Every October 11, the world recognizes the International Day of the Girl—a day to celebrate the strength, creativity, and potential of girls everywhere. For the Ashley Hall community, it’s also a moment to pause and reflect on what we see happening here every day: girls who lead with confidence, think critically, and uplift one another.
A Global Message, Lived Locally
This year’s global theme reminds us that when girls are given the tools and support to succeed, they don’t just imagine a better world—they build it. At Ashley Hall, that belief is more than an ideal; it’s our daily reality. Whether through spirited classroom discussions, innovative STEAM projects, or moments of mentorship between younger and older students, our girls learn that their voices matter and that they have the power to create change.
As proud members of the International Coalition of Girls’ Schools (ICGS), Ashley Hall is part of a global network of more than 500 schools dedicated to advancing girls’ education and leadership. Through shared research and collaboration, the ICGS amplifies what we know to be true: girls’ schools provide environments where students are more likely to develop confidence, take on leadership roles, and engage deeply in STEM subjects. That global connection reminds our students that they belong to something bigger—a worldwide community of girls who are learning, leading, and lifting one another up.
For families interested in learning more about the global movement behind this day, UNICEF
and UN Women offer powerful stories and data on the impact of empowering girls through education and opportunity.
Celebrating Our Community of Changemakers
The International Day of the Girl is also a celebration of the community that surrounds and uplifts each Ashley Hall student—our faculty, families, and alumnae who champion the belief that girls who have the will have the ability. Together, we’re not just preparing students for the future; we’re equipping them to shape it.
Every classroom discussion, performance, athletic competition, and community service project reflects that purpose. We see it in the curiosity of a Lower School scientist, the compassion of a Middle School mentor, and the determination of an Upper School scholar ready to take on the world.
Honoring the Mission
As we join the global community in recognizing this special day, we celebrate the girls who inspire us daily—and the shared mission that unites us as an Ashley Hall family.
Because when girls are empowered to lead, supported by a community that believes in them, their potential is limitless.
Happy International Day of the Girl from all of us at Ashley Hall!
Join Us for the Ashley Hall Halloween Carnival
The countdown is on to one of Ashley Hall’s favorite fall traditions—the Annual Halloween Carnival! On Friday, October 31, from 12:00–2:30 p.m., the campus transforms into a frightfully fun fairground. Your parent-led Carnival Committee is excited to announce that students in grades 7–12 will run 15 lively booths, four inflatables will bring the bounce to the Sports Court, the Goblin Café will serve delicious snacks, and a mysterious carnival act awaits in the Bear Cave!
Lunch will be provided to all students before the Carnival begins. No Extended Day will be offered for any grade level on Carnival day.
Early School – Grade 2
Students in Early School through Grade 2 must:
Be signed out by an adult from their classroom before the Carnival between 12 and 12:10 p.m.
Be accompanied by a parent or guardian for the entire duration of the event.
There will be no carpool or Extended Day available for Early School or Lower School (K–2) students.
Please note: Parents/guardians should not arrive before noon.
All Other Grades
Students in grades three and above may attend the Carnival independently. Carpool will run from 2:45–3:15 p.m.
MORE DETAILS
Parent volunteers are needed before and on the day of the event. Please sign up to volunteerHERE.
Mystery Treats are a Carnival favorite! Each year, parents put together festival treat bags to be distributed during the event. Donations are encouraged but voluntary. (More information is to come for new families.) We are asking families to sign up for donations to keep waste to a minimum and ensure we have enough age-appropriate bags for each division. Please sign upHERE
🎃 Everyone is encouraged to wear a costume to the carnival! As you begin to plan costumes, please review our School Halloween costume guidelines here. Thank you in advance for your consideration in selecting costumes for you and your child.
In a Reggio Emilia–inspired program, an Atelier is much more than an art room. It is a laboratory of exploration—a dedicated space where children investigate ideas, experiment with materials, and make their thinking visible through creative expression. At the heart of the atelier is the Atelierista, an educator with a background in the arts who collaborates with teachers and children to extend learning through creative media. Together, they weave imagination, discovery, and reflection into the fabric of daily life.
At Ashley Hall, Wendy Robbins, our Atelierista, guides children in this unique space, helping them transform questions and curiosities into meaningful creations. In the post below, Wendy invites you into our Atelier’s new home, a place filled with light, inspiration, and possibility—where children are encouraged to wonder, take risks, and celebrate the beauty of their own ideas.
Here’s more from our very own Atelierista:
This past summer, a special place in Pierce Hall, beside the Lower School STEAM Lab, was set aside and renovated for use as the new Atelier. This room is lined on three walls with large windows, filling the room with the most beautiful natural light. The fourth wall reveals four brick archways. Outside the windows is a charming hand-painted mural depicting campus scenes familiar to the children. The room is lovely and fits the aesthetic of the Reggio Approach in the most perfect ways. Shadows fall across the floor and move up onto the walls, inviting curious children to observe and interact. There is plenty of space for dedicated movement and art areas. The environment has a calmness to it that calls to eager learners to explore and share ideas.
When we first learned that the Atelier would be moving, we all wondered how we would be able to recreate the feelings and functions of the original. In the Reggio Approach, the environment is considered the “third teacher.” This means educators go beyond decorating the space, and they consider ways that it can engage the children in the process of learning. Materials are organized to promote meaningful interactions. Furniture is placed conducive to the patterns of children’s movement around the room. Children are able to be autonomous, drawing upon the environment to make their own choices related to their interests. Teachers are always observing and reflecting on what could be changed or added to build layers of the children’s learning.
Recently in the Atelier, we have been introduced to or become reacquainted with materials that are staples in our room. We learned how to care for and utilize tools that we use for painting and clay work. I have been inspired by the gifts that the children bring me, small mementos from the natural world such as leaves, flowers, rocks, and shells. I decided to set up the atelier with a variety of mediums for the children to use to further explore these special items. They use paint to cover their treasures with vibrant color. Sticks poke out of natural clay, often representing cakes and calling for impromptu birthday celebrations. With crayons and colored pencils, the children draw on and around the treasures, sometimes creating a story as they go along.
As the year progresses, we feel fortunate to have such an inspiring place to work, play, and learn. This is a space where children can feel ownership and know that they belong here. They can feel free to take risks, ask big questions, and test their theories in their own ways. Here, their creativity is valued and held close to the heart of our program.
As you have conversations with your children at home, ask them questions that encourage answers that speak to who they are as thinkers. Here are some examples:
Tell me something interesting about this work.
What happened when you tried this new material today?
How did you feel as you created this?
This dialogue keeps the spirit of creativity alive and nurtures the ever evolving process of learning.
Wendy Robbins
Early School Atelierista
This week, Ashley Hall wove special celebrations into daily life across campus to honor the birthday of our extraordinary founder, Miss Mary Vardrine McBee.
In 1909, Miss McBee founded Ashley Hall with a bold vision: to educate girls and young women to be independent, ethically responsible, and prepared to meet the challenges of their world with confidence. Her courage, determination, and forward-thinking spirit still shape our community today.
At a time when women were not even allowed to vote, Miss McBee passed the rigorous entrance exams for Smith College, marking the beginning of her distinguished academic journey. She went on to earn a master’s degree from Columbia University and was later awarded three honorary doctorates. Beyond her academic accomplishments, she was a tireless leader in the Charleston community, championing initiatives such as Charleston’s first free Kindergarten, the Free Library, and the city’s very first Girl Scout troop. Even during the Great Depression, she found creative ways to keep Ashley Hall thriving, taking on multiple roles to ensure her faculty were paid and the school endured.
Her remarkable legacy gave us much to celebrate this week:
In the Classroom: Dr. Weston, Head of School, visited with Kindergarten students to share stories about Miss McBee’s life. The girls eagerly asked thoughtful questions about Ashley Hall traditions—from how many bears lived in the bear cave, to how purple and white became our school colors, and even why we wear uniforms. They crafted special birthday celebration hats, just for the occasion!
On Campus: Upper School Student Ambassadors gathered in front of McBee House to sing “Happy Birthday” to our founder, while students across divisions created handmade cards in her honor.
Special Touches: Highlights of Miss McBee’s accomplishments and interesting facts about her life were displayed on monitors throughout the campus, reminding everyone of her impressive achievements and lasting impact.
In celebrating Miss McBee’s birthday, Ashley Hall carried forward the traditions, spirit, and vision she instilled when she first opened our doors in 1909. It was a joyful reminder of the enduring influence of our founder. PQV!
We are proud to share Ashley Hall’s 2024–2025 Impact Report, a celebration of the generosity, vision, and commitment of our community. Inside, you’ll find stories of community involvement, growth, and the many ways your support fuels the Ashley Hall experience.
Click here to explore the full report and see how your investment makes a lasting difference.
At Ashley Hall, we know that reading is more than decoding words on a page or memorization—learning to read is a joyful, inquiry-based journey. Rooted in our Reggio-Emilia inspired curriculum in the Early School and supported by our International Baccalaureate approach in the Lower School, reading begins with children’s natural curiosity and love of story.
The first stages of reading development are full of discovery. Just as our daily routines emphasize belonging, exploration, and reflection, children’s early encounters with books foster independence, connection, and imagination. Because every child develops differently, we allow ample time and space for reading readiness to unfold naturally.
Stage 1: Pre-Reading / Emergent Readers
The earliest stage of reading begins when children show an interest in books—voluntarily picking one up, turning the pages, or talking about the illustrations. These early gestures form the foundation for a lifelong love of reading, and in the Pre-Primary and Primary years, we devote special attention to nurturing this stage.
In pre-primary, one way we build reading skills is through songs and nursery rhymes, which help enforce skills such as rhyming, pattern recognition, rhythm, sound recognition, and a larger vocabulary. While learning fun songs like “Five Green and Speckled Frogs,” they are also building the foundation for reading!
– Katie Paulson, Early School Faculty Member
In our classrooms, books are about so much more than reading. When they pick up a book, the children are imagining, questioning, discussing, and opening whole new worlds of possibilities.”
– Katherine Banks, Early School Faculty Member
At this stage, children:
Understand that print has meaning
Become familiar with handling books and turning pages
Comment on illustrations with guidance
Start to recognize letters and their sounds
Pretend to “read” a story aloud
Begin to rhyme and make playful connections to oral language
Relate stories to their own lived experiences
How families can support at home:
Read aloud exciting and dynamic books
Share nursery rhymes and poetry with repetitive text
Take a “picture walk” before reading to notice illustrations and story structure
Model predictions and wonderings as you read together
Ask questions and encourage your child to connect the story to their own world
Read wordless books to nurture imagination and storytelling
The goal of this stage is simple yet powerful: to help children fall in love with books so that reading feels like joy, not a chore.
Stage 2: Emergent / Early Readers
As confidence grows, children begin to see themselves as readers. They experiment with memorizing, predicting, and making sense of what they see on the page. We tend to see this happening more in our Pre-Kindergarten classes, with children beginning to recognize letters on signs around campus or spotting sight words they come across regularly.
Play doesn’t have to connect directly to a literacy activity to support literacy development. Play is naturally so literacy-rich–whether it’s a tea party in the classroom’s dramatic play area, superheroes on the playground, or building homes for animals with blocks, children are creating narratives and storytelling, which is a key component of emergent literacy. Even something as seemingly simple as engaging in conversation with teachers and peers–perhaps taking turns sharing what they did over the weekend supports literacy skills, as children are recalling and retelling events. They are building comprehension, practicing sequencing, and developing phonemic awareness. In my classroom, I often like to use a big sheet of paper to write down the things the children say. It’s important that we (adults) model writing. I may gently point out “this is an “A,” and identify children whose names start with the letter A, and tell them the sound the letter A makes. Later, during a nature walk, the children will autonomously identify letters on signs around campus. I also love to offer wordless picture books in my classroom. These are fantastic literacy tools that teachers can use regardless of what age group they teach. When a child looks at a book with no words, they are encouraged to practice a crucial literacy skill–the skill of inferring. They must examine the setting, the characters’ facial expressions, and other implicit details to understand what’s happening and predict what may happen next.
– Annie Bellettiere, Early School Faculty Member
At this stage, children:
Memorize favorite parts of stories
Take risks by attempting new word
Begin to recognize common sight words
Use illustrations and context clues to tell the story
Read for meaning and predict unknown words
Play with sounds through rhyming and phoneme changes
How families can support at home:
Continue reading aloud daily
Introduce new vocabulary naturally, in context
Focus on letters in meaningful words, like their own name
Read signs, labels, and print in the environment together
Encourage guesses and predictions—mistakes are part of learning!
Beyond the Stages
Reading is more than word recognition. It is about constructing meaning, making inferences, and engaging imagination. Children are developing strategies such as:
Using prior knowledge
Predicting and visualizing
Asking and answering questions
Summarizing and synthesizing ideas
These strategies mirror the inquiry-driven learning of our classrooms, where children’s voices and interests shape the direction of study.
At Ashley Hall, we see reading as a shared adventure—between child, teacher, and family. By celebrating each step of the journey, we empower children to see themselves as capable, joyful readers who are ready to explore the world of ideas.
Ashley Hall is a K-12 independent school for girls, with a co-ed preschool, committed to a talented and diverse student population. We consider for admission students of any race, color, religion, and national or ethnic origin.
