About Us

​​Regiopolis-Notre Dame (RND) Catholic High School exists with the unique responsibility of educating the whole person. By inviting the individual to know Jesus Christ and His Church, the people of God, the students are called to be part of the Church's mission in the world. Operating within Catholic Tradition, the school assists its young people in developing skills, knowledge and values which enable them to contribute in a positive, critical and effective ways in society.​

As a part of the larger Christian Community, RND shares with home and parish, the obligation to nurture faith in its students and staff. In order to do so, RND provides an environment in which all may come to know Jesus Christ, share their faith with others and live it out in their lives.

Regiopolis-Notre Dame has had a very prominent role in Catholic education in Kingston - even on a national scale.  As Canada's oldest English Catholic high school, RND has undergone it's fair share of change over the years.  Read along to follow the development of the school we have today from inception over 175 years ago.

Regiopolis College

The Diocese of Kingston was established in 1826 with Alexander Macdonnell as its first bishop. As an Auxiliary to the bishop of Quebec for Upper Canada, he had set up a small college and seminary in his parish at St.Raphael's. When he moved to Kingston, he was determined to have such an institution here.

In 1837 he secured from the government of Upper Canada the incorporation of the College of Regiopolis. On June 11, 1839, he laid the cornerstone of the College, a five story stone building which is now Sydenham Street wing of Hotel Dieu Hospital. The Building opened for classes 1842 and functioned as a secondary school, college and seminary until 1869. Several priests, including two later Bishops of Kingston, were ordained from there. In 1886 the government granted university status to Regiopolis.

Financial support for the institution was always in short supply and in 1869 the situation became impossible. An entry in a diary kept by one of the seminarians, Charles McWilliams, after reporting on the year-end graduation exercises on June 23, states: "And thus closed the grand old College of Regiopolis."

It remained for Kingston's first Archbishop, James Vincent Cleary, to bring about the resurrection of Regi. In 1892, under his leadership, it reopened in what had been the Merchant's Bank building on King St., now part of the Empire Life complex. From that time on, it functioned as a secondary school.

Because its facilities were seriously overcrowded, the decision was made under guidance of Archbishop M.J. Spratt to construct a facility on the present Russell St. site. It opened in 1914.

During the regime of the Rev. J.F. Nicholson as Rector, an experiment with a small boarding school was conducted from 1920 to 1924, in temporary quarters. In 1923 the high school course was extended through Upper School (Grade 13). In 1926 a second stone building was constructed to house a larger boarding school. A staff residence called Spratt House was also opened. Up to this time, the College had been staffed almost entirely by diocesan priests, supplemented by a few laymen. But in 1931 the Jesuit Fathers of Upper Canada took over the College and operated it for the next 40 years. They hoped to develop the institution to make use of its university charter; in 1941 and 1942 they graduated six Bachelors of Art. However, small numbers and limited facilities forced them to abandon their project.

Notre Dame Convent

Bishop MacDonell was ahead of his time. He believed in educating women. While the founding of Regiopolis was under way, he made overtures to the Congregation of Notre Dame in Montreal to come to Kingston and undertake the education of Catholic girls. At the time of his death, the CND had been unable to comply with his request; his successor, Bishop Remi Gaulin, followed it up. On Nov.21, 1841, two Sisters arrived in Kingston; four days later they opened classes in temporary quarters on the second floor of what now is the Whig-Standard building on King. St. The next year they moved to a large house on Earl St.

In his will, Bishop Macdonell had bequeathed to the CND his residence on the corner of Bagot and Johnson streets, a site now incorporated into Kingston Public Library. The sisters took possession of it in 1846 and remained there for the next 123 years. In 1867 the Sisters took over Hawthorne Cottage on King on King St. W. as a boarding school. However, because it was "too far out of the city", it did not prove feasible; the Sisters of Providence later took over property, and it is now the east section of St. Mary's of the Lake Hospital.

The 1890's brought major developments for the Congregation. The Ontario Department of Education set higher professional standards for teachers and provided summer courses to enable current teachers to obtain the necessary qualifications. The Notre Dame Sisters were among the first to take advantage of this development, many of them receiving degrees through Queen's Summer School. Secondly, with their new qualifications, they established a complete high school (to grade 12). Thirdly, because of drastic overcrowding, they built an extension on their Bagot St. building, south along Johnson St. But almost immediately the school was overcrowded. In 1914 another wing was added, providing classrooms, a library and auditorium. The availability of full high school courses attracted a larger influx of boarders from around the diocese, along with the city girls. In 1916 Notre Dame added Grade 13. In 1951 the Cathedral School was opened to accommodate Grades 7-10 for the City. It was staffed by Notre Dame Sisters, too. This relieved the congestion in their own high school by siphoning off the grade 9 and 10 girls. By 1961 the CND decided to close their boarding school because of declining enrolment and deterioration of facilities.

Regiopolis-Notre Dame

The high school in it's modern form was born, of necessity, from two landmark institutions in the city of Kingston. In the mid 1960's, both the Jesuit Fathers at Regiopolis College, and the sisters at Notre Dame Convent, were finding that the costs of Catholic secondary education were rapidly outstripping the available revenues. The buildings housing Notre Dame Convent, on Johnson Street, were beyond repair and it became obvious that a new location would have to be found for the Catholic high school girls in Kingston. Since Regiopolis College was facing similar financial difficulties a decision was made to consolidate the operation of Catholic secondary education on one site.

On April 8, 1967, Archbishop J. L. Wilhelm announced that the staff and student bodies of the two institutions would be combined, under the title of "Regiopolis-Notre Dame", in the Regiopolis buildings on Russell Street. Through this measure, it was felt that Catholic secondary students in the Kingston area would continue to have the opportunity to receive a full high school program taught and administered by dedicated Catholic educators. The first principal of the combined school was Reverend Paul Granville, S.J.; Edward Zarichny became vice-principal and Sister Kathryn Quigley, CND, a former principal of Notre Dame, became Director of Girls. This arrangement continued for four years and a new, exciting era on the high school scene in Kingston had begun. Indeed, before the new institution was three years old, the co-ed student body of Regi-Notre Dame won the "School Spirit" award at the local cheerleading competition.

But on November 20, 1970, the sad news was announced that the Jesuit Fathers were withdrawing from the operation of Regiopolis-Notre Dame in order to concentrate their personnel in missionary and other teaching activities. It was announced at the same time that the Frontenac Lennox and Addington County Roman Catholic Separate School Board would take over jurisdiction of grades 11, 12, and 13. The Sisters of the Congregation of Notre Dame would continue to serve as staff members and would play an increasing role in the direction of the school. The new administrative board, formed under the auspices of the Archbishop, would be comprised of representatives from the Diocese, the Separate School Board, the Congregation of Notre Dame, the staff at RND, the students of RND, and the Catholic community. The first chairman of the Administrative Board was Michael Carty. This board would be responsible primarily for the funding of the educational program for grades 11, 12, and 13 at Regiopolis-Notre Dame, and many fund-raising ventures in the Kingston area would form the basis of such funding. Regiopolis-Notre Dame continued under the new principal, Ed Zarichny, who remained in that position until June of 1994.

By 1975 it became evident that the old buildings on Russell Street could no longer house the growing number of Catholic secondary students in RND. The Separate School Board and the Administration Board embarked on an ambitious plan to preserve Catholic secondary education by building a new, modern structure on the Russell Street site. Again, the Diocese and the Congregation of Notre Dame came forward to provide initial funding to get the project started. The remaining money was raised in a massive community building fund drive, under the chairmanship of Gelindo "Gee" De Re.

The grand plans were realized and the new "home" for Regiopolis-Notre Dame opened its doors to the students in September of 1977. The work of countless volunteers who spend hours knocking on doors for pledges, running bingos and organizing bazaars, came to fruition with the new building on the old site. The official opening ceremonies were held on Sunday, October 30, 1977.

As Regiopolis-Notre Dame entered the 1980's, financial constraints continued to cause concern and efforts of sacrifice on the part of the students, staff and Catholic community. On June 12, 1984, however, many of these concerns vanished as then- Premier, William Davis, announced in the Ontario Legislature, that the provincial government would move to provide full public funding for Catholic secondary schools to the end of grade 13! This decision enabled the Separate School Board, over a three year period, to take complete jurisdiction over Regiopolis-Notre Dame. Tuition fees and major fund-raising efforts would no longer be a necessary part of the life of RND. Full funding also enabled the Separate School Board to relieve the overcrowded situation at Russell Street by opening a second Catholic high school, Holy Cross, in September of 1985. Regiopolis-Notre Dame also expanded with the opening of the new Pluard Library, the Cafetorium and Technology Wing in September of 1993, and then expanded further in 2004 with the addition of a new gymnasium and additional classrooms on the former Ecole Marie-Riviere site.

Creating a positive, safe and nurturing climate conducive to learning and instilling Catholic virtues through action

INTRODUCTION:

The Catholic School develops in the school community an atmosphere animated by a spirit of liberty and charity based on the Gospel, taking into consideration, as it should, the conditions of an age of progress and preparing its pupils to contribute effectively to the welfare of the world.

Vatican II

RATIONALE:

Catholic schools exist for the purpose of providing opportunities for students to develop their spiritual, intellectual, physical and social abilities, as outlined in the mission statement for both the Board and Regiopolis-Notre Dame Catholic High School. These abilities can best be developed in an atmosphere in which students feel safeandcomfortable   We are all valued members of the RND community.

Students are expected to visibly demonstrate a commitment to the values rooted in Catholic faith in all facets of activities involving the Regiopolis-Notre Dame school community. This Code of Conduct is a guideline.

PRINCIPLES:

All students are included in this Code of Student Conduct whether they are on school property, on school buses or at school-authorized events or activities, at home or away from school property where the school has an interest in the conduct of its students. As members of a Catholic school community, we are called to a way of life, which is Christ-like and inspired by the Holy Spirit. Members will put into daily practice the precepts of the Catholic Church and that we will encourage a commitment to the qualities and characteristics expressed in the Ontario Catholic School Graduate Expectations:

• adiscerning believer
• aneffective communicator
• areflective, creative and holistic thinker
• aself-directed, responsible lifelong learner
• acollaborative contributor to the common good
• acaring family member
• aresponsible Catholic citizen.

This document has at its core the goal of ensuring that RND is a safe and nurturing place and that all students can learn in a secure environment free from harm. Our focus is on prevention which is the establishment and use of programs and strategies designed to promote the building of healthy relationships and appropriate behaviours.  We support progressive discipline and restorative practice in order to maintain a healthy and welcoming school environment.

All members of the school community are to be treated with respect and dignity, especially those most vulnerable as well as persons in positions of authority.  Responsible citizenship involves appropriate participation in the civic life of the school community. Active and engaged citizens are aware of their rights, but more importantly, they accept responsibility for protecting their rights and the rights of others.

DUTIES OF A PUPIL:

The duties of a pupil, as outlined in Regulation 298 under the Education Act, are as follows:
Section 23.(1)
A pupil shall:

1. be diligent in attempting to master such studies as are part of the program in which the pupil is enrolled;
2. exercise self-discipline;
3. accept such discipline as would be exercised by a kind, firm and judicious parent;
4. attend classes punctually and regularly;
5. be courteous to fellow pupils and obedient and courteous to teachers;
6. be clean in person and habits;
7. take such tests and examinations as are required by or under the Act or as may be directed by the Minister;
8. show respect for school property.

Section 23.(4)
Every pupil is responsible for his or her conduct to the principal of the school that the pupil attends

1. on the school premises;
2. on out-of-school activities that are part of the school program; and
3. whiletravelling on a school bus that is owned by a board or on a bus or school bus that is under contract to a board.

In this connected world, there is also a nexus to school, whereby students are responsible for consequences to off-site behaviours that may have ramifications for themselves and others in their school community.  This is especially true of electronic communications and the expectation is that all members of RND will exhibit responsible digital citizenship.

PROGRESSIVE DISCIPLINE:

Progressive discipline is a whole school approach that utilizes a continuum of interventions, supports and consequences to address inappropriate student behaviour and to build upon strategies that promote positive behaviours. When inappropriate behaviour occurs, disciplinary measures should be applied within a framework that shifts the focus from one that is solely punitive to one that is both corrective and supportive. RND utilizes a range of interventions, supports and consequences, which include learning opportunities for reinforcing positive behaviour while helping students to make appropriate choices.  Please see our “Promoting Positive School Climate and Well-being” document for some of the measures we have put into place to ensure our students are able to be full participants in school life at RND.

ROLES AND RESPONSIBILITIES:

Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:

• comes to school prepared, on time and ready to learn;
• shows respect for him or herself, for others and for those in authority;
• refrains from bringing anything to school that may compromise the safety of others;
• follows the established rules and takes responsibility for his or her own action.

RESPECT, CIVILITY AND RESPONSIBLE CITIZENSHIP:

All school members must:

• respect and comply with all applicable federal, provincial and municipal laws;
• demonstrate honesty and integrity;
• respect differences in people, their ideas and opinions;
• treat one another with dignity and respect at all times;
• respect and treat others fairly, regardless of their race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age or disability;
• respect the rights of others;
• show proper care and regard for school property and the property of others;
• take appropriate measures to help those in need;
• seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully;
• respect all members of the school community, especially persons who are in a position of authority;
• respect the need of others to work in an environment of learning and teaching;
• not swear at a teacher or at another person in a position of authority.

Teachers and school staff, under the leadership of their principals, maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, staff uphold these high standards when they: help students work to their full potential and develop their self-worth; communicate regularly and meaningfully with parents; maintain consistent standards of behaviour for all students; demonstrate respect for all students, staff and parents; prepare students for the full responsibilities of citizenship.

Parents/guardians play an important role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfill this responsibility when they:

• show an active interest in their child’s school work and progress;
• communicate regularly with the school;
• help their child be neat, appropriately dressed and prepared for school;
• ensure that their child attends school regularly and on time;
• promptly report to the school their child’s absence or late arrival;
• become familiar with the Code of Conduct and school rules;
• assist school staff in dealing with disciplinary issues.