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in-depth report
OUR KIDS Report:
Report on Ashbury College
TOPICS
Grades 3 — 12 — Ottawa, ON (Map)
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THE OUR KIDS REPORT:
Ashbury College
REPORT CONTENTS
Reviews
Analysis

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at the Expo

Ottawa (Sep 27)

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Ashbury College ACADEMICS & Curriculum


Page Contents

Curriculum Traditional, International Baccalaureate

[Show definition of Curriculum]

Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

Curriculum approach at Ashbury College: Traditional, International Baccalaureate

Ashbury College has a Traditional, International Baccalaureate approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).

[Show: About Traditional, International Baccalaureate?]

Our Kids definition: 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.

Compare Ashbury College's Curriculum with other schools on OurKids.net:
  Traditional - 39%
  Liberal arts - 12%
  Progressive - 34%
  Montessori - 12%
  Reggio Emilia - 1%
  Waldorf - 2%

Ashbury College has a International Baccalaureate approach to supplementary 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.


International curriculum & programs at Ashbury College: Duke of Edinburgh's Award

What Ashbury College says about their overall curriculum and approach:

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.


International Baccalaureate program(s) offered

ProgramOffered
Primary Years
Middle Years
Diploma program
Career-related program

Approach

Focus
Academic

Pedagogies and subject courses:

  • Mathematics

    Traditional Math

    Mathematics approach at Ashbury College: Traditional Math

    Ashbury College has a Traditional Math approach to Mathematics (as opposed to Discovery Math, Equal Balance approach).

    [Show: About Traditional Math?]

    Our Kids definition: 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.

    Compare Ashbury College's Mathematics with other schools on OurKids.net:
      Traditional math - 27%
      Discovery math - 6%
      Equal balance - 67%

    What Ashbury College says:

    This information is not currently available.

    Textbooks and supplementary materials:

    This information is not currently available.

    Calculator policy:

    This information is not currently available.

  • Early Reading

    Whole Language

    Early Reading approach at Ashbury College: Whole Language

    Ashbury College has a Whole Language approach to Early Reading (as opposed to Phonics-intensive, Balanced Literacy approach).

    [Show: About Whole Language?]

    Our Kids definition: 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.

    Compare Ashbury College's Early Reading with other schools on OurKids.net:
      Whole language - 2%
      Phonics-intensive - 48%
      Balanced literacy - 50%

    What Ashbury College says:

    This information is not currently available.

    DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    What Ashbury College says:

    This information is not currently available.

  • Writing

    Equal balance

    Writing approach at Ashbury College: Equal balance

    Ashbury College has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).

    [Show: About Equal balance?]

    Our Kids definition: 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.

    Compare Ashbury College's Writing with other schools on OurKids.net:
      Equal balance - 78%
      Systematic approach - 11%
      Process approach - 11%

    What Ashbury College says:

    This information is not currently available.

  • Science

    Equal Balance

    Science approach at Ashbury College: Equal Balance

    Ashbury College has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).

    [Show: About Equal Balance?]

    Our Kids definition: 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.

    Compare Ashbury College's Science with other schools on OurKids.net:
      Equal balance - 68%
      Expository - 7%
      Inquiry - 25%

    Teaching approach:

    This information is not currently available.


    Treatment of evolution:

    SubjectOffered
    Evolution as consensus theory
    Evolution as one of many equally viable theories
    Evolution is not taught

    Topics covered in curriculum:

    SubjectOffered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

  • Literature

    Equal Balance

    Literature approach at Ashbury College: Equal Balance

    Ashbury College has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).

    [Show: About Equal Balance?]

    Our Kids definition: These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

    Compare Ashbury College's Literature with other schools on OurKids.net:
      Equal balance - 73%
      Traditional - 25%
      Social justice - 2%

    What Ashbury College says:

    This information is not currently available.


    Program covers:

    SubjectOffered
    Canadian lit
    American lit
    European (continental) lit
    World (non-Western) lit
    English lit
    Ancient lit

  • Social Studies

    Thematic

    Social Studies approach at Ashbury College: Thematic

    Ashbury College has a Thematic approach to Social Studies (as opposed to Core Knowledge, Expanding Communities approach).

    [Show: About Thematic?]

    Our Kids definition: 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.

    Compare Ashbury College's Social Studies with other schools on OurKids.net:
      Thematic - 33%
      Core knowledge - 39%
      Expanding communities - 28%

    What Ashbury College says:

    This information is not currently available.

  • Humanities and Social Sciences

    Equal Balance

    Humanities and Social Sciences approach at Ashbury College: Equal Balance

    Ashbury College has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).

    [Show: About Equal Balance?]

    Our Kids definition: These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

    Compare Ashbury College's Humanities and Social Sciences with other schools on OurKids.net:
      Equal balance - 79%
      Perennialism - 8%
      Pragmatism - 13%

    What Ashbury College says:

    This information is not currently available.

  • Foreign Languages

    Equal Balance

    Foreign Languages approach at Ashbury College: Equal Balance

    Ashbury College has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual, Communicative approach).

    [Show: About Equal Balance?]

    Our Kids definition: These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

    Compare Ashbury College's Foreign Languages with other schools on OurKids.net:
      Equal balance - 64%
      Audio-lingual - 4%
      Communicative - 32%

    What Ashbury College says:

    This information is not currently available.


    Language instruction offered in:

    SubjectOffered
    Chinese-Cantonese
    Chinese-Mandarin
    French
    German
    Greek
    Italian
    Japanese
    Hebrew
    Latin
    Russian
    Spanish
    ESL

  • Fine Arts

    Equal Balance

    Fine Arts approach at Ashbury College: Equal Balance

    Ashbury College has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).

    [Show: About Equal Balance?]

    Our Kids definition: These programs have an equal emphasis on receptive and creative learning.

    Compare Ashbury College's Fine Arts with other schools on OurKids.net:
      Equal balance - 63%
      Receptive - 1%
      Creative - 36%

    Program offers:

    SubjectOffered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    What Ashbury College says:

    This information is not currently available.

  • Computers and Technology

    Medium integration

    Computers and Technology approach at Ashbury College: Medium integration

    Ashbury College has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).

    [Show: About Medium integration?]

    Our Kids definition: Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

    Compare Ashbury College's Computers and Technology with other schools on OurKids.net:
      Medium integration - 52%
      Light integration - 22%
      Heavy integration - 26%

    What Ashbury College says:

    This information is not currently available.


    Program covers:

    SubjectOffered
    Computer science
    Robotics
    Web design

  • Physical Education

    What Ashbury College says:

    This information is not currently available.

  • IB Diploma courses

    Group 1 (Language A)

      This information is not currently available.

      Group 2 (Language B)

        This information is not currently available.

        Group 3 (Individuals and Societies)

          This information is not currently available.

          Group 4 (Experimental Sciences)

            This information is not currently available.

            Group 5 (Mathematics)

              This information is not currently available.

              Group 6 (The Arts)

                This information is not currently available.

              • Advanced Placement courses
                This information is not currently available.

              • Sex and health education

                Ontario curriculum

                Sex and health education approach at Ashbury College: Ontario curriculum

                Ashbury College has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).

                [Show: About Ontario curriculum?]

                Our Kids definition: The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

                Compare Ashbury College's Sex and health education with other schools on OurKids.net:
                  Follows provincial curriculum - 57%
                  Does not follow prrovincial curriculum - 43%

                Approach to sex and health education: Mostly value-neutral

                Ashbury College has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
                [Show: About Mostly value-neutral?]

                Our Kids definition: By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

                What Ashbury College says:

                This information is not currently available.

              Language bilingual / dual-immersion

              Learn about Ashbury College's languages of instruction and enrolment.

              Ashbury College is a bilingual / dual-immersion school with English, French as the primary language of instruction

              English - 70% French - 30%

              Language of enrolment include: English

              Curriculum Pace Accelerated

              [Show definition of Curriculum Pace]

              This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

              Curriculum Pace approach at Ashbury College: Accelerated

              Ashbury College has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).

              [Show: About Accelerated?]

              Our Kids definition: 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).

              Compare Ashbury College's Curriculum Pace with other schools on OurKids.net:
                Accelerated - 18%
                Standard-enriched - 54%
                Student-paced - 28%

              What Ashbury College says about their curriculum pace:

              Teaching at Ashbury College is characterized by meaningful and respectful relationships between faculty and students, the teachers' profound engagement with their disciplines, and a diverse range of pedagogical approaches.


              Flexible pacing style

              Type Offered
              Subject-streaming (tracking)
              Multi-age classrooms as standard
              Ability-grouping (in-class) as common
              Frequent use of cyber-learning (at-their-own-pace)
              Regular guided independent study opportunities
              Differentiated assessment

              What Ashbury College says about their flexible pacing:

              This information is not currently available.

              Academic Culture Rigorous

              [Show definition of Academic Culture]

              Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

              Academic Culture approach at Ashbury College: Rigorous

              Ashbury College has a Rigorous approach to Academic Culture (as opposed to Supportive approach).

              [Show: About Rigorous?]

              Our Kids definition: 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”.

              Compare Ashbury College's Academic Culture with other schools on OurKids.net:
                Rigorous - 51%
                Supportive - 49%

              What Ashbury College says about their academic culture:

              This information is not currently available.

              Developmental priorities Balanced

              [Show definition of Developmental priorities]

              Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

              Primary Developmental Priority: Balanced

              Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.

              What Ashbury College says about their developmental priorities:

              This information is not currently available.

              Special needs support No support

              [Show definition of Special needs support]

              Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

              Ashbury College offers No support

              Ashbury College offers no/limited support for students with learning difficulties or special needs.

              A - Forms of Support
              Accommodation:
              Modification:
              Remediation:
              B - Environments
              Indirect Support:
              Resource Assistance:
              Withdrawal Assistance:
              Partial Integration:
              Full-Time Class:

              Special NeedNeed
              Forms of SupportA
              EnvironmentsB
              ADHD
              • 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.
                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.

              Read our guide to special needs schools and special education


              Academic support

              TypeOffered
              Learning strategy and study counselling; habit formation
              Extra support and minor accommodations for children experiencing subclinical difficulties

              Mild but clinically diagnosed learning disabilities

              TypeOffered
              Accommodations
              Modifications
              Extra support

              Additional support

              TypeOffered
              Social skills programs
              Occupational therapy
              Psychotherapy
              Speech-language therapy

              Gifted learner support No Support

              [Show definition of Gifted learner support]

              Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

              Curriculum Delivery: This information is not currently available.

              Class structure

              Program Offered
              Full-time gifted program (parallel to rest of school)
              Part-time gifted program (pull-out; parallel to rest of class)

              In-class adaptations

              Program Offered
              Custom subject enrichment (special arrangement)
              Custom curriculum compacting (special arrangement)
              Guided independent study (custom gifted arrangement)
              Cyber-learning opportunities (custom gifted arrangement)
              Formalized peer coaching opportunities (specifically for gifted learners to coach others)
              Custom subject acceleration (special arrangement)
              Career exploration (custom gifted arrangement)
              Project-based learning (custom gifted arrangement)
              Mentorships (custom gifted arrangement)

              What Ashbury College says about their gifted learner support:

              This information is not currently available.

              Homework Policy

              [Show definition of Homework Policy]

              Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

              Nightly homework

              In grade Gr. 8, Ashbury College students perform an average of 15 mins of homework per night.

              45678
              Ashbury College15 mins15 mins15 mins15 mins15 mins
              Site Average31 mins37 mins44 mins56 mins60 mins

              What Ashbury College says about their flipped classroom policy:

              This information is not currently available.

              Report Card Policy

              [Show definition of Report Card Policy]

              While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

              How assessments are delivered across the grades

              TypeGrades
              Lettered or numbered gradesGr. 4 to Gr. 12
              Prose (narrative)-based feedbackGr. 4 to Gr. 12
              Parent-teacher meetingsGr. 4 to Gr. 12
               

              Qualitative insights

              These insights are based on conversations with parents, alumni, and school leadership. Handpicked and curated by our editor, they offer a close look at how the school is experienced and perceived by those who know it best.


              A high standard of academic excellence prepares students for future success.

              Insights from students, parents, and educators reveal that Ashbury College’s rigorous academic standards, supported by dedicated teachers and a culture of accountability, effectively equip students for university and beyond.

              Ashbury definitely holds students to a high standard. They give you the opportunities, but they also don't hand you things on a silver platter. It is about working very hard and learning the whole aspect of hard work and what it means to earn something. That is a huge thing that Ashbury really instills. I know I have taken that into later life as well. You have to work very hard to get the marks to get into schools and programs. Even leadership opportunities in Grade 12 required you to push for the things you wanted to happen. They wanted you to prove why something made sense and how it impacted the student body. It was really about holding you accountable and to a higher standard, which objectively makes them different.
              —Jasmine Mussani, alum (see full interview)
              Ashbury students are driven. If they set a goal, they’ll work to achieve it. The school prepares us to pursue whatever paths we choose.
              —Sahannah, student (see full discussion)
              Academics are at the center of everything we do. We have a strong academic program that leads to post-secondary studies at universities in Canada, the United States, Europe, and beyond. In addition, the broader school experience includes co-curricular and extracurricular programs that are embedded into school life. About a third of our high school students live on campus, and the day-to-day life of the school extends well beyond 3:30 p.m. Both day and boarding students benefit from that fuller school experience.
              —Norman Southward, Head of School (see full interview)

              Quality teaching significantly enhances student learning at Ashbury College.

              Testimonies from students and parents emphasize that Ashbury teachers, known for their expertise and personal investment in students’ success, create an atmosphere of mentorship and individualized support that enhances educational outcomes.

              Ashbury’s teaching was one of its strongest features. Teachers had clear expertise but weren’t rigid as they adapted to how students learned best. I remember Mr. McKelvie turning calculus into something close to a strategy game, which honestly helped me get it in a way I never expected. And Ms. Chaudhry’s enthusiasm for science made even routine labs feel important. The dynamic between teachers and students was respectful, often collaborative. You could challenge ideas, suggest projects, and they’d engage with that. Feedback wasn’t just grades; it came with thoughtful suggestions, encouragement, and sometimes real excitement. I didn’t just learn content; I learned how to learn, and that’s been a massive help in university. Teachers helped me push beyond the surface and encouraged exploration. I felt genuinely supported, especially in IB subjects. Their mentorship shaped how I approach learning today.
              —James Goldberg, alum (2019-2023), Tutor (see full review)
              In terms of teaching, Ashbury has been a remarkable experience for me. I have to say, teachers at Ashbury genuinely care about the success of their students. However difficult a class I faced, I can’t remember a single occasion when I was bored or unexcited about the learning. Whenever I encountered a learning obstacle or, being a boarding student, needed urgent advice, I could rely on my teachers. While the teacher-student relationship is regulated by the school’s code of conduct, it is as formal during class as it is informal before or after class. Being an Ashburian, in part at least in my experience, means that teachers are not only professionals passing on their knowledge to students but also wiser and older peers, friends, and members of the same community.
              —Artem Kalinin, alum (2022-2024) (see full review)
              Teaching at Ashbury struck a great balance between challenging and supportive. Teachers brought real passion cos I remember my biology teacher inviting me to design an algae study in the canal, and my history teacher inspiring deep debates in class. The classroom dynamic felt informal and respectful. Teachers knew you personally, often meeting via scheduled lunch chats or after class. It wasn’t just about completing homework, but it was about understanding how what you were learning applied in the real world. Constructive feedback was routine, fostering a genuine love of learning and not just grade chasing. I was consistently inspired to push myself and pursue curiosity above all. Whether it was a surprise quiz or an open-ended research assignment, teachers kept you on your toes in the best way. I always felt like my education was happening with me, not to me.
              —Kristi Godkin, alum (2008-2019), Athlete - Golfer (see full review)

              Adaptability and resilience are core to Ashbury’s educational approach.

              Feedback from the Ashbury community stresses the importance of fostering adaptability and resilience, skills integral to both academic success and real-world readiness, in response to changing educational landscapes.

              We have invested in outstanding arts facilities and built a center for science and innovation, ensuring a balanced program supported by the IB curriculum. Students do not specialize early, and when they graduate, many go on to science and innovation programs, with between 40 and 50 percent of graduates choosing those paths. We want our students to be future ready, able to adapt to changing job markets, and to rely on the skill of adaptability as the surest foundation for success.
              —Norman Southward, Head of School (see full interview)
              They really cultivate whole-person education. My children appreciate that it’s not just about the marks but about how the school cultivates the process of learning. When things get hard, there is still engagement, and at the end there is a huge sense of accomplishment. Kids build resilience, collaborate with classmates and teachers, and develop confidence that comes from the inside out. Ashbury gets to know the kids well enough to grow their agency while holding them accountable.
              —Alexandra Howard, parent (beginning in Gr. 7) and alum, Health & Wellness Professional (see full interview)
              One thing that has really stood out is how the school teaches students to cope when things don’t go perfectly. If they don’t do well on a test or project, they learn how to improve and that they can improve.
              —Nimrose, parent (see full discussion)
               

              OUR KIDS REPORT: Ashbury College

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