6850 Goreway Drive, Mississauga, Ontario, L4V 1V7, Canada
362 Mariposa Avenue, Ottawa, Ontario, K1M 0T3, Canada
1977
1891
550
730
K to 12
4 to 12
Coed
Coed
Day
Homestay, Day, Boarding
English
English, French
Academic
Academic
Traditional
Traditional, International Baccalaureate
18
17
Learning
Accelerated curriculum
$22,050 to $23,950
$33,720
$76,380
No
Yes
0%
10%
None
7 to 12
$0
$15,000
42
81
0%
15%
0%
70%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Dec 01, 2023
Not available
Rolling
Yes: grades JK - 12
Yes: grades 4 - 12
No
No
information not available
information not available
Newton’s Grove began its life in 1977 as the first private school in Mississauga, known then as Mississauga Private School. It soon moved to Etobicoke, though returned to Mississauga in 2015, moving into its permanent location in 2017. The moves are symptomatic of the school’s growth, based in a growing reputation for its academics coupled with a robust athletic program. Values, too, are a draw, with a dedication to promoting respect and responsibility throughout the curricular areas. The ideal student is one able to thrive in a challenging, vibrant, socially oriented environment.
View full reportAshbury celebrated its 130th anniversary in 2021, making it one of the oldest schools in the nation. Of that class, it’s also one of the larger schools, with an annual enrollment in the 800 range. There are benefits to size, and Ashbury displays them, with a wealth of extra-curricular activities and co-curricular programs. The school was founded by a graduate of Oxford, Canon George Penrose Woollcombe, who cast the school within the academic tradition that Oxford was, and is, an example of. That said, times change, and certainly Ashbury did as well. The school was an early adopter of global education, most obviously with the addition of the IB program in 1976. Girls were enrolled in 1982, and while the boys still marginally outnumber the girls, the school continues to move toward gender parity. The list of alumni is impressive, including a prime minister, John Turner, and a Nobel laureate, Douglass North. The ideal student is one looking for a challenge, and who can function well in very active curricular and extracurricular environments.
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"Newton’s Grove is a student-focused private school for children from JK to Gr 12. For over 45 years our experienced, caring, and dedicated staff has been delivering a dynamic program, providing students with the tools to be well-rounded and successful. Each student achieves their best in small classes with superior programming in academics, athletics, and the arts. Learning occurs in our bright, new, welcoming state-of-the-art facility, bordering on athletic fields and an incredible hundred-acre green space. Fully equipped science labs encourage the exploration of STEAM. Dedicated visual arts and performance spaces support a high level of student engagement and the showcasing of outstanding development in the arts. Our 32,000 sq. ft. Athletic Centre with a double gym and indoor track assists students to achieve excellent fitness, sportsmanship and team play. Our inquiry-based curriculum encourages students to think independently, ask questions, and become critical thinkers. Every student is known as an individual in our challenging and supportive approach to learning, developing the skills, confidence, and problem-solving abilities required to succeed in the post-secondary program of their choice. By emphasizing outstanding teaching and learning, our educational program meets or exceeds the standards of the Ministry of Education."
"Established in 1891, Ashbury College is an IB coeducational facility recognized as one of Canada’s leading day and boarding schools for students in Grades 4–12. Motivated students from 60+ countries benefit from rigorous academic programs, over 70 co-curricular activities, 100% university placement rate, and an average class size of 17."
"Founded in 1977, Newton’s Grove is one of the few JK to Grade 12 schools in the GTA’s west end. Small class size, high academic standards (including AP), a university acceptance rate that is consistently 100%, a well-rounded program in the arts (including our signature music program), technology, leadership, and athletics (over 60 varsity teams and participation in ROPSSAA), all in a state-of-the-art facility surrounded by 100 acres of greenspace – that’s the Newton’s Grove Difference!"
"Ashbury offers our students boundless opportunities for learning beyond the classroom from our broad range of co-curricular activities, athletic opportunities and artistic endeavours to our Internship Program that provides students the chance to explore various career options. Ashbury is actively involved in the Round Square Program including the opportunity for our students to take part in the International Exchange Program."
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"Our families value our rich 45-year history, and the success of our graduates gives our families the confidence that a Newton’s Grove Education is right for them. Parents also value our well-rounded program. Newton’s Grove is academics first, but it is not academics only. Dynamic programming in academics, athletics, technology, and the arts ensures our students realize their full potential. Newton’s Grove students are set up for success in university and in life!"
"Ashbury is proud of its 100% IB Certificate completion rate and university placement record. Attending Ashbury opens doors to the future for our graduates."
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"Our families appreciate and value our close-knit community. Our goal is to inspire and engage every student to be a life-long learner with strong creative thinking and problem-solving skills. Our experienced and dedicated team challenges, guides, and supports our students through their learning journey, ensuring that students receive the time and attention they need. Our students are encouraged to speak up, to take care of one another, and to make a difference in society."
"The location of the Ashbury in the heart of the Nation's Capital, Ottawa, provides a number of unique opportunities for our students including access to a multitude of museums, galleries, and learning centres such as the Global Centre for Pluralism. Ottawa is surrounded by a variety of greenspaces in which to learn and play. Ashbury actively engages our students with the greater Ottawa community through our charitable activities and our ongoing relationship with our local Indigenous partners."
"Newton’s Grove opened its beautiful new campus in 2017, fulfilling its goal to create the ideal learning environment. Our facility engages students in a bright, modern space with state-of-the-art infrastructure for technology, custom-designed spaces for science, music, and drama, and a spectacular athletic centre with a double gym and indoor track. Families appreciate the exceptional new facilities and may be surprised to learn that Newton’s Grove was the first private school in Mississauga!"
"Given our rich history, many families are surprised to see our state-of-the-art education spaces including our Design Technology and Science labs, Arts studios and Music facilities, and Library and Learning Commons. Your child will have access to vibrant, modern learning facilities that are truly conducive to teaching innovation and learning."
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Cheri Grogan believes that it is our role as educators to create a learning environment where we push our students to think critically and dig for deeper understanding through a balanced approach between traditional concept teaching, and more investigative inquiry-based approaches. And it is through this balanced approach of teaching and fostering a deeper understanding that provides the students with open-mindedness, curiosity and guided skepticism. She also believes that It is imperative that we embrace creativity, collaboration, authentic assessments and deep inquiry to awaken a passion for lifelong learning. At Newton’s Grove, we share this belief, and as such we continue to provide an exceptional academic program because we know that it is no longer about asking students what they want to be when they grow up, instead, we challenge and ask them what problems they would like to solve.
Together towards the future—Ensemble vers l’avenir.
From our home in Canada’s capital city, Ashbury College is a centre for excellence in international teaching and learning, where enthusiasm permeates life both in and out of the classroom. Our goal is to not only get students to new destinations but also to help them develop the skills and knowledge needed to succeed and adapt to the challenges they will face.
This is a close and diverse school community that integrates young children with pre-university students. In a supportive environment, we challenge students to step out of their comfort zones and to think critically and globally—all while ensuring the simple, yet important, formalities of manners and respect are not overlooked.
A wealth of co-curricular clubs, sports, and arts activities bring learning to a lively stage, and our international orientation permeates school life on so many levels. Bien entendu, l’école se trouve dans la capitale nationale, et l’école démontre l’importance des deux langues nationales, en offrant plusieurs options bilingue. As we look past our 130+ years teaching bright young minds, being innovative while not abandoning the tried and tested will inspire our teaching and learning pedagogy and prepare students for the future.
Ashbury College is an exciting place to be, and I invite you to discover the advantages and experiences we have to offer.
Norman Southward
Head of School—Directeur
Traditional
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Our holistic approach focuses on all aspects of student's development, the academic, the physical and the social, with an emphasis on a positive attitude, self-discipline, accountability, and personal responsibility. We foster that development through an inquiry based program that stresses literacy and numeracy, the importance of STEM, engagement in the arts, physical activity and athletics. In doing so, we challenge students to strive for excellence, to think for themselves, and to find their own voices.
The liberal education provided by the Ashbury College teaches students to think, speak and write clearly, critically and creatively. It leads them to explore the core subjects that comprise our human heritage and are the hallmarks of an educated person. It develops a healthy body and illuminates the spirit by inspiring students to look beyond themselves towards the greater good. Ashbury graduates enter university with the knowledge, skills, integrity and compassion born of careful scholarship, richly rewarding faculty contacts, physical activity and spiritual reflection.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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Whole Language
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
The science department offers collaborative experiences for students to learn in both traditional and high-tech environments. Students will thrive in a challenging program which provides hands-on learning and opportunities to go beyond the Ontario curriculum in courses such as AP Biology and AP Chemistry.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The themes/strands taught in our Social Studies Program are in accordance with the Ministry of Education Ontario Curriculum guidelines.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Students reach new heights as they are both challenged and exposed to the power and joy of the arts while having opportunities to foster the qualities of a superior arts program: self-discipline, leadership, and a life-long love for the arts.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
With the transition into state-of-the-art athletic facilities, the Athletic Department's vision for the future is to continue to offer elite levels of coaching, while ensuring sports remain part of the fabric of our school for students of all ages and abilities.
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Not applicable
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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Starting in Junior and Senior Kindergarten, our programs are full-day with an emphasis on the ability to communicate both verbally and in written form. Spelling, grammar and phonics are taught to develop reading and writing skills at an early age. Mathematics is taught daily, with an emphasis on problem-solving. French, Computers, Physical Education and Music programs also begin in Junior Kindergarten. This well-rounded approach gives Newton’s Grove students a strong academic foundation while fostering a love of learning.
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Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
0%
10%
$0
$15,000
0%
70%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Dec 01, 2023
Not available
Rolling
Yes: grades JK - 12
Yes: grades 4 - 12
No
No
No
No
Yes: grades 2 - 12
Yes: grades 4 - 12
No
No
No
No
We are looking for curious and engaged students who will contribute to Ashbury College in many different ways. We have a very diverse student body that is highly involved in many different aspects of life at Ashbury College.
Confidential Reference
We require one Confidential Reference per applicant from their Math or English teacher. The Confidential Reference Request is found in the applicant's checklist found on the MySchoolApp portal.
Application Fee
The $200.00 application fee is non-refundable and is payable by Visa, MasterCard or American Express.
School Reports
The applicant’s final report card from their last completed academic year, as well as any interim report cards as they become available, may be uploaded to the MySchoolApp portal.
Interview
All applicants will be interviewed during their Day Visit. Applicants unable to visit Ashbury College must participate in a telephone or Zoom interview. To schedule your interview please contact us at [email protected] or +1.613.749.5954.
Day Visit
Grades 4–8 applicants must spend a day at the school at any time during the application process. Grades 9 – 12 applicants are encouraged, but not required, to spend a day at Ashbury College at any time during the application process. Applicants living at a distance are excused from the Day Visit requirement. Please email [email protected] or call +1.613.749.5954 to make arrangements for a Day Visit
Entrance Examination
The Entrance Exam consists of an online standardized multiple-choice test for reading and mathematics skills at the applicant’s last completed grade level. Registration information will be sent through the online application process.
Students may also write the SSAT (Additional Fee).
Financial Assistance Program
If you are interested in financial assistance, please contact us at [email protected] or +1.613.749.5954.