 service charge. Interest, at the rate of 1.5% per month (18% per

annum) will be added to any account unpaid for longer than 30 days.

White Oaks Montessori School Ltd. will be closed for two Professional Development Days, all Statutory

Holidays, Christmas, Spring and Summer Breaks. Snow Days are nonrefundable.

In the event that White Oaks Montessori School Ltd. requires the withdrawal of your child, a refund will be

given in proportion to the part of the academic year involved.

In consideration of the acceptance of this application for admission, I/WE agree to pay school tuition fees

and disbursements promptly, and I/WE agree to adhere to the rules governing the school. I/WE have

read the fee schedule and rules of this application and agree that the said rules and regulations are to be

incorporated as terms of the agreement entered into herein.

I/WE __________________________ have read the terms of enrollment with White Oaks Montessori School

Ltd. and are in full agreement with the same. I/WE understand that the Deposit is NONREFUNDABLE.

Signature of Parent/Guardian___________________________________ Dated: ___________________

Signature of Principal________________________________________ Dated:____________________

RELEASE, INDEMNITY AND DECLARATION AGREEMENT

NAME OF CHILD_______________________________________

I/WE, the undersigned, do hereby represent that all information and statements made by us on the

Registration Forms are correct and I/WE acknowledge that I/WE have read, understand and agree to all

Terms and Conditions of the application, as set forth in the information sheet entitled Terms and

Conditions of White Oaks Montessori School Ltd.

I/We agree to release academic, social, medical and psychological information regarding my child to

White Oaks Montessori School Ltd. and their referral sources including Ministry of Education and

Province of Ontario.

In the event that I/WE cannot be reached at a time of illness or accident, or if the emergency is such that

time does not permit such contact, White Oaks Montessori School Ltd. its Agents or Employees are

hereby authorized to contact the Physician named on the current updated Medical Information Form. If

the named Physician cannot be reached, permission is hereby granted for White Oaks Montessori School

Ltd., its Agents or Employees to take my child to the nearest medical facility.

I/WE realize that young children, even under close supervision, will have occasional accidents.

Therefore, we hereby release, indemnify and hold White Oaks Montessori School Ltd., its Agents and

Employees harmless from any and all claims, damages or other liabilities for injuries to my child which

are not a result of negligence of White Oaks Montessori School Ltd., it’s Agents or Employees or are

entirely beyond the control of the school, its agents or employees.

I/WE give permission for my child to accompany the staff of White Oaks Montessori School Ltd. on

various excursions, walks and/or activities during the course of this academic year. I/WE agree to allow

my child to participate in other recreational activities during these excursions. Further I/WE release

White Oaks Montessori School Ltd. and its staff involved in such excursions, of any liabilities for injuries

to my child which are not a result of negligence of White Oaks Montessori School Ltd., its Agents or

Employees other than the normal and expected care of my child.

I/WE give permission to White Oaks Montessori School Ltd. to use photographs, video clips or recorded

interviews of my child and to use same as a representative/student of the school for possible inclusion in

a series of informational and promotional videos. This includes the “Digital Memory Album” of all

children at White Oaks Montessori School Ltd., which is distributed to each child and staff member at

the end of each school year. These videos may also be used on the school’s website, Facebook page,

YouTube or on other digital media.

 Please check here if you do NOT wish your child photographed or included in recorded

media.

White Oaks Montessori School Code of Discipline

MISSION STATEMENT

Through the development of a safe, nurturing environment, we support the developing child in his/her

quest for academic achievement, positive interdependent relationships and skills necessary for the

fulfilling life as a valued member of our society.

CODE OF DISCIPLINE

A school is an environment in which students come to learn. Order, civility, safety and a sense of

security, provides students with an environment that allows them to reach their optimal potential. To

promote these goals, there must be a proper atmosphere in which to do so. At White Oaks Montessori

School, we believe that to discipline means to teach. Discipline is about helping children prepare for all

of the choices they will be making and ensuring they are ready to manage them. Students must respect

the right of each other to learn and must accept each other’s individuality. At White Oaks, everybody

has the right to feel safe, both emotionally and physically.

In the Classroom - Students are expected to contribute to the proper learning atmosphere by respecting

the classroom rules.

On the Playground - Students will use the time on the playground for exercise and enjoyment and allow

others to do the same.

Students have the right to be in school, and along with that goes the responsibility of respecting the rights

of others and for being actively and productively involved in his or her learning.

COURTESY

Respect for human dignity is a hallmark of behaviour and is expected from every person in each

encounter with another person, whether child or adult. Students are to be courteous and thoughtful to

every member of the faculty, office, volunteers, maintenance personnel, all guests and visitors and each

other. This courteous interchange must also be modeled for the students in the respect with which they

are treated.

DISCIPLINE

Directing children in the fullest development of their human capacities requires a manner of dealing with

them which respects their dignity and uniqueness and recognizes positive behaviour whenever possible.

This implies respect and politeness to all classmates, parents, teachers and staff members. Teachers are

individually and personally responsible for the guidance of their own classes and are collectively

responsible for the overall discipline of the school.

Consistency between what the school expects of students and what the parents expect of their children

at school should result in fewer discipline problems. Open communication through proper channels

between parents and teachers is encouraged.

The learning environment must exist in all areas of the school, including the playground, hallways, gym

and classrooms. Students, who do not co-operate with rules of conduct, will be addressed by their

teachers or the administration.

CONSEQUENCES

Consequences for Elementary students may include privileges or independent choices removed,

behaviour report written by student, meeting with parents, student, teacher, etc. Parents will be notified

in advance when such a meeting is required. Students are responsible for informing their parents when

a negative incident has occurred.

Consequences for Casa students may include privileges removed, a visit to the office, or a meeting

with the parents. Consistency on behaviour and respect for surrounding peers and teachers is essential

for the development of the child.

The environment at White Oaks Montessori helps students reach their potential, honours effort and

forgives mistakes. Mistakes are only a stepping stone to success. All students are accepted, valued and

recognized, and good discipline is expected to be the norm. Everyone has the right to feel emotions

(happiness, anger, sadness); however, they need to learn how to express these emotions, appropriately.

Misconduct That May Lead to Consequences (This list is not exhaustive)

 Disrespect or disobedience to any teacher/supervising adult

 Ridicule or any other disrespect toward another student or teacher

 Conduct which is disruptive to class

 Failure to submit school assignments or perform work in class

 Bringing any object to school that disrupts the learning environment, such as electronic

games, toys, iPods, etc.

Misconduct Warranting Automatic Consequence (This list is not exhaustive)

 Bullying - Bullying is a form of aggression in which one or more students physically or

verbally harass another student repeatedly. Types of bullying include but are not limited to

physical, verbal, emotional, or sexual.

 Hitting

 Stealing

 Forging - a student shall not sign the name of another person

Fighting or physical assault

 Throwing an object such as snowballs, rocks, playground equipment, pencils, etc. in an

unsafe manner

 Cruel or excessive ridicule

 Use of profane, vulgar, or abusive language (written or spoken) or gestures toward school

personnel, students, volunteers, visitors

 Insubordination—failure to accept corrective action or discipline

In-School Suspension

In-school suspension will take place when a student performs ‘misconduct warranting automatic

consequences’ over the course of the year or for just cause. The length and day(s) of the suspension will

be determined by the seriousness of the offence. Parents will receive a verbal or written notification. The

parents and child must meet with the teacher and administration in order for the child to return to class.

Out-of-school suspension will take place for just cause. The length of the suspension will be determined

by the seriousness of the offence. Parents will receive a written notification. The parent(s) and child must

meet with the teachers and administration in order for the child to be readmitted.

Misconduct Warranting Suspension/Expulsion (This list is not exhaustive.)

 Possession of weapons, real or otherwise, or the use of any object as a weapon.

 Malicious destruction or marring of property, whether school or personal

 Any student found directly responsible for any damage is responsible for payment of repair or

replacement of the damaged object

 Taking another person’s property by force or threat of force

 Sexual assault or harassment—Sexual harassment includes unsolicited language, touching, or

innuendo of a sexual nature, not necessarily repetitive

 False fire alarms, bomb threat, or emergency call

 Breaking and entering school property

 Committing any criminal offense at school or on the school property

***The school reserves the right to dismiss a student and change this policy as needed. ***

POLICIES AND PROCEDURES

SERIOUS OCCURRENCES REPORTING PROCEDURES AND POLICY

PURPOSE

White Oaks Montessori School is responsible for delivering services which promote the health, safety

and welfare of the children being served. This responsibility in turn requires WOMS to be accountable

to the Ministry, specific to demonstrating that their service delivery is consistent with relevant

legislation, regulations and/or Ministry policy.

HOW TO IDENTIFY A SERIOUS OCCURRENCE

Within the parameters of the following definitions, White Oaks Montessori School is responsible

for determining whether an incident is deemed to be a serious occurrence as defined by these

procedures and whether, therefore it must be reported to the Ministry.

The following Serious Occurrences will be reported to the Ministry:

1. The death of a child who received child care at a child care centre.

2. Abuse, neglect or an allegation of abuse or neglect of a child while receiving child care at a

child care centre.

3. A life-threatening injury to or a life-threatening illness of a child who receives child care at a

child care centre,

4. An incident where a child who is receiving child care at a child care centre goes missing or is

temporarily unsupervised, or

5. An unplanned disruption of the normal operations of a child care centre that poses a risk to the

health, safety or well-being of children receiving child care at a child care centre. (“incident

grave”) O. Reg. 126/16, s. 1 (2, 7, 9).

HOW TO RESPOND TO A SERIOUS OCCURRENCE

A. Serious Occurrence Response – Immediate Actions by White Oaks Montessori School

Actions to be taken if a serious occurrence has occurred or is suspected include the following:

1. The child will be provided with immediate medical attention when warranted.

2. Appropriate steps will be taken to address any continuing risks to the child’s and/or other

children’s health or safety.

3. If there is reason to suspect that a child has been abused and/or is in need of protection, the

Principal or designated person will ensure immediate contact with the Children’s Aid Society,

and/or police. It is the person who has reasonable grounds to suspect that a child is or may be in

need of protection, who is legally obligated to make a report to the CAS.

4. In all cases involving death, regardless of the location or circumstances, the local Coroner is

notified immediately.

5. The staff or any other person witnessing or having knowledge of the occurrence shall report the

matter to the Principal or the person designated by the Principal to conduct a serious

occurrence inquiry.

6. The Principal or designated person shall immediately begin a serious occurrence inquiry, in

accordance with the following steps. The purpose of the inquiry is to gather information

regarding actual or alleged occurrence(s).

7. The inquiry information gathered by the designated person will form the basis of the later

Serious Occurrence Initial Notification Report (IN) and the Inquiry Report (IR), and therefore

should include as many of the following details as possible at this time:

 Description of the occurrence

 Person’s allegation (if applicable )

 Date, time, place where it occurred

 Time occurrence was reported

 Reason for the occurrence (if known)

 People involved

 Action taken

 Current status

 Parties notified (president, police, CAS, Coroner, parents/others as appropriate)

 Further action recommended

 Specific to the immediate situation; and/or

 Related to potential underlying factor (e.g. review of particular internal policy/procedure,

review of program, staff training need, modification of physical plant etc.)

B. HOW TO REPORT A SERIOUS OCCURRENCE – Within 24 Hours

When a serious occurrence is deemed to have taken place, White Oaks Montessori shall ensure

that:

The parent or guardian of the child is informed immediately, unless the person to be notified is

alleged to have abused the child.

1. Within 24 hours, file a Serious Occurrence Report using the Child Care Licensing System

(CCLS).

2. Within 24 hours generate and complete a Serious Occurrence Notification Form in CCLS.

3. Print and post the Serious Occurrence Notification Form in a conspicuous place highly visible

to parents for at least 10 days from the date of the final update.

Note: The exception is in the case of allegations of abuse or unverified complaints, which

will be posted at the completion of follow up / investigation.

4. If necessary update the Serious Occurrence Notification Form online (i.e. when new

information is available or Programme Advisor requests an update.

5. Retain Serious Occurrence Notification Form on file for at least two years.

SERIOUS OCCURRRENCE ANNUAL SUMMARY AND ANALYSIS

A summary and analysis report will be completed annually. It is required to be completed even if there

have been no serious occurrences during the year. This report is intended to summarize the operator's

Serious Occurrences over the year and identify issues, trends and actions taken.

The summary report is not required to be submitted to the Ministry but WOMS

a) shall retain the report and the summary of the report in accordance with section 82. O. Reg. 126/16,

s. 25 (1, 2) and for future reference.

b) keep records of the actions taken in response to the analysis. O. Reg. 126/16, s. 25 (3).

Please note: In addition to ongoing reviews and follow-ups of Serious Occurrences, licensing staff will

review the reports during licensing inspections.

ONGOING MONITORING

WOMS will monitor their performance in-year, on an ongoing basis, with respect to the reporting,

management, and follow-up of serious occurrences. Serious occurrence reporting is one of many tools

that provides an effective means of monitoring the appropriateness and quality of service delivery.

Monitoring also includes an ongoing review of practices, procedures, and training needs. Ministry staff

will also monitor WOMS performance and are available for support or assistance, where required.

Compliance with Ministry requirements will be reviewed at license renewal time.

STAFF TRAINING

These procedures will be reviewed with all staff upon employment and at least annually thereafter.

ALLEGATIONS OF ABUSE

Timing of posting:

Serious Occurrence Notification Forms pertaining to allegations of abuse are posted when the

following have been concluded:

 The Children’s Aid Society (CAS) has concluded its investigation and the allegation is either

verified or not verified; or

 CAS has determined that an investigation will not be conducted; and

 The Ministry has investigated any associated licensing non-compliances.

Information to be included:

 Once investigations are completed, the form should provide clear, concise information for the

parent.

 The Description section will include information about whether CAS conducted an

investigation into the report, and identify that the ministry conducted an investigation into

compliance with related licensing requirements.

The form will identify whether:

 CAS verified the allegation;

 CAS has not verified the allegation;

 White Oaks Montessori School has taken action on any other directions given by CAS, if

applicable;

 White Oaks Montessori School has addressed any associated licensing non-compliances

identified by the Ministry, if applicable.

COMPLAINTS

Timing of posting:

 When the operator has filed a serious occurrence report about a complaint, verified the

complaint and has taken actions to address the issue, the Serious Occurrence Notification Form

is posted within 24 hours of the occurrence.

 When an operator has filed a serious occurrence report to the ministry about a complaint, but

has not taken action because the complaint has not yet been verified, the serious occurrence

will not be posted within 24 hours.

 Once the complaint has been verified or not verified, the Serious Occurrence Notification Form

is posted.

If WOMS is unsure about when to post the Serious Occurrence Notification Forms, they are

encouraged to contact their local Ministry office.

SERIOUS OCCURRENCES IN WHITE OAKS MONTESSORI SCHOOL

Dear Parent/Guardian:

The safety and well-being of our children in White Oaks Montessori is the highest priority. We work

diligently to provide a safe, creative and nurturing environment for each child. In spite of all the best

precautions, serious occurrences can sometimes take place.

The Ontario government has introduced a new policy that requires WOMS to post information about

serious occurrences effective August 29, 2016. To support increased transparency and access to

information, a “Serious Occurrence Notification Form” must be posted at the school in a visible area

for 10 days.

A serious occurrence could include:

1. The death of a child who received child care at a child care centre.

2. Abuse, neglect or an allegation of abuse or neglect of a child while receiving child care at a child

care centre.

3. A life-threatening injury to or a life-threatening illness of a child who receives child care at a child

care centre,

4. An incident where a child who is receiving child care at a child care centre goes missing or is

temporarily unsupervised, or

5. An unplanned disruption of the normal operations of a child care centre that poses a risk to the

health, safety or well-being of children receiving child care at a child care centre. (“incident grave”)

O. Reg. 126/16, s. 1 (2, 7, 9).

We are already required to report serious occurrences to the Ministry of Education, which is

responsible for child care licensing. This policy requires schools to post information in their facilities

so that parents also have access to it.

This posting will give parents information about the incident and outline follow-up actions taken and

the outcomes, while respecting the privacy of the individuals involved. Longer-term actions taken by

the operator will also be included to help prevent similar incidents in the future, where applicable.

Many factors may lead to a serious occurrence report. A serious occurrence does not necessarily mean

that an operator is out of compliance with licensing requirements or that children are at risk in the child

care program.

This new policy supports the government’s efforts to increase access to information about licensed

child care programs in Ontario. This includes the recent launch of child care licensing inspection

findings on the Licensed Child Care Website: http://www.ontario.ca/ONT/portal61/licensedchildcare.

We encourage you to speak to us for more information about serious occurrences and the new Serious

Occurrence Notification form posting policy.

ACCESSIBILITY FOR ONTARIANS WITH DISABILITIES ACT

POLICY FOR WHITE OAKS MONTESSORI SCHOOL STUDENTS

Our Commitment

In fulfilling our mission, White Oaks Montessori School strives at all times to provide its services in a

way that respects the dignity and independence of people with disabilities. We are also committed to

giving people with disabilities the same opportunity to access our services and allowing them to benefit

from the same services, in the same place and in a similar way as other students.

Providing Goods and Services to People with Disabilities

White Oaks Montessori School is committed to excellence in serving all students including those with

disabilities and we will carry out our functions and responsibilities in the following areas:

Communication

We will communicate with people with disabilities in ways that take into account their disability.

We will train staff who communicate with students on how to interact and communicate with people

with various types of disabilities.

Customer Service Policy Statement:

Providing Goods and Services to People with Disabilities

Telephone Communications

We are committed to providing fully accessible telephone service to our students. We will train staff to

communicate with students over the telephone in clear and plain language and to speak clearly and

slowly. We will offer to communicate with students by e-mail, if telephone communication is not

suitable to their communication needs or is not available.

Assistive Devices

We are committed to serving people with disabilities who use assistive devices to obtain, use or benefit

from services. We will ensure that our staff is trained and familiar with various assistive devices that

may be used by students with disabilities while accessing our services.

Billing

We are committed to providing accessible invoices to all of our parents. For this reason, invoices will be

provided in the following formats upon request: hard copy, large print or e-mail.

We will answer any questions parents may have about the content of the invoice in person, by telephone

or e-mail.

Use of Service Animals and Support Persons

At this time, we are not able to accommodate people with disabilities who are accompanied by a service

animal in the classrooms. On the parts of our premises that are open to the public and other third parties,

as well as our office area, we will accommodate people with disabilities who are accompanied by a

service animal. We will also ensure that all staff, volunteers and others dealing with the public are

properly trained in how to interact with people with disabilities who are accompanied by a service

animal.

We are committed to welcoming people with disabilities who are accompanied by a support person. Any

person with a disability who is accompanied by a support person will be allowed to enter White Oaks

Montessori School’s premises with his or her support person. At no time will a person with a disability

who is accompanied by a support person be prevented from having access to his or her support person

while on our premises.

Notice of Temporary Disruption

White Oaks Montessori School will provide students with notice in the event of a planned or unexpected

disruption in the facilities or services usually used by people with disabilities. This notice will include

information about the reason for the disruption, its anticipated duration, and a description of alternative

facilities or services, if available.

The notice will be placed at all public entrances and service counters on our premises.

Training for Staff

White Oaks Montessori School will provide training to all employees, volunteers and others who deal

with people with disabilities. This training will be provided as required by enrolled students.

Training Will Include the Following:

 The purposes of the Accessibility for Ontarians with Disabilities Act, 2005 and the

requirements of the customer service standard

 How to interact and communicate with people with various types of disabilities

 How to interact with people with disabilities who use an assistive device or require the

assistance of a support person

 How to use an assistive device that are required by our students

 What to do if a person with a disability is having difficulty in accessing the classroom or any

teaching materials therein

 White Oaks Montessori School’s policies, practices and procedures relating to the customer

service standard

Applicable staff will be trained on policies, practices and procedures that affect the way services are

provided to people with disabilities. Staff will also be trained on an ongoing basis when changes are

made to these policies, practices and procedures.

Feedback Process

The ultimate goal of White Oaks Montessori School is to meet and surpass customer expectations while

serving students with disabilities. Comments on our services regarding how well those expectations are

being met are welcome and appreciated. Please submit any comments to [email protected].

Feedback regarding the way White Oaks Montessori School provides services to people with disabilities

can be made by email at admin@woms.ca. All feedback will be directed to the Principal. Students can

expect to hear back in 5 business days. Complaints will be addressed according to categories already

established in our school complaint management procedures.

Modifications to This or Other Policies

We are committed to developing customer service policies that respect and promote the dignity and

independence of people with disabilities. Therefore, no changes will be made to this policy before

considering the impact on students with disabilities.

Any policy of White Oaks Montessori School that does not respect and promote the dignity and

independence of people with disabilities will be modified or removed.

Questions About This Policy

This policy exists to achieve service excellence to students with disabilities. If anyone has a question

about the policy, or if the purpose of a policy is not understood, an explanation should be provided by,

or referred to the Principal.

White Oaks Montessori School

Prohibited Practices Policy

All teachers and staff are guided by the Montessori Philosophy and Best Practices set out by the Canadian Council

of Montessori Administrators (CCMA) along with our Ministry Programme Statement, and the CCEYA. All staff

annually review and are periodically reminded of our Behaviour Management Guideline and our Programme

Statement. In accordance with our School Policies and the CCEYA, staff are not permitted to administer any form

of corporal punishment or harsh and belittling verbal language in response to a child. Every staff member must

adhere to the following:

Discipline of children

Discipline should be:

 related to the nature of the troublesome behaviour

 appropriate to the developmental level of the child

 used in a positive and consistent manner

 designed to assist the child to learn appropriate behaviour

 implemented as soon as possible after troublesome behaviour

 discussed with a parents(s) if a difficult situation arises with a child

Methods of Control:

 have the environment always ready so as to avoid problems as much as possible

 activities should be continually available to children and waiting should be minimized; if waiting

is necessary, one teacher should be available to redirect or oversee the children

 take a positive approach in a contentious situation. Look for the true cause of the difficulty and,

if in doubt, take a neutral stand

 help the child find an alternate mode of behaviour

 help children find ways of expressing themselves in words

 help the child understand other children’s points of view; reflect her/his own feelings back to

her/him and show understanding

 help her/him to learn to wait and understand that she/he can’t always have what she/he wants

Prohibited Behaviour Management

Under no circumstances may a child be:

 punished corporally

 treated in a harsh or humiliating manner

 be deprived of food, clothing, shelter or bedding

 locked in a room

 sat far away from the group

No form of corporal punishment will be allowed at any time:

 NO hitting

 NO spanking

 NO grabbing

 NO kicking

 NO squeezing

 NO pushing

 NO pulling

 NO shaking

 NO pinching

 NO biting

ANY TEACHER WHO CORPORALLY PUNISHES A CHILD WILL BE DISMISSED

IMMEDIATELY.

Policies and Procedures With Respect to Contravention of the Above Regulations

For teachers who have difficulty putting methods of control into practice or who habitually refuse to do so, the

following steps will be taken:

1. Discussion with the supervisor to:

 identify the difficulty and reason for it

 discuss the implications with respect to the child

 specify ways of employing positive methods of behaviour management

 commit the results of the above discussion in writing and have both parties sign it

2. A trial period will be enforced whereby the teacher improves her management methods and the Principal

observes. Further discussions and results will again be committed to writing and signed by both parties.

3. If no improvement is shown over a two-week period and if the teacher does not appear to be trying, or if

the teacher clearly disagrees with the above philosophy, then termination of employment will be required.

I have read the above and clearly understand all of its implications.

_____________________________________ ________________________

Employee’s Signature Date

_____________________________________ ________________________

Principal’s Signature Date

WOMS POLICIES AND PROCEDURES (CONTINUED)

Absences

Parents are asked to give us verbal notice in advance of appointments requiring absence from class, or written

notice if a child is to be dismissed to someone other than a parent. We cannot dismiss any child without a

written consent by the parent. If a child is absent, please notify the school by 9:30 a.m. to indicate the type

of illness and length of expected absence.

Allergies

WHITE OAKS MONTESSORI SCHOOL IS A NUT AWARE SCHOOL

 The most serious allergies are anaphylactic reactions to bee stings, sesame seeds, shellfish, peanut butter

and nut products. Peanut butter and nut products can be fatal. Even if a residue of nut oil is left on

furniture or utensils and a child with an allergy touches the items, the child can have a serious reaction.

White Oaks Montessori School’s policy is NOT TO ALLOW PEANUT BUTTER or NUT

PRODUCTS to be brought to school by any child or staff member, thus avoiding a tragedy. Please check

the ingredient list on all packages for nuts or may contain traces of nuts. Food products brought into the

school that do not have an ingredient list WILL NOT be served. Please check the ingredient list on all

packages for nuts or may contain traces of nuts.

 Each child who is allergic must provide two (2) Epipens, one for the classroom and one for the office. If

the child has a severe reaction, the teacher tends to the child first, and then notifies the office immediately.

 Tim Horton's cannot guarantee that their products are NUT FREE. These items are not allowed in the

school. Food products brought into the school that do not have an ingredient list WILL NOT be served.

White Oaks Montessori School's Anaphylactic Policy

Overview

In our school, we have several children who are at risk for potentially life-threatening allergies. Some children

are at risk for insect sting allergy, while most are allergic to food. Food-allergic individuals can experience a life-

threatening reaction from ingesting a very small amount of their allergen. Exposure through skin contact or

inhalation can cause allergic reactions, but generally not anaphylaxis. Anaphylaxis (pronounced anna-fill-axis) is

a severe allergic reaction that can be caused by foods, insect stings, medications, latex or other substances. While

anaphylaxis can lead to death if untreated, anaphylactic reactions and fatalities can be avoided. Education and

awareness are key to keeping students with potentially life-threatening allergies safe.

Our school's anaphylaxis plan is designed to ensure that children at risk are identified, strategies are in place to

minimize the potential for accidental exposure, and staff and key volunteers are trained to respond in an

emergency situation.

Identification of Children at Risk

At the time of registration, parents are asked about medical conditions, including whether children are at risk of

anaphylaxis and asthma. All staff must be aware of these children.

It is the responsibility of the parent to:

 Inform the school principal of their child’s allergy (and asthma).

 In a timely manner, complete medical forms and the Anaphylaxis Emergency Plan which includes a

photograph, description of the child’s allergy, emergency procedure, contact information, and consent to

administer medication. The Anaphylaxis Emergency Plan should be posted in key areas such as in the

child’s classroom (posted on the wall or inside a cupboard door), the office and staff room (bulletin

board), the teacher’s child index file and in the before and after care binder. Parental permission is

required to post the child’s plan.

 Advise the school if their child has outgrown an allergy or no longer requires an epinephrine auto

injector. (A letter from the child’s allergist or primary healthcare provider is suggested)

 Have the child wear medical identification (e.g. MedicAlert® bracelet). The identification could alert

others to the child’s allergies and indicate that the child carries an epinephrine auto-injector. Information

accessed through a special number on the identification jewelry can also assist the local emergency

medical services (e.g. paramedics) to access important information quickly.

Creating an Allergy-Safe School Environment

Individuals at risk of anaphylaxis must learn to avoid specific triggers. While the key responsibility lies with the

students at risk and their families, the school community must also be aware. Special care is taken to avoid

exposure to allergy-causing substances. Teachers are to inform parents which foods cannot be brought into their

classrooms. The risk of accidental exposure to a food allergen can be significantly diminished by means of such

measures.

Given that anaphylaxis can be triggered by minute amounts of an allergen when ingested, children with food

allergy must be encouraged to follow certain guidelines:

 Eat only food which they have brought from home unless it is packaged, clearly labeled and approved

by their parents.

 Wash hands with soap and water before and after eating.

 Not share food, utensils or containers.

 Place food on their place mat rather than in direct contact with a desk or table

Arrival and Dismissal

It is imperative that parents adhere closely to arrival and dismissal times. Children should arrive by 8:45 a.m. or

1:00 p.m. (excluding Extended Care) and proceed to their classroom. We request that parents say their goodbyes

at the school's front door. Teachers cannot conduct interviews at the door, however, parents are welcome to set

up a mutually convenient time for an interview with the teacher.

Students are dismissed promptly at 11:30 a.m. and 3:30 p.m. Parents should wait for their child to be dismissed

from class. Early pick-up should be arranged through the office. Students are permitted in their classroom once

a supervising teacher is present. At no time will a student, having arrived at school, be allowed to leave school

grounds unless accompanied by a parent/guardian. No child may leave the property with any other person unless

the school has been given permission in writing and proper identification shown.

Birthdays

Children enjoy sharing snack with their friends on their birthday. You are welcome to send in a platter of fruit or

veggies. No store bought cakes or cupcakes will be served. DO NOT BRING OR MAKE ANYTHING

WITH PEANUT BUTTER or NUT PRODUCTS as some children are SEVERELY ALLERGIC TO THESE

FOOD PRODUCTS. All home baked goods must have an ingredient list.

WHITE OAKS MONTESSORI SCHOOL DOES NOT ALLOW ANY PEANUT/NUT PRODUCTS, WE

DEPEND ON PARENTS TO BE VIGILANT.

Catering

Kidssential The Catering Service for Kids is our supplier for hot, nutritious lunch time meals for our students.

Parents wishing to order from caterer can contact Kidssentials online and order directly from their website,

www.kidssentials.com.

Clothing

Toddler and Casa children are encouraged to wear clothing that does not inhibit their activity and ability to care

for themselves. Students learn to manage their own clothes at school (including shoes). Please LABEL all items

(including boots). Toddler and Casa students should keep a change of clothing in a bag at school.

Spare clothes borrowed from school should be laundered and returned within 48 hours in order to be available

when needed.

Communicable Diseases

The Public Health Act (Section 84) requires that children who are suffering from communicable diseases be

excluded from school. If your child is on medication by prescription, he/she must be kept home for 48 HOURS.

For communicable diseases, parents are is encouraged to consult their family physician before their child resumes

attendance. It would be appreciated that the school be notified of any communicable disease so that other parents

can look out for symptoms.

Region of Peel Public Health gives the Principal and Assistants the authority to exclude children who are suffering

or are suspected of suffering from a communicable disease. The periods of exclusion that we follow are listed

below:

Chicken Pox - Contagious from 1 to 2 days before onset of rash and up to 5 days after, child can return to

school when he/she feels well enough to participate in all activities.

Cold Sores - You can catch the virus if you come into direct contact with the cold sore blisters or the fluid inside

them. This can easily happen through touching the hands of someone who has touched their blisters. It can also

occur through sharing, cups, cutlery, cloths, or other personal items that have been contaminated with fluid from

the blisters. A cold sore must be covered if the student is in school. Once the blisters have stopped oozing or have

crusted over, the person is no longer contagious.

Fifth Disease (Slap Cheek) - Contagious before onset of rash and probably not contagious after onset of rash,

hand washing is important.

Pink Eye (Conjunctivitis) - Exclude the child if the eye is watery and red or if there is a pus-like yellow discharge

from the eye(s) until at least 24 hours after the first dose of antibiotic treatment.

Hand, Foot, Mouth Disease - Blisters may occur for 7 to 10 days on palms, finger and soles of feet. Once

diagnosed by a physician, the child can return if well enough to participate in activities.

Head Lice (Pediculosis) - Children are excluded until treated and the nits are removed from hair. You must

consult a Physician before applying special pediculosis shampoos or lotions to a child under 2 years of age. A

child must attend the office before admittance to the class is allowed.

Ringworm - (Fungal skin infection) - Child must be excluded from school until treatment is started. While at

school affected area must be covered.

Impetigo - Exclude the child from school from onset until lesions are dry or 24 hours after the first dose of

antibiotic treatment. While at school affected area must be covered.

Strep Throat, Scarlet Fever - Contagious from onset until 24 hours after beginning of treatment. Once the fever

breaks, if the child is well enough to participate in activities, he/she can return to school.

Mumps - Exclude child from school. Child can be re-admitted 9 days after the onset of swollen glands or once

swollen glands have returned to normal size.

Influenza - Contagious for 3 to 5 days from the onset of the symptoms, up to seven days in young children.

The H1N1 virus is a flu virus that causes symptoms similar to seasonal flu. These symptoms include fever greater

than 38C (100 F), sore throat, cough, shortness of breath, muscle aches, fatigue and a lack of appetite. Some

people may also develop vomiting and diarrhea.

Consumer Protection Information

Parents and legal guardians can obtain information relating to their rights as consumers from the Ministry of

Consumer and Business Services at www.cbs.gov.on.ca or by telephone at 416-326-8800.

Criminal Record Search

White Oaks Montessori School has a Criminal Record Search on file for each individual employed or associated

with White Oaks Montessori School who comes into regular contact with pupils. Parent Volunteers are also

required to provide a Vulnerable Sector Check (VSC) if they wish to volunteer in the school or on field trips.

White Oaks Montessori School has specific forms that must be filled out and taken directly to one of the

Community Stations listed on the back of the form. These forms are available in our office only.

Drop Off Procedures

All Toddlers should be taken directly to the classroom and placed directly in the care of the staff. Casa and

Elementary students may be dropped off at the front door of the school.

Digital Memory Album

White Oaks Montessori School uses photographs, recordings and videos of children to represent the school. This

includes the “Digital Memory Album” of all students at White Oaks Montessori School, which is distributed to

each student and staff member at the end of each year.

Parent Contact Information

If your child is ill or injured, we must know where to contact you. Therefore, it is essential that the information

we have on file be current and accurate.

In case of illness, if you are unable to come for your child or you cannot be reached, we must have a person on

file that would be willing to collect your child. If this person is different than the emergency person, please let

us know.

Emergency Management and Procedures Policy Statement

Emergency Management: Under s. 68.1 of O. Reg. 137/15, licensees of child care centres are required to

develop and implement policies and procedures regarding the management of emergencies. WOMS has

developed this policy to meet these requirements as set out by the Ministry of Education.

This Emergency Management Policy will help staff better prepare for the possibility that an emergency may

occur that will cause disruption to our daily schedule or force an evacuation of the school. In the event that

such a situation occurs parents will be contacted and informed either by telephone, email, KWE or all of the

above. If we do not have access to computers or electrical power, WOMS will inform parents by telephone. If

WOMS has access to computers we will inform parents by email and KWE. If the evacuation or emergency is

of serious nature, the media will also be contacted.

As soon as possible WOMS will notify parents of the emergency situation and measures the school is taking to

ensure the safety and supervision of all children.

 If situation is 'all clear' parents will be notified of the situation and that the 'all clear' has been given.

 Where disasters have occurred that did not require evacuation of the school WOMS will provide parents

with information as to when and how normal operations will resume as soon as this is determined.

If emergency has forced school to evacuate and school is unsafe to return WOMS will notify parents by phone

with the following information

 WOMS will notify parents of the emergency situation, evacuation and the location to pick up their

children.

 Where possible, WOMS staff will update the school's voicemail as soon as possible to inform parents

that the school has been evacuated and include details of the evacuation site location and contact

information in the message.

Extended Care

WOMS extended care includes the following: Before school – 7:30 to 9:00 a.m.; midday care – 11:30 a.m. to

1:00 p.m.; after school 3:30 to 6:00 p.m. Emergency Extended Care is available upon request at the office.

Students not picked up at the appropriate dismissal time will be charged for supervision. A child remaining after

6:00 p.m. incurs a charge of FIFTEEN DOLLARS ($15.00) each fifteen-minute period, to be billed to the parents

at the end of the month.

Fever

A child who has a fever must not be at school and will be sent home. Children must stay home for a minimum

of 24 hours after the fever breaks.

Field Trips

Field trips are an important part of our programme. Parents will receive advance notice of forthcoming field trips.

Permission slips must be signed and trip money must be returned to school if the child is to participate. All

volunteers must submit a Vulnerable Sector Check (VSC) before they can be considered for a trip. Volunteers

are chosen on a first come basis. Parents who have never been on a trip are given special consideration.

Financial Statement

The financial statements of the school are not available to parents or legal guardians. Independent schools are

not required to disclose financial statements to parents or legal guardians. Schools are only required to state their

policies on providing such information.

Gym Programme

All students are expected to participate in the gym programme unless certified as unfit by a physician.

Elementary students must wear W.O.M.S. sportswear including running shoes for gym when participating in “off-

premises” gym programmes. Transportation is provided.

Physical Education has proven to influence the growth and development of all children in a positive way. For

this reason, all children are expected to participate.

Health

Upon enrollment, parents must complete the health form supplied by the school. All the students must be

immunized according to the Ontario Ministry of Health regulations. Immunization records are checked by the

Ministry of Community and Social Services.

WHITE OAKS MONTESSORI ILLNESS POLICY

As per our Admission Policy, parents are required to complete all the medical forms prior to commencement of

childcare services.

Illness Policy

In order to ensure the overall health and safety of all the children, we ask that you not bring your child to school

if he/she has:

 Received medicine for a fever on that day

 An elevated temperature of over 100°F or 37.77°C

 Vomited within 24-hour period

 Diarrhea (2 consecutive loose bowels) within 24 hours

 Eyes/ears that have any kind of discharge

 Visible rashes that have not been diagnosed by a physician

 A severe cough, and/or congestion

 Any communicable disease including: Impetigo, Coxsackie Virus, Fifth Disease, German Measles,

Hepatitis A or B, Meningitis, Measles, Mumps, Pertussis (Whooping cough), Scabies, Scarlet fever,

Tuberculosis. The child will be allowed back at the school following a doctor’s examination and provision

of a note indicating that the child is free of any illness.

 Bronchitis or pneumonia

Should your child develop a temperature of 100°F / 37.77°C or higher during the day, the staff will contact you

immediately. Your child must be symptom-free for 24 hours before returning to school.

When the child, in the opinion of the staff, becomes ill during the day, you are expected to pick up your child

within the hour. In the event we are unable to reach you, we will call the emergency contact to pick up your child.

It is a licensed requirement that all children play outside, weather permitting. Your child should return to school

well enough to participate in outdoor activities. Children are not permitted to stay inside, during regular outdoor

play times, as staffing does not allow for this.

In order to ensure the overall health of all children WOMS will post signs at classroom doors when we are

experiencing any illnesses in a class such as pink eye, fever, vomiting, diarrhea, etc. When we suspect an outbreak

of any such illnesses signs will be posted on all classrooms doors and school bulletin board.

Administration of Drugs

 The school will administer medication when it is required during program hours.

 A physician must prescribe all medication.

 Medication will be administered to a child only from the original container. The container must be clearly

labeled with the child’s name, name of medication, the dosage, the date of purchase, and instruction for

storage and administration.

 Parents must complete a sign Medication Dispensing form indicating the times the medication is to be

given, as well as the dosage.

In accordance with Day Nursery Legislation, all medication must be placed in a lockable medicine box in the

refrigerator. Should the medication be required in the evening, it is the parent’s responsibility to take it home at

the end of the day. Any medication that is not to be refrigerated will be placed in the medication box in the office.

In case of illness, if you are unable to come for your child or you cannot be reached, we must have a person on

file that would be available to pick up your child. If this person is different than the emergency person, please let

us know. If a medical emergency occurs, your child will be taken to the closest hospital.

Interviews

Scheduled interviews are conducted twice a year. If you have specific concerns or information that you wish to

share, please call, email or KWE to make an appointment for a mutually convenient time. Teachers may be

available either early in the morning, before 8:45 am or after 3:45 pm. Please remember that during the school

day, the teacher is responsible for the care of all children. We ask that parents not engage teachers in conversation

or discussion at the classroom door. Responsibility during class time is to the children in their care.

Lateness

Please endeavour to have your child at school on time. We look upon punctuality as an important life long habit.

Classes start promptly at 9:00 a.m.

Late Pick Up

We understand that from time to time situations occur that prevent you from picking up your child at dismissal.

Please call our office before 3:00 p.m. to advise us of this fact so we may inform your child. Extended Care can

be arranged for emergencies.

Lunches

WOMS Lunch Programme Policy

As of January 2016 WOMS will offer daily catered lunch from Kidssentials (4 days per week) for students 18

months to Grade 6. Pizza Fridays will continue to be available.

Parents who choose not to order food from our caterer, must provide WOMS with a letter stating their reasons.

As an alternative you may pack a lunch for your children under specific conditions.

Parents who bring food into the school must be aware of our Nut Aware Policy

White Oaks Montessori School's policy is NOT TO ALLOW PEANUT BUTTER OR NUT PRODUCTS

to be brought to school by any child or staff member, thus avoiding a tragedy.

PEANUT BUTTER and/or NUT PRODUCTS CAN BE FATAL. Even if a residue of peanut oil is left on

furniture or utensils and a child with an allergy touches the item, the child can have a serious reaction.

Lunches from Home

Children who bring their lunch from home must follow the school's guidelines below:

Lunches should include the following labelled items:

 Thermal Bag

 Ice Packs

 Utensils

 1 container or bottle of water, juice or milk (no pop)

 1 container (or thermos) of a main course which may include pasta or rice with protein, meat,

eggs/omelets, sandwich, etc.

 1 container of sliced fruit or vegetables

 1 nutritious snack, (nut free granola bar, yogurt, rice pudding, etc)

Medication

WOMS is not permitted to administer any over the counter medication that is not specifically prescribed for your

child. Before a staff member is able to administer any prescribed medication, a Medication Form must be filled

out and filed in the office. The medication must be in the original bottle and labeled with the student’s name, the

name of the prescription and the Doctor's name. The school must be notified if your child is on medication that

is administered at home. This includes epipens, asthma puffers, Tylenol (doctor prescribed), etc.

Staff members have the right to refuse any child who appears to be sick upon arrival at school. Parents

and/or emergency contacts will be contacted if a child’s condition worsens during the day.

1. All medication must be brought to the office, do not leave any medication in child’s lunch bag or cubby.

Administration of prescription medication to students must be handled very carefully.

2. Medication will either be refrigerated in a locked medicine box in fridge or in a locked medicine box in the

office.

3. White Oaks Montessori School staff will administer the drug and write the time given, amount given and

sign “Drug/Medication” form.

4. NON-PRESCRIPTION MEDICINE CANNOT BE ADMINISTERED BY TEACHING STAFF, unless

accompanied by a doctor’s prescription.

Arrival

1. Before each child enters the classroom and starts interacting with the other children, teachers must appraise

his or her health in order to detect possible symptoms of illness.

2. If staff identify a child whom they believe has a communicable disease, such as measles, mumps or

chickenpox, or shows signs of fever, diarrhea or vomiting staff must immediately contact the office or

Principal. Do not admit the child to the classroom (or if the child has already been admitted to the classroom)

have him or her taken to the office. This will help to prevent the spread of disease to other children.

3. If a student becomes ill during school hours, staff must speak to the office or Principal before contacting the

parents and sending the student home.

4. Any child sent to the office with illness must have illness recorded in illness log.

Medical Information

Each child must have on file a current Medical Form with a record of up-to-date immunizations and the child’s

source of medical care.

Notice of Temporary Disruption

White Oaks Montessori school will provide students with notice in the event of a planned or unexpected

disruption in the facilities or services. This notice will include information about the reason for the disruption,

it's anticipated duration, and a description of alternative facilities or services, if available.

Outdoor Play

Students are taken outdoors daily unless it is raining or the temperature is -20 degrees Celsius or colder (with or

without the wind chill). Please ensure that your child is dressed appropriately (outdoor shoes are required).

During the winter months a snow suit, hat, waterproof gloves and boots must be at school at all times. No child

is exempt from outdoor activity. If your child is not well enough to go outside, your child should stay home.

Parent Committee

Parents are invited to join WOMPA (White Oaks Montessori Parents Association). The committee is a group of

parents that are involved in social and fundraising activities for the school and also for community-building for

the children and adults.

Volunteers are needed for:

 Bake Sales

 Book Fair

 Fundraising

 Picnic

Parent Education

Parents MUST attend Workshops and Curriculum Nights offered in the Toddler, Casa and Elementary classes.

Parents are required to attend and support us in the education of your child(ren).

Report Cards

Casa Report Cards are sent home in June.

Elementary Report Cards are sent home in December and June. Elementary Students will be given the Canadian

Tests of Basic Skills once in Grade 3 and once in Grade 6. The CTBS is a form of standardized testing, which

covers a broad range of subject areas and indicates what a student’s level is at the time of testing. These tests are

conducted during the Spring term and are used mainly to confirm the level of each student.

Safety

We try diligently to keep W.O.M.S. safe and free from hazards. If you observe anything you feel we should

know, please inform the office.

School Closures

Before coming to school on stormy days, listen to 680 AM News or City TV regarding school closures or check

our Facebook page, and/or our website at, www.woms.ca. In the event that school is closed a notice will be

posted on our website under school cancellations and on the answering system by 7:00 a.m. Individual phone

calls will NOT be made by the staff.

Show and Tell

Students are encouraged to bring “Show and Tell” items to school. Please check with your child’s teacher if

your child’s class has a scheduled Show and Tell Day. Items for Show and Tell MUST be of an educational

nature such as books, artifacts and articles of interest. NO TOYS ALLOWED.

Snacks

Parents are asked to contribute snack to their child’s class once a month. Please sign up for your snack

contribution on the calendar posted outside your child’s class. When it is your turn to bring snack please bring it

in by 9:00 am. Examples of nutritious snacks are apples, oranges, bananas, cheese & crackers, hummus and

crackers, raisin bread. REMEMBER OUR SCHOOL IS PEANUT/NUT AWARE, we do not accept products

that may contain or are manufactured in a facility that also processes nuts.

Toys

Toys should not be brought to school as they are a distraction in class. Umbrellas should stay with the parent.

Tuition

Post-dated cheques must be received in the office by August 1. Tuition is an annual fee, no refunds are given for

illness, vacation or snow days. For students enrolling after September, tuition will be prorated as of the FIRST

DAY of the month of enrollment. Any cheque returned NSF will incur a $40.00 service charge.

Uniform

All Elementary students must wear their W.O.M.S. uniform daily. On gym days, they should wear their W.O.M.S.

sportswear and running shoes. There are exceptions for special events or dress down days.

Upcoming Events

It is the responsibility of parents to read our newsletters and check our bulletin board each week. This will keep

you informed of upcoming events or changes to our programme. Remember to log on to our web site

www.woms.ca.

WHITE OAKS MONTESSORI SCHOOL WAIT LIST POLICY

White Oaks Montessori School does not accept any fees to place a child's name on our wait list.

All applicants are required to submit an application form in order to place their child on our waitlist.

Please remember to include the following information:

 Parents first and last name

 Best contact phone numbers where you can be reached

 Email address clearly written

 Child's name and date of birth

 When you wish your child to start

 What programme you wish to enroll in, i.e. Toddler / Casa, Full Day / Half Day, Elementary,

 *Name of sibling(s) already enrolled at the school

*Please note - children who have siblings enrolled in the school are given first priority for September

enrollment up until February 1st of that calendar year (re-enrollment deadline for existing families)

Waitlist procedures are as follows:

1. Current families receive re-enrollment forms in early January.

2. Once returning students' placement has been confirmed enrollment for new families will be received.

3. A waitlist will be formed once White Oaks reaches full capacity for each programme.

4. In order to have a child added to our wait list, parent and child must first have a tour of White Oaks first

and review our enrollment package.

5. Children will be accepted into a programme on a first come first served basis once placement becomes

available in the required programme (Toddler full day / half day, Casa full day / half day). Priority is

established by the date of the tour or waitlist request.

6. Once space becomes available, the family at the top of the waitlist for that specific programme will be

contacted and invited to accept placement. Once family accepts placement they are removed from the

waitlist and others will be bumped up. If they decline, the next person on the waitlist will be contacted

until placement is accepted.

7. Placement is confirmed once enrollment forms have been signed, dated and payment has been received.

We encourage parents book a morning visit before child’s start date in order to have parents and child

meet teachers, ask questions, receive necessary forms, learn what supplies they need to bring the first

day and to observe the classroom routine.

Parents are welcome to call the office for updates of their child’s status on the waiting list. Names on waitlists

are kept private and confidential and are not disclosed to parents.

Thank you for your interest in adding your name to our waiting list.

White Oaks Montessori School

Parent Issues and Concerns Policy and Procedures

Purpose

The purpose of this policy is to provide a transparent process for parents/guardians, White Oaks Montessori

School and its teachers and staff to use when parents/guardians bring forward issues and/or concerns.

Parent Issues and Concerns: Under s. 45.1 of O. Reg. 137/15, licensees of child care centres and home child

care agencies are required to develop and implement policies and procedures that set out how parents’ issues

and concerns will be addressed.

Definitions

Licensee: White Oaks Montessori School

Staff: Teachers, Assistants, Administrators, support staff employed by White Oaks Montessori School

Policy - General

Parents/guardians are encouraged to take an active role in White Oaks Montessori School and regularly discuss

what their child(ren) are experiencing with our programme. As supported by our programme statement, we

support positive and responsive interactions among the children, parents, teachers and staff, and foster the

engagement of ongoing communication with parents about the programme and their children. Our staff are

available to engage parents in conversations and support a positive experience during every interaction.

All issues and concerns raised by parents/guardians are taken seriously by White Oaks Montessori and will be

addressed. Every effort will be made to address and resolve issues and concerns to the satisfaction of all parties

and as quickly as possible.

Issues/concerns may be brought forward verbally, in an email or in writing. Responses and outcomes will be

provided verbally with a meeting or in writing upon request. The level of detail provided to the parent/guardian

will respect and maintain the confidentiality of all parties involved.

An initial response to an issue or concern will be provided to parents/guardians within 3 business day(s). The

person who raised the issue/concern will be kept informed throughout the resolution process.

Investigations of issues and concerns will be fair, impartial and respectful to parties involved.

Confidentiality

Every issue and concern will be treated confidentially and every effort will be made to protect the privacy of

parents/guardians, children, teachers, staff, students and volunteers, except when information must be disclosed

for legal reasons (e.g. to the Ministry of Education, College of Early Childhood Educators, law enforcement

authorities or a Children’s Aid Society).

Conduct

Our school maintains high standards for positive interaction, communication and role-modeling for children.

Harassment and discrimination will therefore not be tolerated from any party.

If at any point a parent/guardian, provider or staff feels uncomfortable, threatened, abused or belittled, they may

immediately end the conversation and report the situation to the principal and/or owner of White Oaks

Montessori.

Concerns about the Suspected Abuse or Neglect of a child

Everyone, including members of the public and professionals who work closely with children, is required by

law to report suspected cases of child abuse or neglect.

If a parent/guardian expresses concerns that a child is being abused or neglected, the parent will be advised to

contact the Peel Children's Aid (CAS) directly.

Persons, including teachers and staff who become aware of such concerns are also responsible for reporting this

information to CAS as per the “Duty to Report” requirement under the Child and Family Services Act.

For more information, visit

http://www.children.gov.on.ca/htdocs/English/childrensaid/reportingabuse/index.aspx

Procedures

Nature of Issue or

Concern

Steps for Parent and/or Guardian to

Report Issue/Concern:

Steps for Staff and/or Licensee in

responding to issue/concern:

Programme

E.g: schedule, sleep

arrangements, toilet

training,

indoor/outdoor

program activities,

feeding

arrangements, etc.

Raise the issue or concern to

- the classroom teaches directly

- the Principal

- Address the issue/concern at the time it is

raised

- arrange for a meeting with the

parent/guardian within 3 business days.

Document the issues/concerns in detail.

Documentation should include:

- the date and time the issue/concern was

received;

- the name of the person who received the

issue/concern;

- the name of the person reporting the

issue/concern;

- the details of the issue/concern; and

- any steps taken to resolve the

issue/concern and/or information given

General, School or

Operations-

E.g: child care fees,

hours of operation,

staffing, waiting

lists, menus, etc.

Raise the issue or concern to

- Administration or the Principal

Nature of Issue or

Concern

Steps for Parent and/or Guardian to

Report Issue/Concern:

Steps for Staff and/or Licensee in

responding to issue/concern:

Staff, Supervisor,

and/or Licensee-

Raise the issue or concern to

- the individual directly

- Principal

All issues or concerns about the

conduct of teachers, staff, etc. that puts

a child’s health, safety and well-being

at risk should be reported to the

Principal as soon as parents/guardians

become aware of the situation.

to the parent/guardian regarding next

steps or referral.

Provide contact information for the

appropriate person if the person being

notified is unable to address the matter.

Ensure the investigation of the issue/concern

is initiated by the appropriate party within

[3] business days or as soon as reasonably

possible thereafter. Document reasons for

delays in writing.

Provide a resolution or outcome to the

parent(s)/guardian(s) who raised the

issue/concern.

Student /

Volunteer-Related

Raise the issue or concern to

- the staff responsible for

supervising the volunteer or

student

- Principal

All issues or concerns about the

conduct of students and/or volunteers

that puts a child’s health, safety and

well-being at risk should be reported to

the supervisor as soon as

parents/guardians become aware of the

situation.

Escalation of Issues or Concerns: Where parents/guardians are not satisfied with the response or

outcome of an issue or concern, they may escalate the issue or concern verbally or in writing to

Barbara Ward, owner and operator of White Oaks Montessori School.

Issues/concerns related to compliance with requirements set out in the Child Care and Early Years

Act., 2014 and Ontario Regulation 137/15 should be reported to the Ministry of Education’s Child

Care Quality Assurance and Licensing Branch.

Issues/concerns may also be reported to other relevant regulatory bodies (e.g. local public health

department, police department, Ministry of Environment, Ministry of Labour, Fire department,

College of Early Childhood Educators, Canadian Council of Montessori Administrators etc.) where

appropriate.

Contacts:

White Oaks Montessori School, Irene Stathoukos, Principal - 905 278-4454 admin@woms.ca

Canadian Council of Montessori Administrators (CCMA) - 416 239-1166 ccma@bellnet.ca

Ministry of Education, Licensed Child Care Help Desk: 1-877-510-5333 or

[email protected]

This manual has been provided in an effort to answer many of your questions. For further

information, please contact the office.

Barbara S. Ward Irene Stathoukos

Founder and Owner Principal

1200 Vanier Drive Mississauga, Ontario L5H 4C7

1338 Clarkson Road North, Mississauga, Ontario L5J 2W5

905 278-4454 www.woms.ca email:[email protected]