At Canterbury School, we're artists, athletes, and scholars who have strong connections to each other and our community.
Since 1977, Canterbury School has offered exceptional college-preparatory experiences for artists, athletes, and scholars. Each student learns to think outside of the box so he or she can problem solve, analyze, ask questions, answer questions, and make meaningful connections. And, our close-knit community of dedicated teachers and supportive families enable our students to flourish.
The threads of our connections are strong, varied, unique, and beautiful, forming a pattern that’s clear and that extends always in new directions. Canterbury is continually adding to this rich tapestry of challenges, ideas, inspiration, and potential. How can we connect with you?
The mission of Canterbury School is to maximize the potential of young people by providing a challenging, enriching, and supportive learning environment in which students build the foundation for a life of purpose, passion, and meaning.
- As an independent school, we place the personal, social, and spiritual well-being of each student at the center of all we do.
- As a college preparatory school, we strive to balance our treasured traditions with the needs and expectations of the students and families we serve.
While the structure of Canterbury has changed since 1977, the school remains committed to the four founding pillars of intellectual, physical, social, and spiritual development. To that end, Canterbury has created an educational experience founded on the following set of core beliefs:
- A strong and broad base of knowledge and a genuine love for and appreciation of learning are best accomplished through a challenging college preparatory curriculum.
- Student learning is built on relationships – student to student, student to teacher, parent to teacher, and school to community.
- Character development is grounded in the Christian principles of compassion, forgiveness, love and kindness in support of the faith of each family.
- Participation in the arts and athletics is essential in the development of the well-rounded individual.
Our StoryIn 1976, our story began with a shared goal among dedicated group of parents: to find or create an educational program that would better challenge their children.
Their first inquiries, beginning with the Episcopal Church and gaining momentum with the National Association of Independent Schools, led them to articulate a vision for a school that would inspire and motivate students while instilling Christian values and morals, cultivating an appreciation for the fine arts, developing foreign language skills, and setting high standards for teaching and learning.
That vision was realized on September 8, 1977, when Canterbury School opened as a nondenominational, self-supported school with 89 students in Kindergarten through Grade 6. In 1979, Canterbury expanded to Kindergarten through Grade 8 and, in 1980, moved to its presenCovington Road campus.
The High School began in 1983 on the Covington Road campus. Canterbury’s first High School class graduated in June 1987, and following that first graduation, the High School relocated to a 60,000-square-foot facility on a 40-acre campus on Smith Road, just southeast of the Covington Road campus.
Today, the founding family names are the foundation for the High School House Program: Cast, Paflas, Parrott, Randall, Smith and Spindler, and the Posther Cup. And, the school enrollment is approximately 950 students, with average class sizes between 16 and 18 students, and 130 full- and part-time faculty and administrators.
Canterbury actively seeks to enroll students who will take advantage of all that our unique educational community offers. Our experience tells us that students who succeed at Canterbury have the following characteristics:
- They are motivated by a strong internal desire to learn.
- They meet high expectations for academic performance.
- They, and their families, are willing to invest themselves fully in the Canterbury experience.
To these students, we commit to providing:
- A challenging curriculum that features the best of traditional and contemporary educational practices.
- Opportunities to discover and develop their potential through a full range of academic, artistic, athletic and co-curricular experiences.
- A commitment from the faculty, staff, students, and administration of Canterbury School to become partners in their growth and development.
Our commitment to a transformative educational experience is reflected in the vision we hold for our graduates.
- A Canterbury graduate will achieve the highest level of academic preparation as exhibited by:
- Mastery of a strong college preparatory curriculum
- A lifelong habit of intellectual curiosity and creativity
- Highly-developed critical thinking and problem-solving skills
- A Canterbury graduate will experience significant personal growth as exhibited by:
- The appropriate and effective use of leadership skills
- The self-awareness and self-confidence to pursue his or her passions and interests
- A personal commitment to acting with integrity in all things
- A sense of responsibility to others and his or her community
Diversity and Inclusion
We believe our school community and its members are enriched by understanding and respecting the uniqueness in all people.
Because of this, we actively seek to create an inclusive environment that emphasizes the importance of embracing our differences. We believe all voices in our community should be valued, appreciated and respected. We are committed to embracing differences in race, religion, ethnicity, national origin, gender, sexual orientation, and socio-economic status, and to affirming the dignity and worth of every individual. We will support policies, programs and practices that promote the diversity of the world in which we live, that create an inclusive and evolving environment in which to teach and accept these differences, and that are consistent with our school’s mission.
Canterbury School admits students without regard to race, color, religion, national origin, gender, sexual orientation, or any other characteristic. It does not discriminate in the administration of its educational policies, financial aid programs, hiring practices and other school administered programs.