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Trusted by families since 1998.
St. Clement's School logo
in-depth report
OUR KIDS Report:
Report on St. Clement's School
TOPICS
Grades 1 — 12 — Toronto, ON (Map)
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THE OUR KIDS REPORT:
St. Clement's School
REPORT CONTENTS
Reviews
Analysis

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St. Clement's School ACADEMICS & Curriculum


Page Contents

Insider community voices

Hear directly from St. Clement's School community as they share insights into the Academics.

Martha Perry, Leadership, St. Clement's School - text snippet underneath video thumbnail - academics
Leadership

Martha Perry

Talks about the kind of students who might not thrive here.
Martha Perry, Leadership, St. Clement's School - text snippet underneath video thumbnail - academics
Leadership

Martha Perry

Describes the typical student journey at the school.

Curriculum Liberal Arts

[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 St. Clement's School: Liberal Arts

St. Clement's School has a Liberal Arts approach to Curriculum (as opposed to Traditional, Progressive, Montessori, Reggio Emilia, Waldorf approach).

[Show: About Liberal Arts?]

Our Kids definition: 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.

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

International curriculum & programs at St. Clement's School: Duke of Edinburgh's Award

What St. Clement's School says about their overall curriculum and approach:

At St. Clement’s School, we are evolving and redefining what it means to really learn and thrive in a world where the only certainty is change. We don’t just want our students to thrive, we want them to boldly thrive – to see disruption as opportunity and possibility, to seize change with agility and imagination, to tackle the complex world of tomorrow with confidence and character. Our learners will flourish because they are empowered by purpose and the ability to see themselves as agents of change, challenged by the unknown, challenged to architect their own self-sustaining journeys. We’re taking a leadership role in learning so our learners will lead an ever-changing world. How? Their educational journeys will be marked by academic rigour and a renewed curriculum that continually challenges and assesses the act of learning itself in an inclusive and safe environment. Students will value learning as an outcome in itself, understanding it’s about the success of the learning journey, not just the destination.


Approach

Focus
Academic

Pedagogies and subject courses:

  • Mathematics

    Equal Balance

    Mathematics approach at St. Clement's School: Equal Balance

    St. Clement's School has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).

    [Show: About Equal Balance?]

    Our Kids definition: These math programs feature an equal balance of “Traditional” and “Discovery” methods.

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

    What St. Clement's School 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

    Balanced Literacy

    Early Reading approach at St. Clement's School: Balanced Literacy

    St. Clement's School has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive, Whole Language approach).

    [Show: About Balanced Literacy?]

    Our Kids definition: Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.

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

    What St. Clement's School says:

    This information is not currently available.

    DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.

    What St. Clement's School says:

    This information is not currently available.

  • Writing

    Equal balance

    Writing approach at St. Clement's School: Equal balance

    St. Clement's School 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 St. Clement's School's Writing with other schools on OurKids.net:
      Equal balance - 78%
      Systematic approach - 11%
      Process approach - 11%

    What St. Clement's School says:

    This information is not currently available.

  • Science

    Equal Balance

    Science approach at St. Clement's School: Equal Balance

    St. Clement's School 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 St. Clement's School'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 St. Clement's School: Equal Balance

    St. Clement's School 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 St. Clement's School's Literature with other schools on OurKids.net:
      Equal balance - 73%
      Traditional - 25%
      Social justice - 2%

    What St. Clement's School 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 St. Clement's School: Thematic

    St. Clement's School 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 St. Clement's School's Social Studies with other schools on OurKids.net:
      Thematic - 33%
      Core knowledge - 39%
      Expanding communities - 28%

    What St. Clement's School says:

    This information is not currently available.

  • Humanities and Social Sciences

    Equal Balance

    Humanities and Social Sciences approach at St. Clement's School: Equal Balance

    St. Clement's School 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 St. Clement's School's Humanities and Social Sciences with other schools on OurKids.net:
      Equal balance - 79%
      Perennialism - 8%
      Pragmatism - 13%

    What St. Clement's School says:

    This information is not currently available.

  • Foreign Languages

    Equal Balance

    Foreign Languages approach at St. Clement's School: Equal Balance

    St. Clement's School 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 St. Clement's School's Foreign Languages with other schools on OurKids.net:
      Equal balance - 64%
      Audio-lingual - 4%
      Communicative - 32%

    What St. Clement's School 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 St. Clement's School: Equal Balance

    St. Clement's School 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 St. Clement's School'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

    Visual studio philosophy:

    Expressive
    Disciplined

    What St. Clement's School says:

    This information is not currently available.

  • Computers and Technology

    Medium integration

    Computers and Technology approach at St. Clement's School: Medium integration

    St. Clement's School 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 St. Clement's School's Computers and Technology with other schools on OurKids.net:
      Medium integration - 52%
      Light integration - 22%
      Heavy integration - 26%

    What St. Clement's School says:

    This information is not currently available.


    Program covers:

    SubjectOffered
    Computer science
    Robotics
    Web design

  • Physical Education

    What St. Clement's School says:

    This information is not currently available.

  • Advanced Placement courses

    20 courses
    • AP Physics 1
    • AP Physics 2
    • AP Research (Second part of the AP Capstone program)
    • AP Seminar (First part of the AP Capstone program)
    • AP Statistics
    • AP Spanish Language
    • AP Studio Art: 2-D Design
    • AP Studio Art: 3-D Design
    • AP Studio Art: Drawing
    • AP Biology
    • AP Calculus AB
    • AP Chemistry
    • AP Computer Science A
    • AP English Language and Composition
    • AP English Literature and Composition
    • AP European History
    • AP French Language
    • AP Human Geography
    • AP Macroeconomics
    • AP Microeconomics

  • Sex and health education

    Ontario curriculum

    Sex and health education approach at St. Clement's School: Ontario curriculum

    St. Clement's School 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 St. Clement's School'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

    St. Clement's School 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 St. Clement's School says:

    This information is not currently available.

Language English

Learn about St. Clement's School's languages of instruction and enrolment.

St. Clement's School offers English as the primary language of instruction.

Language of enrolment include: English

Curriculum Pace Standard-enriched

[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 St. Clement's School: Standard-enriched

St. Clement's School has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

[Show: About Standard-enriched?]

Our Kids definition: 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.

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

What St. Clement's School says about their curriculum pace:

This information is not currently available.


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 St. Clement's School 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 St. Clement's School: Rigorous

St. Clement's School 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 St. Clement's School's Academic Culture with other schools on OurKids.net:
  Rigorous - 51%
  Supportive - 49%

What St. Clement's School says about their academic culture:

Our commitment to academic rigour and excellence has defined the SCS experience for over a century. Here, academic rigour refers to what is taught, how it is taught, and how it is assessed. Our academic program challenges every one of our students to think critically and creatively, and to problem solve both independently and collaboratively.

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.

Secondary Developmental Priority: Intellectual

The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

What St. Clement's School says about their developmental priorities:

At St. Clement's School, our overarching goal is to develop and equip courageous and adaptable learners and empower them to make impactful contributions in local, national and global communities. Here is how we will achieve this goal: -By committing to develop learners: Ensure curricular and co-curricular experiences challenge students to value learning as an outcome in itself. -By providing individual attention to students: Help students navigate their personal learning journey and understand their strengths. -By fostering an inclusive and safe environment: empower students to engage in and contribute to a community in which everyone feels known and valued. -By equipping students to manage their self-development: Provide resources and tools to cultivate self-awareness and support holistic development.

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.

St. Clement's School offers No support

St. Clement's School 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: Acceleration and enrichment

There is an equal emphasis on acceleration and enrichment.

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 St. Clement's School says about their gifted learner support:

St. Clement’s School offers high achieving students differentiated opportunities, enriched programming, and opportunities for acceleration to encourage their academic growth and prepare them for our rigorous Advanced Placement program.

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. 1 to Gr. 12
Prose (narrative)-based feedbackGr. 1 to Gr. 12
Parent-teacher meetingsGr. 1 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.


There's a focus on academic rigour and lifelong learning.

Sources from the St. Clement’s community reveal a strong focus on academic excellence and an evolving approach to lifelong learning, emphasizing the importance of not only acquiring knowledge but also developing independent study skills and critical thinking.

There is a culture where we are known for and we celebrate the importance of academic rigour. St. Clement’s has a tremendous reputation to which we aspire—to make sure that that is maintained—around ensuring our girls get the best academic education. And learning has really evolved for us. Years ago, it was about acquiring content knowledge. A massive shift has been underway, which we are loving, about the imperative of our girls learning how to learn.
—Martha Perry, Principal (see full interview)
Pretty much every single student at St. Clement’s works hard, in the sense that I can probably count on one hand the number of students I remember that didn’t try really, really hard and push really hard to obtain whatever it was that they wanted to obtain. I think that, with the environment, and the types of students that tend to get accepted into St. Clement’s, they are the types of students that do have that grit when it comes to pushing for the things that they want.
—Julie Midroni, alum (see full interview)
We were looking at different schools. We definitely wanted a school with better academic rigour. The girls were performing well, and we just felt that it was really important that they'd be in a school that would support them and continue to give them what they needed in that regard.
—Neil, parent (see full discussion)

There's a focus on flexibility and diverse interests.

Conversations with students and alumni highlight how St. Clement’s fosters an environment where students are encouraged to explore and excel in diverse interests, supported by a flexible academic system that acknowledges the value of extracurricular activities.

Co-curricular-wise: I was Student Council president; I did debating and public speaking, so I traveled a lot for that;  I was on the badminton team for two years; I was on the softball team for a year, I think—just a lot of activities. Oh, I was in Jazz Band—that was fun. There’s just a lot going on. They are really flexible in the sense that, if you’re like, 'I have these things that I want to do,' they will 100% support you. Like, they won’t let you sacrifice your academic career to play jazz—unless you’re really good at it—but they definitely give you room and accommodations to explore your hobbies and what you’re interested in, because they recognize that it’s not all about grades.
—Julie Midroni, alum (see full interview)
Hardworkingness is a characteristic I see in the school. Everyone I knew at St. Clement’s was—regardless of what they would say about themselves—a hard worker and someone who was committed to doing the best that they could. I would also say multi-talented: there were very few people at St. Clement’s that basically only did one or two things. Everyone was given the room to do pretty much everything and excel at pretty much everything that they wanted to.
—Julie Midroni, alum (see full interview)
St. Clement’s is very much not a cookie-cutter school, in the sense that it doesn’t mould every student into the exact same final product. The flexibility allows a student who is more curious about this subject to grow that curiosity, instead of the standard institutionalized education of, like, ‘Learn these things, get these grades and abandon all of your childhood dreams.’ I think I’m a pretty solid example of not abandoning childhood dreams: I’ve had the same goal since I was 6 years old.
—Julie Midroni, alum (see full interview)

The exceptional staff cultivate supportive relationships.

According to various sources, the teachers at St. Clement's go beyond academics to build lasting, supportive relationships, deeply understanding each student's unique needs and fostering their holistic development.

One of the things I appreciated the most was how invested the teachers were in getting to know the individual students beyond the classroom and really developing a strong relationship. Now, five years out from the school, I actually still have relationships with two of these teachers. I was just reading a book with my English teacher from Grade 10, and we just finished and were discussing it. So it's really nice to see how these relationships have sustained.
—Neil, parent (see full discussion)
I think the teaching staff are very in tune with the type of child or each individual child, and they are not afraid to reach out to the parents and help them thrive. Sometimes it means finding little things to help, for example, say you have a left-handed child and you need to bring in an OT to help with certain elements. Even little things help her become more confident and give her opportunities to grow and learn. The teaching has been amazing. I feel like I have a lot of loving feelings toward all the teachers that we've had so far. I've just been so happy with the school.
—Neil, parent (see full discussion)
The ability to form relationships with my teachers, and be able to ask them questions, and be able to be really curious in class, that was something that I really appreciate now that I’m in bigger classes. I realize now how unique that that opportunity was, to have like five-person classes where I really got to form a relationship with my classmates and the teachers and be able to ask questions without worrying what other students might think.
—Carmen Chong, parent (see full discussion)

Academics are balanced with well-being.

Feedback from students and parents highlight St. Clement's commitment to balancing academic rigour with well-being, through programs like LINCWell and promoting practical skills for managing life's challenges.

I actually like the fact that St. Clement’s has a better balance between sports and academics. I don't see it as a negative, but we are a competitive sports family. We bring that to the school. We try to push and promote that as a benefit.
—Neil, parent (see full discussion)
The spirit of the school—it has a very big heart, as big as any other school. It always amazes me how the girls juggle so many things. They do their academics. They are present in the school and involved and then also doing all these wonderful, amazing things outside of school. I remember when we were starting up, doing a tour with a student and asking her, ‘Well, do you have time to do sports outside of school or clubs or drama?’ And she assured me, ‘Oh, yes, I do’, and she rattled off like 15 things that she managed to do on top of everything else.
—Carmen Chong, parent (see full discussion)
St. Clement’s has a newly instituted program called LINCWell Learning, Individualization, Nurturing, Creativity, and Wellbeing, which really helps teach the girls balance and taking care of themselves. St. Clement’s is academically rigorous, and we do strive for success. But at the same time, this program is so key to teaching us how to avoid burnout.
—Neil, parent (see full discussion)

The school builds confidence and resilience.

As expressed by the St. Clement’s community, the school cultivates confidence and resilience among its students, providing them with the skills and mindset needed to excel both academically and personally, ensuring they are well-prepared for future challenges.

St. Clement’s is very good at preparing you to be independent. I need to emphasize that. At university I went into this huge lecture hall where I was literally not allowed to email the professor to ask for help, for some reason but it wasn’t a problem for me because I already had all of these independent study skills, and I was assertive enough to ask for help from the TAs, which a lot of people were intimidated by. My St. Clement’s classmates and I already knew how to take good notes and I already knew how to write good papers. I already knew how to study. St. Clement’s hammers those skills in really hard from a pretty young age.
—Julie Midroni, alum (see full interview)
St. Clement’s gives students so much room to explore and excel at what they’re interested in.  As soon as the student comes to school, the staff are nurturing that mindset of ‘if you want to excel at something and you’re willing to put in the work, you will.’ No one can tell you to ’not do that’, no one can talk over you, no one can try to dominate you in an academic sense or in a professional sense unless you let them.  St. Clement’s really makes sure the girls are confident and that they feel, like, truly—from the bottom of their heart—as though they can accomplish anything within reason.
—Julie Midroni, alum (see full interview)
Send your child to St. Clement’s if you want to see them develop into someone who is confident and hardworking, but not, I think, excessively entitled. I know that a concern at least my parents had when they sent me to St. Clement’s, was that I was going to come out of it again with, you know, stereotypical private school attributes. That doesn’t really happen at St. Clement’s. If you want the benefits and the academic rigour of a private school, and you also want a private school that will keep your kid humble, I think that this is a pretty good place to send your kid.
—Julie Midroni, alum (see full interview)

There are diverse academic opportunities.

Insights from students and alumni highlight that St. Clement’s provides diverse academic opportunities, allowing students to explore various subjects and interests, thus preparing them well for university and beyond.

I really liked the academics at St. Clement’s. Personally I really liked being able to take AP classes and go a little bit further, and I also liked the fact that, with AP classes, I could pick which ones I wanted to focus on a bit more. So I was able to take a range of AP classes—including, for example, statistics, but also a human justice course.
—Carmen Chong, parent (see full discussion)
My daughters are capable and they enjoy the sciences. I took note that St. Clement’s had a robotics program and I thought that was super cool. I thought, ‘What a great thing!’ Just giving the girls an opportunity to have fun and play around with that stuff and create some interest and passion around that. I thought that was wonderful.
—Neil, parent (see full discussion)
Our junior school, a year ago at Assemblies, each class would bring forward a teaching from the Seven Grandfather Teachings of Indigenous learning. That’s a big focus for us in our school, is really learning and gaining an understanding as a part of our commitment to Truth and Reconciliation. So to have our junior schoolgirls teaching our entire community, that’s a pretty special thing to be able to do. And that’s just one example of learning opportunities in assemblies.
—Martha Perry, Principal (see full interview)
 

OUR KIDS REPORT: St. Clement's School

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