2 Ridley Road, St. Catharines, Ontario, L2R 7C3, Canada
40 College Hill Road, Rothesay, New Brunswick, E2E 5H1, Canada
Indirect Support:
2 Ridley Road, St. Catharines, Ontario, L2R 7C3, Canada
40 College Hill Road, Rothesay, New Brunswick, E2E 5H1, Canada
1889
1877
797
310
JK to 12
6 to 12
Coed
Coed
Day, Boarding
Boarding, Day
English
English
Academic
Academic
Progressive, International Baccalaureate
Liberal Arts, International Baccalaureate
17 to 18
14 to 16
Learning, Developmental, Behavioral
Accelerated curriculum
In-class adaptations
$29,455 to $43,835
$25,130 to $27,650
$74,745 to $82,975
$44,000 to $70,830
Yes
Yes
21%
28%
5 to 12
6 to 12
$15,892
$15,500
53
44
45%
48%
61%
85%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Rolling
Yes: grades JK - 12
Yes: grades 6 - 12
No
No
Ridley expresses so many of the great traditions of private school, and it comes by all of them absolutely honestly. The school was founded in 1889, making it one of the oldest schools in the country. It began life as an Anglican boys’ school—it was named after an Anglican Bishop—but is non-denominational today, and has been co-ed since 1973. That said, many of the traditions that inform the life of the school date to the founding, including chapel meetings that serve to bring the school together around shared events and shared values. The school maintains a cadet corps, the largest of its kind in Canada. The chapel, and indeed all of the buildings that comprise the campus, are, frankly, gorgeous. It’s easily one of the most beautiful campuses in the country. The strategic plan, implemented in 2014, provided an opportunity to take stock of the school at the time of its 125th anniversary, including a dedication to maintaining a global perspective across the breadth of the curriculum. Throughout its long history Ridley has maintained a reputation as one of the best schools in Canada, one that no doubt will remain for very many years to come. The ideal student is one who arrives predisposed to make the most of the wide range of academic and extra-curricular opportunities that will be made available to them.
Read The Our Kids Review of Ridley College
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Ridley expresses so many of the great traditions of private school, and it comes by all of them absolutely honestly. The school was founded in 1889, making it one of the oldest schools in the country. It began life as an Anglican boys’ school—it was named after an Anglican Bishop—but is non-denominational today, and has been co-ed since 1973. That said, many of the traditions that inform the life of the school date to the founding, including chapel meetings that serve to bring the school together around shared events and shared values. The school maintains a cadet corps, the largest of its kind in Canada. The chapel, and indeed all of the buildings that comprise the campus, are, frankly, gorgeous. It’s easily one of the most beautiful campuses in the country. The strategic plan, implemented in 2014, provided an opportunity to take stock of the school at the time of its 125th anniversary, including a dedication to maintaining a global perspective across the breadth of the curriculum. Throughout its long history Ridley has maintained a reputation as one of the best schools in Canada, one that no doubt will remain for very many years to come. The ideal student is one who arrives predisposed to make the most of the wide range of academic and extra-curricular opportunities that will be made available to them.
View full reportThe school dates to 1877 when the brilliantly named Ezekiel Stone Wiggins founded Thompson's School, a coed day school. It teetered a bit in the early years, with changes in ownership, and direction, though in time ultimately found both its academic and financial footings. A long-standing association with Netherwood, a school for girls founded in 1894, resulted in an amalgamation between the two in 1984. Students are empowered to emerge as a self-confident individuals who have character, courage, creativity and a commitment to community. A daily advisor program ensures that each child receives high levels of emotional and social support from committed faculty and staff. The school remains true to a tradition of academic excellence, and the campus is rich with reminders of its long history. The school has also benefited from robust development, the product of a number of capital campaigns over recent decades. Between the long tradition and extensive recent development, there's frankly a lot here to love. Notably among the school's alumni is John Peters Humphrey, primary author of the Universal Declaration of Human Rights.
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"There is always an upbeat feel on campus."
Amy MacIsaac - Parent (Oct 22, 2020)
My son appreciated the welcoming community at Rothesay and the chance to make friends from many diff...
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"RNS works hard to create a positive environment for students."
Wanda Flemming - Parent (Oct 22, 2020)
Our daughters have really enjoyed the relationships they have developed with teachers and staff. Mo...
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"My child can not say enough good things about her RNS experience!"
Lisa Ashworth - Parent (Oct 22, 2020)
To say that my daughter's life was transformed by attending Rothesay Netherwood School is not an exa...
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"Ridley College is an independent day and boarding school for students in JK through Grade 12. As leaders in positive education and wellbeing education, we teach the habits of mind, body, and spirit so that students are primed for learning and success–now and long after graduation. Our learner-centred and inquiry-based learning approaches are enhanced by the International Baccalaureate (IB) philosophy–a comprehensive and rigorous program that challenges and sets students apart, empowering them to excel and grow."
"Founded in 1877, Rothesay Netherwood School (RNS) is a progressive, co-ed, boarding and day school for Grades 6 to 12. We offer rigorous academics in a beautiful, safe community that is supported by low student-teacher ratios and a world-class IB curriculum. Our mission is to provide a nurturing environment where students are empowered to embrace their individuality while pursuing the greater good. Our graduates are compassionate leaders determined to make a difference in the world."
"Ridley is a leader in positive education and wellbeing education. We aim to teach students the habits needed to lead flourishing lives by deliberately and consciously applying the science behind positive education. We house the largest boarding programme in Ontario and the third largest in Canada. Every Ridleian belongs to one of our ten Houses and is supported by our unrivalled circle of care and engaged with vibrant, challenging, modern programmes to nurture and mentor them on their journeys."
"RNS has a daily Advisor Program that is truly unique. It ensures that each student receives the highest possible level of emotional and social support from our tremendously committed faculty and staff. Our well-rounded student support services provide our students with encouraging words when they need them. And our University Placement office works one-on-one with students as they make their post-secondary education decisions, helping them navigate the application and scholarship process."
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"Our families are looking for a place that will academically and emotionally prepare their children for university. Most commonly, we hear our families love the warmth of our community, our positivity, and the individualized care we provide, along with our strong academics and activities. They further appreciate our passion for making all who step onto our campus feel like they belong and our celebration of cultural diversity and global perspective while maintaining a rich Canadian legacy."
"RNS is a small school with a big reputation worldwide. We are recognized across Canada and around the world for our 100% commitment to educating, celebrating and supporting each and every student. Our position at the forefront of education is because of our inspired and inspiring faculty and staff. Our highly-qualified, committed teachers know every student, and every family, by name. They work tirelessly toward our students' education and enrichment."
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"The Ridley community is often called the Ridley family. All Ridleians belong to a broader community of peers, faculty, parents, and alumni. As a boarding school, our lifeblood is community connection and relationship building across age groups, generations, and identity groups, creating a strong feeling of belonging that defines and sustains us. Students make lifelong connections with peers from around the globe, maintaining friendships across time zones, forever shaped by the Ridley experience."
"The RNS community is a family. If students arrive on the Hill feeling a little apprehensive, their nervousness is fleeting thanks to the friendliness, encouragement, and welcoming nature of not only our faculty and staff, but of the other RNS students and families. All of our students are immediately embraced; they are supported, assured, and cheered on throughout their journey (and beyond!) at RNS."
"Our commitment to service is more than just words. Service helps students develop strengths in empathy, compassion, and kindness while emphasizing the importance of giving. People feel a deeper sense of fulfilment and meaning in their lives when they give to others, and our students learn to realize and appreciate this as one of the pillars of a flourishing life through supporting local House charities, participating in weekly service opportunities and optional global service trips and more."
"Our day mirrors a typical adult working day: We start at 8:15am and end most days at 5pm. We have a rich academic program, followed by participation in competitive or non-competitive physical activities like field hockey, soccer, tennis, yoga, track and field, rugby, martial arts, or rowing, to name a few. We also have a passion for promoting the arts. Students can join bands, develop their visual arts skills, act in plays or a musical, or take on costume or set design."
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Welcome to Ridley!
One of the favourite times of my day is the opportunity to walk the halls of Ridley College, drop in on classrooms and watch active learning in action. At Ridley College, you will find that students are engaged in exploring new ideas, debating eternal questions and solving relevant problems. Learning is student-centered and exciting to witness!
In our Lower School, you will discover inquiry-based learning in all classrooms from Kindergarten to Grade 8. Students engage with ‘big ideas’ and pursue essential and enduring questions – ‘what is an economy and how does it impact the human experience?” You’ll see students Skype interviewing an anthropologist from Kansas. You’ll hear the excitement of innovation in the robotics lab.
In our Upper School, you will meet young adults who confidently pursue their passions – academic inquiry, athletic endeavour, or artistic expression. You will see focused and disciplined students leading a Socratic seminar in a literature class, singing a solo in Chapel or persevering through a two-kilometer time trial in our indoor rowing tank.
Cultivating the full potential of each student requires a caring, committed and world-class faculty. The task also requires intimate relationships that are built day by day, year after year. At Ridley, you’ll find a community of adults who are excited to build those relationships. As a boarding school, Ridley provides students with a 24/7 experience that will help them cultivate those lifelong bonds with peers and adults alike – in the classroom, in the House, on the ice or in the theatre.
The reality is that one cannot be certain what children and young adults can do until we challenge them to be their best. At Ridley, students are surrounded by peers who share their sense of purpose, who believe in the value of hard work and who are building the courage to pursue their dreams. Add to this the experience and care of a community of adults who are dedicated to nurturing their potential, and you have the Ridley formula.
I hope that our website offers you a glimpse into the life of our unique community of learners and that you are inspired to look deeper into the Ridley experience. Check out our YouTube channel to get a real glimpse into the Ridley difference. Better yet, I invite you to visit the School to soak in its idyllic setting, to experience classes in action, to meet teachers and Head of Houses' and to talk with students. We warmly welcome you and your family to Ridley.
I look forward to greeting you on campus in the near future.
Come experience the legacy that is a Ridley education.
J. Edward Kidd
Headmaster
Almost a century and a half ago, Rothesay Netherwood School (RNS) was established as a place where students would receive an education of excellence that would meet their individual interests, abilities, passions, and needs. I am proud to say that this tradition continues today.
RNS is a small school with a big reputation worldwide. We are an independent, co-educational boarding and day school for students in Grades 6 to12 that is situated on the tree-lined banks of the majestic Kennebecasis River in the charming town of Rothesay, New Brunswick. We offer a rigorous academic program and extraordinary life experiences to a diverse student body that hails from both Canada and around the world.
We are a school that is distinctive in so many ways. We provide a safe and nurturing learning environment that presents students with unparalleled opportunities to make an impact on our extraordinary 125-acre campus as well as in the nearby community. Our vibrant and fully integrated academic, residential, and co-curricular experience is sustained by a diverse and exceptional faculty and staff that is 100% committed to celebrating, supporting, and challenging every one of our students so they can be their best.
Please feel free to reach out to us should you require other information before you choose where your child will be pursuing their path. I look forward to the possibility of your family being an active part of our community.
Liberal Arts
International Baccalaureate
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
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.
A ticket to the world in your hand, the keys to knowledge in your pocket, true friends by your side, and the resources of a legacy at your back. Ridley College is a school of the world that prepares students for the world. Co-educational, Junior Kindergarten to Grade 12 with a Post-Graduate option and boarding beginning in Grade 6, Ridley College is certified in the International Baccalaureate Primary Years, Middle Years and Diploma Programmes, making Ridley one of 15 International Baccalaureate continuum schools in Canada and the only co-educational boarding school in Canada with this distinction. A Canadian school born of the new world yet built on classical British boarding school roots, Ridley offers students a forward-looking and rigorous university preparatory education relevant to the most selective colleges and universities around the globe.
The academic program at Rothesay Netherwood School is diverse and challenging; it is designed to meet the changing needs of students as they develop intellectually, socially, and emotionally. Students have the opportunity to live and study in an environment where intellectual curiosity and academic achievement are highly valued. This rich learning environment is created through the combined efforts of the school's faculty, students, parents, alumni, the board of directors and governors. Small class size, highly qualified and caring teachers, extra help, compulsory study, and frequent reporting facilitate the students' learning The academic program of RNS is designed for students to experience courses in both the humanities and the sciences. In addition to the obvious academic rigor provided through the International Baccalaureate's Diploma Program, there is also ample opportunity to develop the whole student. These opportunities exist in the arts, athletics, and the various other extracurricular experiences such as local service projects, Duke of Edinburgh awards, student exchanges, and Round Square International Service programs..
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematics at Rothesay Netherwood School is an ever evolving program that is student-centred with a focus on collaboration and critical thinking. We aim to challenge our students by encouraging them to seek a deep understanding of the curriculum through inquiry in order that they may make connections to the world around them. Our students are introduced to mathematical concepts in diverse ways through teacher-led instruction, online platforms, or in an array of projects, that continue to promote creativity and collaboration. We aim to develop a foundation of content with a more student centred approach that focuses on being an independent learner. It is less teacher led instruction and more student orientated learning which allows for individual pacing and fosters growth in the classroom. This provides our students a healthy mix of traditional math as well as a discovery based approach to promote critical thinking.
The textbooks used at Rothesay Netherwood School for mathematical instruction are “ Mathematics for the international student” by Haese and Harris publications. The middle school books follow the MYP IB program and the senior school books follow the IB curriculum.
Our calculator policy at Rothesay Netherwood School is a scientific calculator in the middle school while a graphing calculator is required once students enter senior school. The required graphing calculator is a (Texas Instruments) TI-84.
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Process approach
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.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Students explore writing in multiple formats with a significant emphasis on revision and feedback. The process of writing is a balance of formal and creative avenues which allows students to harness their imagination, and also the more structured approach to exploring their ideas. Students produce work that is internally published and this ranges from short stories to magazine style publications. It is especially linked to their explorations in Social Studies where students learn about the research and writing process.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
The science program is heavily focused on Inquiry based learning in the Middle School and becomes a more Equally Balanced program in the senior years. We strive to develop students who think critically, work collaboratively to solve problems and become curious learners that are capable of asking challenging questions. Students gain hands-on experience through experimental design, data collection, creating models and participating in larger group projects within the school and global community. The curriculum for grades 6 through 10 is comprehensive and prepares students to move into the IB program in grade 11. We feel it is important to provide a diverse education that gives students the foundation to have success in all academic pursuits. As such, we focus on the development of universal skills that allow our students to conduct research, analyze data and graphs and become organized and logical problem solvers.
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
Zoology
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.
We do maintain, to some extent, a traditional approach to literature as we work to decode the mechanics of the text while also understanding its historical context. Ideas are often formed and expressed through formal class discussions and critical essays. At the same time, we foster an awareness for the individual experience of literature as an expression of self. Both classic and contemporary literature form the foundation of larger societal explorations, as students work to understand their complicated relationship to larger societal forces. Learning is often creatively expressed and cultivated through a reflective practice, as well as cooperative and project based initiatives.
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.
This program is module based where students explore three themes over the course of the academic year. These themes are designed to collaborate with their English program to permit cross-curricular enrichment. Over the past few years, the students have explored agriculture (past, present and future), human migration and the collision of cultures (local First Nations and European history). Students focus on immersing themselves in the theme through field trips, guest speakers, writing and research. Each module is centered around a large project which can range from the creation of a professional magazine publication to planning and hosting a museum night for the school and wider community.
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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The mission of the Social Sciences at Rothesay Netherwood School is to advance knowledge, promote inquiry and to cultivate independent and creative thinking in our students. Our program represents a balance of periennalism and pragmatism. It is our goal that students will engage with the past and their world not only to uncover the catalyst, course, and consequence of dynamics resulting in change but also how such an investigation can impact their current lives. The humanities give critical insight into aspects of thought, values, and achievement in all times and places. Such a holistic and balanced view is critical to citizens of the 21st century. A primary focus is on the acquisition, refinement, and expression of a broad scope of literacy skills leading to an individual capable of creative, rational, and compassionate thought.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The Rothesay Netherwood School Modern Language Department offers students the opportunity to begin, improve upon, or master a second language by building upon their current level of knowledge, and challenging them to attain the goal of fluency. Our curriculum is student-centered, and intended to foster intellectual curiosity, critical thinking, independent enquiry and a love of languages and the cultures of the countries from whence they come. Students are challenged to achieve their highest personal standards in terms of communication and personal expression in a second language.
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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Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Teaching the Visual Arts at Ridley College is a unique privilege as the school offers world class studio resources and a student body that brings to the learning experience a diverse range of cultural perspectives. The first key role of art education is to facilitate the development of fundamental skills that enhance a student’s capacity to engage with tasks involving refined hand-eye coordination, spatial reasoning and fine motor control. Through the careful observation required for various drawing, painting and sculpting exercises, students enhance their visual acuity and sensitivity to the complexity of the visual world. The second key role of art education is the development of an awareness of art as an essential component of civilization. Most importantly, students gain an understanding of why creativity, self-expression and the pursuit of aesthetic form are fundamental aspects of life.
The fine arts program is designed to foster the development of creativity and individual student growth through the integration of history and theory with musical, theatrical and visual arts production. Students are met with a variety of opportunities to challenge their own learning through traditional, student-guided, individual and collaborative tasks. Students are encouraged to be risk-takers, develop their natural curiosity as inquirers and an appreciation for elements of their own culture as well as an openness to the values, perspectives and traditions of others. In addition to classroom based learning, productions, performances and exhibitions play a vital role in our program and help our students to develop both confidence and a passion for the arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Information technology is integrated into the learning process throughout the curriculum. As a one-to-one laptop computer environment, students and teacher alike use their computers as integral tools in their daily work.
Web design
Robotics
Computer science
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Physical Health & Education is a program of instruction and activity that develops skills and attitudes towards a healthy active lifestyle. This enables each student to enter an interscholastic program with more confidence in his/her self and abilities. The program objectives are to develop skills, self‐discipline, improved judgment, improved self‐confidence, peer relationships, more active lifestyles, an appreciation of physical activities that are part of our culture, improved physical fitness (stamina, strength and flexibility) and health promotion (weight regulation, stress reduction, reduced risk of heart disease). Physical Education is required for Grades 6 - 9, and is offered as an elective in Grade 10.
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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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The Kindergarten programme at Ridley College provides a rich and stimulating inquiry and play-based learning environment that enables students to develop a sense of curiosity and an understanding of the world around them. Classroom materials and artifacts are carefully selected to support student learning and spark creativity. The Kindergarten programme at Ridley College not only supports holistic development of the child - cognitive, emotional, social, and physical development - it provides learning opportunities that instill growth-mindset and support overall well-being, mental health, and resiliency in each child.
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Standard-enriched
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).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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Supportive
A school with a “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 “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
The academic program at RNS is challenging and comprehensive, yet flexible enough to accommodate all of our students. Providing the necessary support for students to succeed is the hallmark of an RNS education. Effort is highly valued as the evaluation of one's academic performance is tied directly to their level of effort. As students progress through our program, they gain the skills, confidence, and independence necessary to be successful in their future endeavors.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The RNS student values working together, being a part of each other's lives, and looking out for the greater good of the community. Our philosophy encourages students to put forth their best effort. We provide students with a compassionate and comfortable learning environment, allowing them to be courageous and take risks. Our community breathes the values of dignity and respect for all. Our graduates are literate, numerate, technologically savvy, independent and critical thinkers.
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
Extra support
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
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
5 - 12
6 - 12
21%
28%
$15,892
$15,500
61%
85%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Rolling
Yes: grades JK - 12
Yes: grades 6 - 12
No
No
No
No
No
No
Yes: grades 4 - 12
No
No
No
The Ridley Admissions Committee looks for students who are engaged and motivated individuals. The Committee looks for students who demonstrate potential to make a positive contribution to the Ridley community and who will take advantage of the many opportunities available at the school - in the classroom and boarding houses, as well as in the arts, athletics, leadership, and community service activities. Students who are well-rounded, open-minded, enthusiastic, and academically-focused are encouraged to apply.
Students attending Rothesay Netherwood School are expected to: strive for individual excellence: academically, artistically, athletically, socially, and spiritually; demonstrate respect for their surroundings and environment; know and maintain the standards of the school; treat everyone with respect and dignity; develop an enduring sense of responsible citizenship; and leave RNS a better school and continue to be active in school affairs.
The SSAT is only a requirement for those students applying for a merit-based scholarship.
Application Fees
Registration Fees
Domestic Day:
Domestic Boarding: $3,500
International Boarding: $4,000 (one-time registration fee) + $4,500 (estimated incidental fees) = $8,500 (total confirmation fee (non-refundable))
