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OUR KIDS Report:
Report on Ashbury College

TOPICS

Grades 3 — 12 — Ottawa, ON (Map)

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School Leadership

Ashbury College's leadership is characterized by its communicative and responsive approach, emphasizing strategic foresight and adaptability in education. Focused on developing students' responsibility and fostering critical global thinking, the leadership ensures a balanced emphasis on academics, co-curricular life, and well-being within its diverse bilingual community, thriving in the vibrant setting of Canada's capital.

Page Contents

Facts and analysis
- Message from the school leadership
- Our interview with the school leader
Qualitative insights

Facts and analysis

MESSAGE FROM THE LEADERSHIP

We invited Norman Southward, Head of School at Ashbury College, to share a message.

The overview highlights the vision, values, and guiding principles that shape leadership and the student experience at Ashbury College.

Ashbury College, Norman Southward, Head of School

Norman Southward, Head of School
BA (History and French) University of Western Ontario, B.Ed (Mount Allison), and M.Ed (Curriculum and Instruction) McGill University.

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 support students in realizing their full potential and help them develop the skills and knowledge needed to succeed and adapt to the challenges they will face in our ever-changing world.

This close and diverse school community integrates young children with pre-university students. In a supportive environment, we challenge students to step out of their comfort zones and think critically and globally, all while ensuring the simple yet important formalities of civility and respect are not overlooked.

A wealth of co-curricular clubs, sports, and arts activities brings learning to a lively stage, and our international orientation permeates these activities and school life on 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 beyond our 135+ year history, we seek innovative approaches to teaching and learning while not abandoning the tried and tested as we 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

INTERVIEW WITH THE LEADERSHIP

We interviewed Norman Southward, Head of School at Ashbury College.

In conversation with school leadership, the discussion centred on the school’s mission, educational approach, and the vision shaping key decisions.

Norman Southward, Head of School at Ashbury College, discusses the school’s international orientation, rigorous academics, bilingual programs, diverse community, strategic priorities of thriving, connecting, and adapting, and the balance of academics, co-curricular life, and student well-being in Canada’s capital.

Video Contents

0:54 - Please describe your professional journey leading up to your current role at Ashbury.
1:32 - What have been some of the major influences on you and how you approach your work?
2:25 - What resonates most strongly with you about the history and mission of Ashbury?
Show Full Video Contents
3:57 - How would you describe the culture of Ashbury?
5:42 - What strategies does the school rely on to equip students to thrive both academically and personally?
10:49 - What are the families like at Ashbury, and how does the school approach the partnership with the parents?
12:31 - How do you approach conflicts at the school?
13:39 - What advice would you offer to parents who are searching for a school?
15:20 - Any final thoughts?

Highlights from the interview
- My entire career has been in education, starting as a teacher and then moving into administration, mainly in independent and international schools both in Canada and in Europe. I landed here at Ashbury College 12 years ago, building on my international experience and leading a school that we consider to be Canada’s international school in the nation’s capital.
- The focus that I’ve had has been on the student experience both in the classroom and outside of the classroom. That broader experience is so important and complementary to the academic program that we have. My work has been very much influenced by international education, international exposure, the International Baccalaureate curriculum, and a diverse student body where students from all over the world learn and study together. That experience has solidified their global understanding and their ability to take on the challenges of the complexities of the world.
- Ashbury was established as a school in Ottawa in 1891, in what was then a very young national capital. Canada was formed as a country in 1867, so the capital was still developing. It was a school rooted in the British colonial tradition, and it has since evolved into an international school with a very diverse student population. Today, it serves the diplomatic community in Ottawa, an international boarding community, and local students from the greater Ottawa–Gatineau National Capital Region. The school is bilingual, with programming for students to either maintain or acquire the French language. We are an international school with a strong Canadian orientation that celebrates the resources of the nation’s capital.
- Ashbury is unique in having a strong international orientation where 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.
- We have a strategic plan that is renewed every five years, but adaptable enough to shift direction as external factors influence education. We must respond to changes such as technology, AI, and global polarization. The academic program remains central, but it is balanced with student wellness and well-being. The plan focuses on three areas: thriving, connecting, and adapting. Thriving means students meet their personal best while maintaining well-being. Connecting refers to the strong relationships formed within the boarding and day communities, the local community, and our international networks, including the Round Square network of 250 schools worldwide. Adapting means preparing students for the future, investing in sustainability, and ensuring the school evolves institutionally.
- Pluralism and diversity are central to our community. Ottawa is home to the Global Centre for Pluralism, which has influenced our school positively. We celebrate a demographic of over 60 nationalities at Ashbury at any given time. Respect for diversity is a core focus in both curriculum and community life, and it is reflected in what students study and how they interact with one another.
- 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.
- The diversity of our families is remarkable, with over 60 nationalities represented at any given time. Families include members of the diplomatic community, boarding students, and day students from Quebec and Ontario. One of the things our families value most is the diversity of the community. Our school motto, Probitas, Virtus, Comitas—honesty, courage, and kindness—establishes baseline expectations for all members of our community. Families, students, faculty, and staff are expected to act with integrity, and this has been fully embraced across the school. Our engaged parent community, supported by the Ashbury Parents Guild, provides valuable feedback and helps to strengthen school–family partnerships.
- We live in increasingly polarized times globally, and inevitably issues arise that must be addressed. At Ashbury, we emphasize a pluralistic approach, with respectful dialogue and listening at the core of our interactions. We may not always agree, but honesty, courage, and kindness remain the baseline values we return to when challenges emerge.
- Ottawa offers many educational options, with publicly funded and private schools on both sides of the river in Ontario and Quebec. Ashbury distinguishes itself with its long history, strong academic program, and rich co-curricular life. Students who board here enjoy the benefits of a spacious, beautiful campus in a vibrant neighborhood, with access to all the facilities and opportunities the city provides. Families seeking a day school in the National Capital Region or an international boarding experience that prepares students for university in Canada or abroad will find Ashbury a vibrant and diverse school community with a long-standing tradition of international education and bilingual opportunities.

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.

Ashbury’s leadership is communicative and responsive.

Observers note that Ashbury's administration is respected for balancing formality with care, maintaining transparent communication, fostering open dialogue, listening actively, and promptly responding to feedback, which creates a respectful and trusting environment across the school community.

The administration at Ashbury was present and generally respected. I remember Mr. Allin taking time to speak with us after assemblies or checking in when the student council was running an initiative. There was a formal tone to leadership, but not in a cold or disconnected way. It helped that leadership didn’t shy away from tough conversations, whether it was mental health or social justice, they faced issues head-on. They weren’t perfect, and not every policy landed perfectly with students, but there was a sense that they cared about doing things with integrity. They communicated clearly and kept parents in the loop without making students feel like they were being micromanaged. It was a professional but human approach.

—James Goldberg, alum (2019-2023), Tutor (see full review)

The administration at Ashbury felt approachable and invested in student growth. Heads of school were always around; they were attending sporting events, academic showcases, and even leading discussions on leadership day. Students respected them and not out of fear, but because they demonstrated trust. When issues arose, solutions were fair and transparent. Communication flowed well with regular newsletters, student town halls, and proactive updates to parents. The leadership encouraged student voice and modelled integrity and engagement. Families should know the administration is responsive and genuinely cares about well-being and progress.

—Kristi Godkin, alum (2008-2019), Athlete - Golfer (see full review)

The leadership at Ashbury stood out because it wasn’t distant or formal for the sake of it. Staff would stop to talk with us in the hallway, even if it was about something small, like how training was going. They listened when students brought up concerns, and you could see changes happen from that feedback. When I missed assemblies for travel, they’d check in later, so I didn’t miss important updates. Discipline was handled with fairness, and it felt more like guidance than punishment. It made me trust that the people in charge actually understood us.

—Toshka Beshara, alum (2012-2021), Research Assistant (see full review)

The leadership at Ashbury set the tone for everything. I always felt respected by the administration, even when discipline was involved. Mr. O’Grady, my House Master, had a way of balancing guidance with giving us the freedom to make our own decisions. As a Prefect, I saw firsthand how approachable the Head of School and senior staff were. Students knew their voices would be heard. The leadership didn’t just manage, they encouraged us to grow into our own as leaders. It created a culture where accountability and respect worked both ways.

—Karl Hunger, alum (2016-2018), Mental Health & Community Support Worker, Professional Athlete (see full review)

Ashbury's leadership team not only establishes a strategy and subordinate plans for the school, but also exemplifies its documented values. All staff are conscious that students and parents watch them not only for the definition of expectations but also for their own example of how those expectations should be met. A sincere and positive environment results in which students see, practice, and internalize good conduct. All leaders and staff communicate assertively, invite feedback, and do not hesitate to schedule meetings or to otherwise seek input from parents and other stakeholders to continuously enhance the quality of school life. Disciplinary issues that we know of were handled with great discretion, firmness, and fairness.

—Scott Procter, parent (beginning 2017) (see full review)

The leadership is committed to developing students' sense of responsibility.

Insights from students and alumni reveal that Ashbury emphasizes the importance of personal accountability and a strong work ethic, encouraging students to strive for their best while providing numerous opportunities for growth and learning.

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)

The focus that I’ve had has been on the student experience both in the classroom and outside of the classroom. That broader experience is so important and complementary to the academic program that we have. My work has been very much influenced by international education, international exposure, the International Baccalaureate curriculum, and a diverse student body where students from all over the world learn and study together. That experience has solidified their global understanding and their ability to take on the challenges of the complexities of the world.

—Norman Southward, Head of School (see full interview)

As a parent, you want to give your children tools to succeed, and Ashbury provides an entire toolbox.

—Nimrose, parent (see full discussion)

Being on the student council, its boarding branch to be exact, my contact with the upper echelons of the administration happened through that line of work, meaning most event organization fell within my scope. Personally, I never had any issues with various initiatives, from a movie night-out for boarding students to more localized events like Orientation Week or the Fireball competition. I realize all those may sound petty, but to a student attentive to such details, the boarding and school experience is often shaped by them. As cranky as the tech could get, it stood no chance against the expertise of the IT Department. Even in the fraught hands of teenagers, the school-issued iPads worked, folders opened, and databases were kept pristine; in that sense, no disruption ever came our way. Student life followed a set of clearly outlined rules and expectations, from turning in assignments to public conduct and behaviour. Those, as far as I recall, were always just, inclusive, and universally enforced with care to detail. The disciplinary system always had a proper escalation mechanism, which I was wary enough to never see put in motion. As a boarding student, I was subject to a more comprehensive set of statutes regulating mealtimes, leaves off campus, study hours, and curfew, all of which were handled fairly.

—Artem Kalinin, alum (2022-2024) (see full review)

Strategic foresight and adaptability define Ashbury’s educational approach.

The administration, along with volunteers and teachers, explains how Ashbury's strategic initiatives focus on thriving, connecting, and adapting to changing global trends such as technology and sustainability, maintaining a well-rounded student focus.

We have a strategic plan that is renewed every five years, but adaptable enough to shift direction as external factors influence education. We must respond to changes such as technology, AI, and global polarization. The academic program remains central, but it is balanced with student wellness and well-being. The plan focuses on three areas: thriving, connecting, and adapting. Thriving means students meet their personal best while maintaining well-being. Connecting refers to the strong relationships formed within the boarding and day communities, the local community, and our international networks, including the Round Square network of 250 schools worldwide. Adapting means preparing students for the future, investing in sustainability, and ensuring the school evolves institutionally.

—Norman Southward, Head of School (see full interview)

If I had to pick three words for Ashbury, the first would be adaptable. The second word would be innovative or creative. The last word would be supportive.

—Sahannah, student (see full discussion)

I have volunteered at Ashbury for several years. As a former teacher, I can honestly say the leadership team must be among the best in Canada. Each member knows their role, works together seamlessly, and keeps the best interests of students and staff at the center of every decision. Ashbury feels like a true community, like a family, and the headmaster, the heads of the junior and senior schools, and the broader leadership team are all valued for their professionalism, experience, and competence. The volunteer Board and Foundation Board also stand out, bringing together parents and alumni with wide-ranging skills who give generously of their time. I wish every school had the same calibre of leadership, staff, and facilities that Ashbury has. A true proof point of this competence was during COVID, when students and teachers pivoted almost seamlessly to online learning. It was impressive to witness, and it gives me confidence that Ashbury is well prepared to handle future challenges, including the impacts of AI. Compared to massive public school boards that often struggle to make timely decisions, Ashbury’s leadership feels agile and responsive. Communication here is also excellent. Teachers are easy to reach by email, and parent-teacher interviews are always valuable. This is in sharp contrast to my experience in public schools, where I sometimes felt my role as a parent wasn’t respected. While my sons had a good experience in public schools, my daughter’s secondary experience at Ashbury has been immeasurably better.

—Julie Coulson Fine, parent (beginning 1988) (see full review)

Community engagement is an integral part of Ashbury’s ethos.

Insights from parents, alumni, and volunteers highlight Ashbury's extended community, where meaningful relationships and active participation are encouraged as the school connects with current and past students, parents, and local stakeholders.

Ashbury’s community extended well beyond the campus. Parents were active participants in events, from sports matches to cultural nights. The alumni network was also strong. We would often have former students come back to speak or volunteer. After graduating, I’ve stayed in touch with teammates, housemates, and even teachers. Those connections have been helpful, but more than that, they’ve been meaningful on a personal level. The school instilled a sense of responsibility to give back, whether through mentoring current students or contributing to community projects. Even now, I keep in contact with my old House Master, who still checks in from time to time. That says a lot about the culture Ashbury builds. It shows it’s a place where meaningful relationships are made to last.

—Karl Hunger, alum (2016-2018), Mental Health & Community Support Worker, Professional Athlete (see full review)

Ashbury engages with and actively nurtures its broader community. That community includes the parents of current and former students, the alumni, volunteers, partners, donors, vendors, persons geographically proximate to the Ashbury campus, etc. Parents and other community members are advised of many key school plans and are invited to respond. Ashbury staff are sincere when they invite parents to contact them at any time and will meet to receive input on just about any matter. Ashbury has ensured that particularly keen parents can directly contribute to non-core roles at the school. While Ashbury could certainly provide even more opportunity for parental involvement, e.g. reading with young children whose first language isn't English, we have come to realize that many well-meaning parents would not actually be effective in such core educational roles, which are best left to professionals.

—Scott Procter, parent (beginning 2017) (see full review)

OUR KIDS REPORT: Ashbury College

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