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  1. At Ashbury Meadow, we believe in the value of every child and adult who enters our doors and becomes part of our community and by showing value, we expect them to show value and respect towards one another. We encourage and support every child to reach their true potential, leaving them equipped and empowered for the next step of their life and learning journey. Class teachers are responsible for the children’s welfare and delivery of the curriculum. We have introduced a creative curriculum, based on project-based learning. This year we are continuing our whole school project, based on our local area. Pupils will use key geography and history skills to investigate places close to us and present their work to the community. We work closely with The East Manchester Academy and other high schools to ensure a quality transition and also enable our pupils to experience sports, science, maths, and literacy activities that we cannot provide at primary school. We are very proud to be starting our journey to becoming a Unicef Rights Respecting School. We are situated in the heart of an urban regeneration area in a superb primary school building, which opened in September 2004. The building was extended in 2015, enabling us to move to two form entries and creating a wonderful open plan early years resource. We have extensive grounds, including an internal courtyard which we use as a sheltered growing area, and also a wildlife and woodland area. We put a great deal of emphasis on learning outside of the classroom. Within school, we have created an outdoor classroom, KS1, and KS2 activity areas, and further play areas in the early years, including a mud kitchen, woodland walk, and castle treehouse. This summer we will be creating an auditory walk through another wooded area for the whole school to enjoy and learn from. The Government has released a New National Curriculum which was implemented in September 2014. The National Curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said and helps engender an appreciation of human creativity and achievement. At Ashbury Meadow we want to enable pupils to become enquiring, independent learners who are engaged actively in their learning by teachers who facilitate rather than direct. We encourage pupils to ask questions and find answers through project-based learning that takes place both inside and outside of the classroom. We have engaged with Cornerstones Education to provide a curriculum based on four key areas, engage, develop, innovate and express. Please see the links below to find out more about the Cornerstones Curriculum. On the individual year group curriculum overviews, there is no link for term 4. This is the term we do our whole school project-based learning. In Early Years, the curriculum is planned around the children's interests, both within the indoor and outdoor continuous provision, and supported by Cornerstones Early Years ILPs. Please see the files below to access the year group curriculums and supporting Cornerstones documents. Our Governing Body exists to support and challenge the staff at the school and to ensure that our children get an outstanding education that they deserve. It is made up of parents, staff, members of the community, and other co-opted Governors with expertise and experience in education or related fields. We meet twice termly as a Full Governing Body and several sub-committees meet in between those times. E-safety is an integral part of children’s education in today’s digital world and is embedded in their learning at school. We also want to help our parents and children improve their understanding of e-safety issues so they can learn to use the internet and all digital media safely and securely. We must work together as a community to ensure that the internet is a safe space for our children. As a parent you'll know how important the internet is to children - they use it to learn, play, socialize and express themselves. It's a highly creative place of amazing opportunities. But the technology children use every day can seem a bit daunting and you might worry about the risks your child can face online - such as bullying, contact from strangers, or the possibility of them seeing illegal or inappropriate content. The school has close links with the neighboring Manchester City Football Club and benefits greatly from the City in the Community programs, which include healthy lifestyles, disability awareness, cooking, and teaching pupils about money matters. The football club also supports our curriculum by providing physical education coaching for all year groups from year 1-6, out-of-school football, and use of their swimming pool. We can walk across the grounds for tournaments throughout the year.
  2. Ashbury College engages students in a dynamic learning environment and inspires them to become intellectually curious, compassionate, and responsible citizens. Since 1891, Ashbury has been fostering the academic, artistic, and athletic development of our students while nurturing their spiritual growth. Ashbury welcomes day students from Grades 4 to 8 and day and boarding students from Grades 9 to 12. Ashbury currently has 100 students boarding on campus. Twenty percent of Ashbury's student population is international and represents 48 countries. With small classes, dedicated faculty, and well-structured athletic and co-curricular activities, Ashbury College helps each student reach his or her potential in a supportive learning environment. We invite you to visit the campus, where you can experience the character, commitment, and achievement of our students. Ashbury College was founded in 1891 by George Penrose Woollcombe, an ambitious Oxford University graduate and a new Canadian, who served as Ashbury's Headmaster for 42 years. The three-room school for boys was initially located on Wellington Street in downtown Ottawa, moving to larger quarters on Wellington Street and then on to Argyle Street in 1890 near the present Museum of Nature. In 1910, the school - called Ashbury College after Woollcombe's English home - moved to its current 13-acre location in the heart of Rockcliffe Park. With the support of Ottawa benefactors, a new building was constructed for the 115 students, 48 of whom were boarders. More additions to the school in 1972 accommodated a student population of more than 300. In 1982, girls were enrolled for the first time in the senior school. With the financial support of Ashbury families and friends, a new gymnasium was added in 1985. This was followed by the completion of the new Napier wing in 1994 to house the Junior School. Later that year, the Ashbury theatre, computer labs, several particular purpose classrooms, and the Teron Foyer were completed. The Heather Gillin Residence for girls was opened in 1999 to enhance Ashbury's boarding program. In fall 2004, a new dining room (named Maclaren Hall), a double gymnasium, and four new classrooms were opened. The central floor science lab and front offices were also renovated. Expansion of the Heather Gillin residence for girls began in June 2006, and the new boy's residence was completed in September 2009. Today, Ashbury has 170 boys and girls in the Junior School, and 515 young men and women, 100 of whom are boarding in the Senior School. The Junior School, for approximately 175 students from Grades 4 to 8, distinguishes itself by providing a challenging, broad-based program that promotes critical thinking and creativity and prepares students for success in university and life. Ashbury Junior School teachers are subject specialists who enrich the Ontario curriculum by extending learning beyond the classroom's borders. We aim to enable every student to develop in academics, athletics, arts, co-curricular, community, and leadership skills. Clear standards and guidelines in work, sport, dress, and behavior help to achieve these goals. Students are assigned to Forms of approximately 18 to 22 students, while subject classes range from 10 to 22 students. A five-period, eight-day timetable is used with a morning break, lunch break, and afternoon break. In Grade 4, the Form teacher is responsible for most subjects; however, students change classes for Science, Art, French, Music, Physical Education, and Games. In Grades 5 and 6, students work with specialists in all subjects. French classes for Grades 4,5 and 6 are subdivided into two levels of proficiency: each student may work at a suitable pace. To allow for differentiated and one-on-one attention, Grade 7 and 8 students are placed in English, Mathematics, and French courses according to their ability. Artistic and linguistic ability is also taken into consideration in Music, Art, and Drama. In Grade 8, students, in consultation with their MAD teachers, chose to specialize in two of the three MAD courses. To support our academic offerings, a signature trait of the Junior School program is Student Super Block. This study skills program offered to all students in Grades 4 to 8 trains students in research and organizational skills, digital literacy and digital citizenship, and teaches students how to use mindfulness to manage stress and concentration. In addition to academic support by the Form and subject teachers, a Junior School Learning Strategist helps track and monitor student achievement and provide learning strategies to help students reach their academic potential. Physical and emotional support systems are also enhanced through interactions with the school nurse and the Life Skills Coordinator. Finally, each student belongs to one of four Houses: Dragons, Goblins, Hobbits, and Wizards. House points can be earned for almost every type of activity at school, with a system of points divided between academics, athletics, and the arts. Points are also awarded for effort and achievement, or when a teacher feels that a student has made an extra effort. The International Baccalaureate Learner Profile is a set of student learning outcomes for the 21st century. At Ashbury College, we strive to develop the following ten characteristics in all of our students, in order to develop "internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world" (source: IB Learner Profile Booklet, IBO, 2006). They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning, and this love of learning will be sustained throughout their lives. They explore concepts, ideas, and issues that have local and global significance. They acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. They exercise initiative in critically and creatively applying thinking skills to recognize and approach complex problems and make reasoned, ethical decisions. They understand and express ideas and information confidently and creatively in more than one language and a variety of modes of communication. They work effectively and willingly in collaboration with others. They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities. They take responsibility for their actions and the consequences that accompany them. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience. They show empathy, compassion, and respect towards the needs and feelings of others. They have a personal commitment to service and act to make a positive difference in others' lives and the environment. They approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas, and strategies. They are brave and articulate in defending their beliefs. They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and others. They give thoughtful consideration to their learning and experience. They can assess and understand their strengths and limitations in order to support their learning and personal development. View full school
  3. EduCativ

    Ashbury College

    Ashbury College engages students in a dynamic learning environment and inspires them to become intellectually curious, compassionate, and responsible citizens. Since 1891, Ashbury has been fostering the academic, artistic, and athletic development of our students while nurturing their spiritual growth. Ashbury welcomes day students from Grades 4 to 8 and day and boarding students from Grades 9 to 12. Ashbury currently has 100 students boarding on campus. Twenty percent of Ashbury's student population is international and represents 48 countries. With small classes, dedicated faculty, and well-structured athletic and co-curricular activities, Ashbury College helps each student reach his or her potential in a supportive learning environment. We invite you to visit the campus, where you can experience the character, commitment, and achievement of our students. Ashbury College was founded in 1891 by George Penrose Woollcombe, an ambitious Oxford University graduate and a new Canadian, who served as Ashbury's Headmaster for 42 years. The three-room school for boys was initially located on Wellington Street in downtown Ottawa, moving to larger quarters on Wellington Street and then on to Argyle Street in 1890 near the present Museum of Nature. In 1910, the school - called Ashbury College after Woollcombe's English home - moved to its current 13-acre location in the heart of Rockcliffe Park. With the support of Ottawa benefactors, a new building was constructed for the 115 students, 48 of whom were boarders. More additions to the school in 1972 accommodated a student population of more than 300. In 1982, girls were enrolled for the first time in the senior school. With the financial support of Ashbury families and friends, a new gymnasium was added in 1985. This was followed by the completion of the new Napier wing in 1994 to house the Junior School. Later that year, the Ashbury theatre, computer labs, several particular purpose classrooms, and the Teron Foyer were completed. The Heather Gillin Residence for girls was opened in 1999 to enhance Ashbury's boarding program. In fall 2004, a new dining room (named Maclaren Hall), a double gymnasium, and four new classrooms were opened. The central floor science lab and front offices were also renovated. Expansion of the Heather Gillin residence for girls began in June 2006, and the new boy's residence was completed in September 2009. Today, Ashbury has 170 boys and girls in the Junior School, and 515 young men and women, 100 of whom are boarding in the Senior School. The Junior School, for approximately 175 students from Grades 4 to 8, distinguishes itself by providing a challenging, broad-based program that promotes critical thinking and creativity and prepares students for success in university and life. Ashbury Junior School teachers are subject specialists who enrich the Ontario curriculum by extending learning beyond the classroom's borders. We aim to enable every student to develop in academics, athletics, arts, co-curricular, community, and leadership skills. Clear standards and guidelines in work, sport, dress, and behavior help to achieve these goals. Students are assigned to Forms of approximately 18 to 22 students, while subject classes range from 10 to 22 students. A five-period, eight-day timetable is used with a morning break, lunch break, and afternoon break. In Grade 4, the Form teacher is responsible for most subjects; however, students change classes for Science, Art, French, Music, Physical Education, and Games. In Grades 5 and 6, students work with specialists in all subjects. French classes for Grades 4,5 and 6 are subdivided into two levels of proficiency: each student may work at a suitable pace. To allow for differentiated and one-on-one attention, Grade 7 and 8 students are placed in English, Mathematics, and French courses according to their ability. Artistic and linguistic ability is also taken into consideration in Music, Art, and Drama. In Grade 8, students, in consultation with their MAD teachers, chose to specialize in two of the three MAD courses. To support our academic offerings, a signature trait of the Junior School program is Student Super Block. This study skills program offered to all students in Grades 4 to 8 trains students in research and organizational skills, digital literacy and digital citizenship, and teaches students how to use mindfulness to manage stress and concentration. In addition to academic support by the Form and subject teachers, a Junior School Learning Strategist helps track and monitor student achievement and provide learning strategies to help students reach their academic potential. Physical and emotional support systems are also enhanced through interactions with the school nurse and the Life Skills Coordinator. Finally, each student belongs to one of four Houses: Dragons, Goblins, Hobbits, and Wizards. House points can be earned for almost every type of activity at school, with a system of points divided between academics, athletics, and the arts. Points are also awarded for effort and achievement, or when a teacher feels that a student has made an extra effort. The International Baccalaureate Learner Profile is a set of student learning outcomes for the 21st century. At Ashbury College, we strive to develop the following ten characteristics in all of our students, in order to develop "internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world" (source: IB Learner Profile Booklet, IBO, 2006). They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning, and this love of learning will be sustained throughout their lives. They explore concepts, ideas, and issues that have local and global significance. They acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. They exercise initiative in critically and creatively applying thinking skills to recognize and approach complex problems and make reasoned, ethical decisions. They understand and express ideas and information confidently and creatively in more than one language and a variety of modes of communication. They work effectively and willingly in collaboration with others. They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities. They take responsibility for their actions and the consequences that accompany them. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience. They show empathy, compassion, and respect towards the needs and feelings of others. They have a personal commitment to service and act to make a positive difference in others' lives and the environment. They approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas, and strategies. They are brave and articulate in defending their beliefs. They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and others. They give thoughtful consideration to their learning and experience. They can assess and understand their strengths and limitations in order to support their learning and personal development.
  4. At Ashbury Meadow, we believe in the value of every child and adult who enters our doors and becomes part of our community and by showing value, we expect them to show value and respect towards one another. We encourage and support every child to reach their true potential, leaving them equipped and empowered for the next step of their life and learning journey. Class teachers are responsible for the children’s welfare and delivery of the curriculum. We have introduced a creative curriculum, based on project-based learning. This year we are continuing our whole school project, based on our local area. Pupils will use key geography and history skills to investigate places close to us and present their work to the community. We work closely with The East Manchester Academy and other high schools to ensure a quality transition and also enable our pupils to experience sports, science, maths, and literacy activities that we cannot provide at primary school. We are very proud to be starting our journey to becoming a Unicef Rights Respecting School. We are situated in the heart of an urban regeneration area in a superb primary school building, which opened in September 2004. The building was extended in 2015, enabling us to move to two form entries and creating a wonderful open plan early years resource. We have extensive grounds, including an internal courtyard which we use as a sheltered growing area, and also a wildlife and woodland area. We put a great deal of emphasis on learning outside of the classroom. Within school, we have created an outdoor classroom, KS1, and KS2 activity areas, and further play areas in the early years, including a mud kitchen, woodland walk, and castle treehouse. This summer we will be creating an auditory walk through another wooded area for the whole school to enjoy and learn from. The Government has released a New National Curriculum which was implemented in September 2014. The National Curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said and helps engender an appreciation of human creativity and achievement. At Ashbury Meadow we want to enable pupils to become enquiring, independent learners who are engaged actively in their learning by teachers who facilitate rather than direct. We encourage pupils to ask questions and find answers through project-based learning that takes place both inside and outside of the classroom. We have engaged with Cornerstones Education to provide a curriculum based on four key areas, engage, develop, innovate and express. Please see the links below to find out more about the Cornerstones Curriculum. On the individual year group curriculum overviews, there is no link for term 4. This is the term we do our whole school project-based learning. In Early Years, the curriculum is planned around the children's interests, both within the indoor and outdoor continuous provision, and supported by Cornerstones Early Years ILPs. Please see the files below to access the year group curriculums and supporting Cornerstones documents. Our Governing Body exists to support and challenge the staff at the school and to ensure that our children get an outstanding education that they deserve. It is made up of parents, staff, members of the community, and other co-opted Governors with expertise and experience in education or related fields. We meet twice termly as a Full Governing Body and several sub-committees meet in between those times. E-safety is an integral part of children’s education in today’s digital world and is embedded in their learning at school. We also want to help our parents and children improve their understanding of e-safety issues so they can learn to use the internet and all digital media safely and securely. We must work together as a community to ensure that the internet is a safe space for our children. As a parent you'll know how important the internet is to children - they use it to learn, play, socialize and express themselves. It's a highly creative place of amazing opportunities. But the technology children use every day can seem a bit daunting and you might worry about the risks your child can face online - such as bullying, contact from strangers, or the possibility of them seeing illegal or inappropriate content. The school has close links with the neighboring Manchester City Football Club and benefits greatly from the City in the Community programs, which include healthy lifestyles, disability awareness, cooking, and teaching pupils about money matters. The football club also supports our curriculum by providing physical education coaching for all year groups from year 1-6, out-of-school football, and use of their swimming pool. We can walk across the grounds for tournaments throughout the year. View full school
  5. Ashbury was started in 1994 at its current location in Fairleads Benoni as a Combined School, educating students from grade 000 to grade 12. Teamwork, Self-discipline, Commitment, Tolerance, Active participation, Achievement, Communication, Leadership, and Involvement. We provide holistic education, based on sound norms and values in a caring and nurturing environment, where students are encouraged to reach their full potential in the classroom, on the sports field, and in cultural activities. By setting high standards for the staff, students, and parents at Ashbury we create an environment of dedication, self-discipline, and cooperation. When a child is given the proper support and encouragement, he/she dares to dream. And when children are given all the resources necessary for quality education, they can make their dreams a reality. Ashbury School follows the curriculum set out by the Basic Department of Education of South Africa. The National Senior Certificate Examinations are written by our Grade 12 pupils at the end of their Grade 12 year. As an athlete, I understand that it is my responsibility to abide by the following: Place academic achievement as the highest priority. Display good sportsmanship and exhibit fair play and proper conduct on and off the playing field. Show respect for teammates, opponents, officials, and coaches. Respect the integrity and judgment of referees and umpires. Refrain from the use of profanity, vulgarity, and other offensive language or gestures. Return all equipment in good order. The athlete is held responsible for lost, stolen, or damaged equipment. Attend all scheduled practices and games. I understand that failure to attend practice may result in reduced game playing time. Follow all school disciplinary rules as described in the school Code of Conduct. Win with character loses with dignity. Ashbury College has historically been among the top achieving schools culturally. As a school, we encourage our pupils to participate in the Benoni Eisteddfod. At this annual event, our pupils have won numerous trophies and walked away with several Prestige certificates. The pupils in the High School participate in the Annual Play Festival hosted by Willowmoore High and have had some of our actors/actresses receiving special mentions and winning trophies for their performances. Our pupils participate in school concerts, Choir, Speech competitions at various levels, enjoy debating, and get involved in community projects through either Rotakids in the Prep School or Interact in the High School. In the interest of student safety, it is the parent/guardians/student’s responsibility to ensure the correct home address, telephone and cellular phone numbers and emergency contact information are on file at the school. Please contact the school and report any changes to the above. Information sheets are sent out annually to update information. Good behavior inside and outside of the school is strictly enforced and is of the utmost importance. The readmission of students who discredit the school will be reviewed annually. The image of the school is way more important than the individual as the benefits of attending a school with a good image are of inestimable value! View full school
  6. Ashbury was started in 1994 at its current location in Fairleads Benoni as a Combined School, educating students from grade 000 to grade 12. Teamwork, Self-discipline, Commitment, Tolerance, Active participation, Achievement, Communication, Leadership, and Involvement. We provide holistic education, based on sound norms and values in a caring and nurturing environment, where students are encouraged to reach their full potential in the classroom, on the sports field, and in cultural activities. By setting high standards for the staff, students, and parents at Ashbury we create an environment of dedication, self-discipline, and cooperation. When a child is given the proper support and encouragement, he/she dares to dream. And when children are given all the resources necessary for quality education, they can make their dreams a reality. Ashbury School follows the curriculum set out by the Basic Department of Education of South Africa. The National Senior Certificate Examinations are written by our Grade 12 pupils at the end of their Grade 12 year. As an athlete, I understand that it is my responsibility to abide by the following: Place academic achievement as the highest priority. Display good sportsmanship and exhibit fair play and proper conduct on and off the playing field. Show respect for teammates, opponents, officials, and coaches. Respect the integrity and judgment of referees and umpires. Refrain from the use of profanity, vulgarity, and other offensive language or gestures. Return all equipment in good order. The athlete is held responsible for lost, stolen, or damaged equipment. Attend all scheduled practices and games. I understand that failure to attend practice may result in reduced game playing time. Follow all school disciplinary rules as described in the school Code of Conduct. Win with character loses with dignity. Ashbury College has historically been among the top achieving schools culturally. As a school, we encourage our pupils to participate in the Benoni Eisteddfod. At this annual event, our pupils have won numerous trophies and walked away with several Prestige certificates. The pupils in the High School participate in the Annual Play Festival hosted by Willowmoore High and have had some of our actors/actresses receiving special mentions and winning trophies for their performances. Our pupils participate in school concerts, Choir, Speech competitions at various levels, enjoy debating, and get involved in community projects through either Rotakids in the Prep School or Interact in the High School. In the interest of student safety, it is the parent/guardians/student’s responsibility to ensure the correct home address, telephone and cellular phone numbers and emergency contact information are on file at the school. Please contact the school and report any changes to the above. Information sheets are sent out annually to update information. Good behavior inside and outside of the school is strictly enforced and is of the utmost importance. The readmission of students who discredit the school will be reviewed annually. The image of the school is way more important than the individual as the benefits of attending a school with a good image are of inestimable value!
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