The Wellington School
3650 Reed Road
Columbus, OH 43220
614-457-7883
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| We are a college preparatory school offering a demanding curriculum with accelerated coursework. Classes are small. Individual attention is the norm. The program is structured, yet flexible. The teachers set high expectations and identify varied routes for achievement. They work with individual students (and their parents) as they strive to identify and realize their goals, navigate the inevitable challenges, and achieve lasting success. At the Wellington School, we know that it’s not only what students learn that matters, it’s also how they learn it. Lasting knowledge comes from active learning. |
Casey Fleeter '11There are so many opportunities – I’ve been able to play three sports, play in the Band, be on yearbook staff. -Harvard University Math/Science major |
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Eun Jong Lee '11Wellington taught me to pursue my interests and passions. - Cornell University Hotel Administration major |
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Tanner Zaas '11Wellington does a superior job in virtually all areas of preparing its students for college compared to other high schools. One night in the middle of my junior year, my father told me, “The work you’re doing is about the level of the work I did as a junior in college.” -Kenyon College Business major and baseball recruit |
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| | OSU Leaders Choose Wellington Andrew Thomas M.D., MBAAndrew Thomas, M.D. MBA, graduated from the OSU College of Medicine in 1995 and completed his internal medicine training at the OSU Medical Center in 1998. In 2000, he received an MBA from the OSU Fisher College of Business. Dr. Thomas currently serves as medical director for University Hospital and as a general internist in the Medical Center’s Executive Health Program. From 2001-2010, he also served as the Associate Dean for Graduate Medical Education overseeing the Medical Center’s interns, residents and fellows.
Dr. Thomas' children, Michael '14 and Julia '16 are widely active in sports and arts offerings at Wellington.
“Our children have attended Wellington since pre-kindergarten and we wouldn’t have them anyplace else," Dr. Thomas said. "An early emphasis on foreign language and musical instrument training in Lower School and an innovative use of technology drew us to the school. The curriculum pushes students past rote memorization toward independent thought and analysis at an early age. We believe that Wellington’s combined emphasis on academics, arts and athletics develops a more well-rounded, lifelong learner. Wellington students are invested in their education and have the freedom to pursue what inspires them in an open and welcoming academic environment. The school’s culture also extends beyond the students -- Wellington has created a community where parents and families are engaged with the school and each other.” |
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Caroline Whitacre PhDCaroline Whitacre PhD is OSU's vice president for research. She runs a $755 million annual budget; she is extensively published as an expert in biomedical research; she is herself an OSU graduate. Dr. Whitacre chose Wellington for her son's education, and she continues to serve on our Board of Trustees.
"Our son, Alex, received a fabulous and well-rounded education at Wellington, which put him on the right path for success in college and beyond," Dr. Whitacre said. |
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Ginny TretheweyGinny Trethewey serves as chief operating officer of The Ohio State Alumni Association and she is herself a 1977 graduate of the Moritz College of Law. Ms. Trethewey has been a prolific fundraiser for various community organizations and causes, and she chose The Wellington School for her sons.
“Wellington has been part of our family’s life from the first year of kindergarten in 1985 to the last graduation in 2008," Ms. Trethewey said. "My sons learned to be learners, to be curious, and to think for themselves.” |
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Why consider an independent school? Here is some additional information from the National Association of Independent Schools. | Independent schools recognize that exceptional schools prepare children not just for this year’s tests, but for all of
life’s tests. |
One of the best ways to find out more about independent schools is to hear from the parents of independent school students. |
What makes an independent school worth the trouble of applying and—yes—paying the expense to enroll your children? |
Why We Believe In Co-Education | |
| Integrated CurriculumStudents in all divisions benefit from coordinated lessons that overlap disciplines. Seeing the same themes as they apply to Science, Language Arts, Visual Art, Math and more help students to create connections. Click here to view our curriculum map. This kind of learning helps students achieve their greatest potential and develop a confident sense of self that embraces challenges and opportunities.
One excellent example of integrated curriculum is the 8th Grade Archaeological Dig. Wellington 8th graders are archaeologists when they apply Social Studies lessons, Art and Math skills to this yearlong project. First, they learn in Social Studies about ancient societies and their people, culture and tools. In Art, students examine and discuss the role and function of art and artists within the ancient societies. Students research art, artifacts and cultural items related to politics, religion, language, architecture and trade. Using similar materials and techniques, they create artifacts representative of each culture. Using the Pythagorean Theorem, they map their dig site just like professional archeologists. In the spring, teachers bury the students’ art within their dig grid; then students must find, repair and classify the items to discern the civilization to which they belong. |
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Teachers Know Each Student PersonallyWellington teachers and parents collaborate in individual intake conferences for grades kindergarten through 5th. The conferences are meant to help strengthen the relationship between home and classroom. It is one example of the Wellington difference in education.
At the core of a Wellington education is the understanding that each student brings a unique set of talents, interests and strengths. Wellington celebrates each individual student and helps them not only exploit their strengths but enhance weak areas.
Before school starts, intake conferences allow teachers to listen as parents talk about the strengths and weaknesses of each individual student. The purpose of the meetings is for each family to formally “introduce” their child to the teacher. This allows the parents to share what they know about their child as a person and a learner and to provide any information that might impact teaching or learning for the upcoming year. Parents also have an opportunity to ask the teacher questions.
In Lower School, the process begins when intake conferences occur between last year’s teachers and the receiving teacher in the next grade. The goal is the same – to provide any foundational information or perspective that might impact the child’s experience in the next school year.
Fall intake conferences in 5th grade are meant to ease the transition to Middle School. Fifth grade advisors meet with families to set goals for the year and simply get to know each other. Strengths and challenges are discussed so that the advisor knows the student a bit before he or she gets to classes.
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| Customized Curriculum At the heart of an Upper School experience at Wellington is the chance to deepen and broaden the pursuit of specific individual passions. Upper School students are encouraged to create Independent Study projects and courses, with faculty support and guidance. Some Independent Study ideas take just a trimester, while others span the entire Upper School experience as a student digs into a subject with the intent to master it.
This kind of flexible liberal-arts approach allows student to achieve their greatest potential. They develop a confident sense of self and a delight in learning that makes them world ready and future ready. |
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| Learning Beyond the Classroom We believe learning should be joyful, and we are committed to helping each child delight in discovery as he or she becomes a capable learner. Our forward-thinking learning community is made up of caring, connected participants who collaborate and interact with one another. In this, the Wellington "classroom" extends far beyond the school's campus. Students at all grade levels are out of the classroom nearly as often as they are in one. Our students are provided the most authentic learning experiences that take them to research labs, farms, the zoo, community service sites, museums, historical sites, government buildings, camps, universities and now beyond Ohio as classes use Skype to make international connections. That's just a few recent examples!
As our student engage in the world around them, they take advantage of our community's deep and wide connections across central Ohio and the world. They learn from parents, alumni, friends, researchers and experts. This approach promotes discovery and innovation. |
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We Embrace DiversityThe Wellington School affirms its commitment to diversity and multiculturalism in our school community. Diversity at Wellington is defined by differences in race, religion, ethnicity, gender, sexual orientation, socio-economic status, physical ability and learning styles. Wellington will continue to acknowledge the ways that individuals define themselves as society grows and changes. Multiculturalism is defined as understanding and appreciating the value of differences and embracing and celebrating the diversity of our population. As we prepare our students to be capable citizens in our increasingly interdependent and global world, we recognize how essential it is that they learn to appreciate the qualities and experiences of others who are different. Wellington's founders were devoted to creating a diverse learning environment for its students. In keeping with the school's mission and the founders' intent, we recommit ourselves to enhancing educational practices and all aspects of the institutional culture to reinforce the values of diversity and multiculturalism. We support an environment that enriches the learning experiences of the school community and prepares students to function responsibly in a complex, pluralistic, multicultural society. The commitment to diversity is reflected in all aspects of school life, including:
- policies and activities of the Board of Trustees;
- education and programming for Board members, administration, faculty, staff, students and families;
- courses and curricular content that offer expansive perspectives cognizant of diverse points of view;
- recruitment and retention of a diverse student body, faculty, staff and lay leadership;
- the provision of support and safe venues for students and their families, faculty and staff to share ideas and concerns.
When we embrace our goal of diversity and multiculturalism in the fabric of our learning community, every individual will have a sense of belonging and will be equipped to be tolerant and thoughtful individuals whose decisions and actions reflect the diverse, multicultural lens of their educational experience at The Wellington School. |
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| Superior College Counseling Wellington offers a college counseling, rather than a college placement, program. The difference is important. At Wellington, the focus is on each student and his or her talents, interests and needs, and the matriculation list reflects and celebrates the diversity found in each senior class. The program, like a Wellington education, represents a balance between process and outcome. The desired result – the best possible college experience and future preparation for each individual student – is the goal of the extensive college search journey. Learn more about our nationally recognized College Counseling Program and see where our graduates go to school here. |
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| Division I Recruits Wellington Athletics has turned out Division I recruits in men’s and women’s lacrosse, men’s and women’s soccer and women’s basketball and women's tennis. The two women recruited to Division I lacrosse programs from the class 2010 had never played the sport before they were freshmen at Wellington. The Wellington School considers Athletics to be an extension of the classroom, and our teachers and coaches are role models. In order to support and sustain academic success, personal fulfillment and athletic achievement, we emphasize the development of the whole person focusing on intellectual, social and leadership qualities in each student. Collaboration, setting goals, working hard and sportsmanship are all traits learned during athletic competition and applied to real life. Athletics are an essential part of the Wellington educational experience and are as central to the school’s mission as are academics and the arts.
The Wellington Athletic program emphasizes solid moral values, sportsmanship and commitment to excellence. Membership on a team comes with the obligation to attend and work hard at practices and put forth a high degree of effort in game situations. The level of commitment required rightly increases as the level of competition increases.
Wellington has a no-cut athletics policy, so every student can participate in any sport he or she chooses.
We are competitive with purpose. Games are won and lost, of course, but those games also become lasting lessons learned in teamwork, perseverance, leadership, determination, fitness, time management and more. |
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| World-Class Theatre Program Dramatic Arts students begin performing on the Blanchard Performing Arts Center stage in pre-kindergarten and each Lower School class produces a play where students get speaking parts that inspire a sense of confidence. The theatre experience is progressive. Drama is an extracurricular activity in Middle School, complete with auditions for the cast and crew of the annual musical. Costumes, set and sound tests become part of the students’ lives, as do rehearsal commitments and demanding schedules. Upper School students undertake at least two performances each year.
Wellington students have twice performed at the invitation-only International Fringe Festival. |
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