School News

Let’s reboot home and classroom conversations to keep children safe in our increasingly digital world

COVID-19 has had a dramatic – and not always negative – impact on our lives, changing the way we go about our lives.

It will, hopefully, leave us better and more community-minded people.

It has certainly reinforced just how powerful digital technology can be and what a boon it has been to our lives. Technology is designed to be collaborative – and in our school community, it allowed us to continue to educate our students when the bricks and mortar classrooms were declared out of bounds.

It has also opened the world to our children, connecting them globally, transporting them to places they could only previously dream of, and providing them with a veritable fountain of information and knowledge.

Sadly, not everything about the power of digital technology is positive, which had me thinking that it is timely to reboot conversations, at home and in the classroom, that will help to ensure that the next generation stays safe in an increasingly digital world.

When tackling the potential pitfalls of digital technology among our young people, we at St Andrew’s School strongly believe the best results are achieved in partnership with the home. It is only when we are in sync that the desired outcome – stimulated, happy, informed, safe children – can be achieved.

I am thinking here of shared key policies and expectations, and offer a few pointers I trust will put us all on a shared path to these outcomes.

Let us start with what is probably the most vexing – privacy.

The first step is to update privacy settings on all platforms and devices. But that is not enough; we also need to impress upon our children that when they post something to a large audience, they cannot take it back. It is out there, forever – and for that reason alone, they need to take great care in what they post about themselves and others.

They need to think about what they are considering sharing and understand that once they hit the ‘send’, ‘publish’ or ‘post’ button, they will be leaving a lifelong digital footprint.

We need to remind them, too, that while they have a right to privacy, they also have a responsibility to respect others.

At home, families can further take several easy steps to enhance cyber safety. It’s a great idea to keep all hardware and devices in a public space where, without being a snoop, you enjoy an overview of what is going on.

It is also wise to have real cyber safety conversations with your children and to set realistic and age-appropriate boundaries and rules, daily limits and regular screen-free time. Avoid banning, though, as research has shown time and again that it is counterproductive.

And yes, it is okay to say ‘no’, especially when it comes to social media platforms that, quite frankly, are unsuitable for primary-aged children.

Remember, too, that you are not alone on this journey. We are here to assist, so don’t hesitate to speak to us about any concerns you may have. You can also tap into our regular articles from our School Counsellor in The Bell, attend presentations on cyber safety as they arise, and visit the St Andrew’s SchoolTV page, which has a raft of useful resources for parents on the safe use of digital technology.

Finally, there is a wealth of valuable information on the Office of the ESafety Commissioner’s website – www.esafety.gov.au – and the Stay Smart Online website at www.staysmartonline.gov.au.


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Student Perspectives on Distance Learning

There is currently intense discussion and debate within the international education community about how school leadership teams, teachers, families and students have responded to the challenges and opportunities that have arisen from the COVID-19 situation. While this has certainly been a time of ups and downs, positive discoveries and frustrations, we have seen some students show increased independence, discover new interests and enjoy increased family time. We have captured students’ perspectives on their experiences learning in a different way, which we are sharing with you here.

We have witnessed students use the IB Approaches to Learning (Thinking skills; Communication skills; Social skills; Research skills and Self-Management skills) as they embarked on learning at home. It has been important to capture the student perspective of learning in this different way.

I posed the following questions to students:

  • How would you feel if you had to do distance learning again?
  • Is there anything you would change?
  • Is there anything you would miss?
  • Was there anything you enjoyed about learning this way?
  • Are there any bits of distance learning you think we should keep and use in some way in school?
  • What did you notice about yourself as a learner through having to do distance learning?

Here are some of the typical responses:

“I would not be happy to do distance learning again because we don’t get to see our friends and our teachers and you don’t get into the mindset which you get at school.”

“If I had to do distance learning again, I wouldn’t be thrilled because being at school is definitely better, but I also wouldn’t be unhappy because it’s a good experience.”

“I felt calm because everything slowed down.”

“I will miss starting at nine because I could sleep in until 7am. It was the best!”

“I miss being free so you can choose what to do and at what time.”

“After spending time at home, I have learnt that spending time with your family is really important, and it’s really fun.”

“We should keep the recorded videos. If we don’t understand, or are absent, we can watch the video and catch up.”

“I noticed that I was becoming more independent with my work and that I didn’t need to ask the teacher about tasks that often.”

“I have learnt that I am very responsible when online.”

As we would expect, the responses from the Year 7 students acknowledged, in a more sophisticated manner, both the advantages and disadvantages of distance learning…

“My experience with distance learning was exhausting. Distance learning has stretched me as a learner. It wasn’t bad, however I found it challenging.  I mean, you can have breaks pretty much whenever you want and you get a lot of work done. However, the one hard thing for me was socialising. I LOVE TO TALK. It is my specialty. I found everything about distance learning fine except for the fact that my friends/peers weren’t there for me to talk to. I am a kinaesthetic learner. I learn best from talking and being hands on. That is where distance learning was a struggle for me. Most of it was digital and there were no group tasks. Overall distance learning has helped me develop lots of skills; organisation, time management and independence. It was a great experience however I would struggle to do it again.”

At St Andrew’s teachers will continue to reflect on their experiences as learners using the guiding questions:

  • How can we use our experiences of distance learning as we move forwards?
  • Have you considered how your role as an educator may have shifted?
  • What did you notice about yourself as an educator when delivering distance learning?
  • Is there anything you would like to ‘keep’ from your experience with distance learning when it comes to face to face teaching?

The staff at St Andrew’s will continue to explore how blended learning (a combination of face-to-face and online learning where the student has some element of control over the time, place, pathway and pace of learning) can be utilised to enhance the learning experience and have a positive effect on student outcomes.

We extend our thanks to the teachers for all the extra hours to transfer the curriculum to a distance learning model, and to our parent and caregiver community for their ongoing support.

Heather Wood
Deputy Principal – Learning and Teaching

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Term 2 COVID-19 Health, Hygiene and Other Measures

Last updated: 24 June 2020

To ensure that we continue to play our part in minimising the spread of COVID-19 within the school environment, the health, hygiene and other measures introduced in Term 1 will remain in place for Term 2 until further notice. Refer to our Roadmap for Easing of COVID-19 Restrictions for further information about the planned easing of restrictions, which are subject to change in accordance with Government and SA Health guidelines.

We also have in place additional measures which incorporate AHPPC advice released on 16 April, regarding reducing the potential risk of COVID-19 transmission in schools.

These measures are as follows:

1. Health and hygiene

(a) We reiterate that it is important not to send your child to School or ELC if:

  1. Your family has returned from anywhere overseas or interstate.
  2. They have been in close contact with a confirmed case of COVID-19.
  3. They are experiencing any symptoms of fever, coughing, sore throat, runny nose, shortness of breath, unexplained loss of smell, or altered sense of taste.
  4. They have a fever.

View the above in flowchart format.

Students who are unwell should not come to School. Students who present as unwell during the School day will be isolated and parents contacted immediately to collect their child.

(b)  Parents of children with a current health care plan (e.g. asthma management plan) are encouraged to ensure that, if required, the plan provides additional advice on monitoring and identification of the unwell child in the context of the COVID-19 pandemic.

(c)  All students will continue to receive education in personal hygiene, including handwashing techniques, and coughing and sneezing etiquette. Additional posters and notices will be placed around the campus reminding staff and students of health and hygiene measures.

(d)  Teachers will continue with the practice of increasing the amount of fresh air available in classrooms by leaving doors open and opening windows where possible.

(e)  As is our usual practice, children will not be permitted to share food.

(f)  We will continue to provide advice and resources to parents on managing their child’s emotional and mental wellbeing during the pandemic, with regular information included in our parent communication, The Bell, our website and social media. Parents with concerns are encouraged to contact the School Counsellor, Donna Longden on counsellor@standrews.sa.edu.au.

(g) Our enhanced cleaning program will continue, with all ‘high-touch’ surfaces to be regularly wiped down or disinfected, including but not limited to gates, doors and door handles, playgrounds, sporting equipment, and toilets.

(h) Water fountains and bottle fillers will be switched off until the end of Term 2 to enable us to practise increased hygiene. Note that all other water, for instance the water to our basins, will remain on. Please ensure that your child brings sufficient water to school to last the school day. Water fountains and bottle fillers will be switched back on at the start of Term 3.

2. Social distancing

In its updated advice issued on 25 April, the Australian Health Protection Principal Committee (AHPPC) clarified its position in relation to schools and social distancing measures. The AHPPC has stated it ‘does not believe that the “venue density rule” of no more than one person per four square metres is appropriate or practical in classrooms or corridors, nor maintaining 1.5 metre between students during classroom activities’.

The Prime Minister confirmed that ‘the 1.5m in classrooms and the four square metre rule is not a requirement of the expert medical advice in classrooms’ in a press conference following the National Cabinet meeting on 24 April. Minister for Education, the Hon Dan Tehan, issued a media release confirming the revised expert medical advice.

If you have chosen to keep your children home it is imperative that they stay at home and do not mix with other families or go to public places for non-essential reasons.

3. Access to the School campus

(a) Up until the end of Term 2, families with children in Year 1, and Years 3-7 are not permitted on-site during drop-off and pick-up times, or at any point during the School day. Families with children in ELC, Reception and Year 2 are only permitted on-site as per the guidance in point 4, below.

From the start of Term 3, parents are permitted back on campus, but not in classrooms or building interiors (e.g. ELC Piazza). The exception is for parent teacher interview where teachers will invite parents inside, observing strict social distancing and hygiene protocols.

(b)  If you need to speak to a member of staff, please call or email and an appropriate meeting time will be arranged in accordance with COVID-19 protocols.

(c)  All deliveries will be redirected to the Front Office to minimise external contact points with the School.

(d)  Where possible, external contractors will not be permitted on site during term time.

(e)  Allied health professionals are still not permitted on site until further notice.

4. Staggered pick-up times

The guidelines below are in place until the end of Term 2. From Term 3, normal dismissal times will resume.

To enable a smoother pick-up after school whilst still enabling social distancing, we will be introducing staggered pick-up times which will be in place until further notice.

Please help us to make this process as easy for everyone as possible by observing the following:

  • Do not congregate outside gates and buildings and please observe 1.5m social distancing at all times.
  • Do not park and leave your car in the spaces between the overpass and the cemetery on Smith Street. These spaces will be designated for Years 3 – 7 car line pick-up only.

A member of the Leadership Team will be at each drop-off / pick-up point to ensure compliance with this measure. Please respect the social distancing protocols during drop-off and pick-up times.

Please note that ELC after school care and OSHC will operate to accommodate these changes.

Thank you for your understanding and cooperation during this time.

5. School events, excursions and other activities

(a) Until further notice, the following events, activities and programs will continue be postponed or cancelled:

  • Assemblies and church services (virtual services currently in place).
  • Excursions and incursions.
  • Sports Day Finale.
  • Open Day (tentatively rescheduled for Sunday 1 November).
  • SAPSASA events.
  • Playgroup.
  • Community events, including reunions, Parents’ Association events and other large School events (e.g. 170th Anniversary Gala Ball).

*We will be continually reviewing this measure in accordance with Government health advice, and will advise our community of any changes to this advice when appropriate. Where possible, we will be holding some events ‘virtually’ to facilitate a continued community connection. This will be advised as required.

6. Uniform shop and canteen

The guidelines below are in place until the end of Term 2. From Term 3, uniform shops will go back to normal opening hours, and the canteen will be open for over the counter sales.

(a)  Our uniform shop will continue to operate on reduced hours, and will be open for business from Friday 1 May 8:00-9:30am. Regular hours will be Fridays only 8:00-9:30am until further notice. View more information from Devon about social distancing measures. Remember that if you require uniforms you can also order and purchase online via the St Andrew’s School Online Uniform Shop.

(b) The Second Hand Uniform Shop, kindly run by volunteers from our Parents’ Association, will be open on Monday mornings from 8am–9:15am, starting Monday 18 May. To observe social distancing protocols, the process for accessing the Shop will be as follows:

  • Line up outside the serving windows of Dove Hall and maintain 1.5m distance from others.
  • As it is your turn please come to the window, one at a time, and be ready with a list of items you need in the sizes required. No holds will be available at this time.
  • Direct deposit at time of purchase only. No cash will be accepted unless absolutely necessary.
  • Please note that prices are set and non-negotiable.

(c)  The canteen will remain closed to students during break times. As was the practice in Term 1, all items usually bought from the canteen during break time will continue to be ordered through the Qkr! app. These items will then be collected by children in their lunch crate and taken to each room. Click here for instructions on how to download and use the Qkr! app.

7. Questions

If you have any questions or require clarification on any of these measures, please contact us.

Reference documents:

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Beat boredom these school holidays

These school holidays will look a little different for most of us. Practicing social distancing and being limited in where you can go may trigger some frustrated behaviour from our children.

In order to get through these trying times, it might help to have a daily schedule so that everyone knows what to expect, including allocated times for some household duties, daily exercise and a designated time set aside for reading.

Creating some new adventures at home will help kids beat their boredom by changing up their daily routine. You can even have a little brainstorm together and see what else you can come up with. Here are a few ideas to get your started:

Virtual field trips

Children can visit places around the world without leaving their homes. Through virtual tours, they can visit other states, countries and even other planets. Some examples include: Buckingham Palace; Great Wall of China; The Statue of Liberty; The Whitehouse; Anne Frank House; and Mars.

Visit Freedom Homeschooling

More ideas for awesome virtual tours

Zoo live streams

Live stream cameras from Melbourne Zoo and Werribee Zoo allow you to watch your favourite animals.

Adelaide Zoo allows us to hang out with Wang Wang and Funi.

Free audiobooks

Free stories for all ages can be streamed on desktops, laptops and tablets and available in six different languages from Audible.

P.E. with Joe

This is an online daily fitness class that leads children through 30 minutes of jumping jacks, mountain climbers and other sweat-inducing moves.

Try P.E. with Joe and other family workouts with Joe Wicks


Start a vegetable garden or get children to grow seedlings in an egg carton with a how to from PBS.org.

Enjoy a movie night under the stars

Watching adventure movies and documentaries is a great way to while away a few hours. It’s also one of the best ways to get inspired for your next challenge, getaway or outdoor endeavour. Make an evening of it by setting up your TV, laptop or projector out in your backyard. Get the corn popping, bring out your warmest sleeping bag and enjoy getting inspired under the stars.

Cook your dinner over a campfire

You don’t need to be out in the wild to enjoy outdoor cooking. In fact, campfire cooking in your backyard means you can try new recipes and cooking methods without too much prior planning. If you’re worried about ruining precious food supplies then why not just try making some bread on a stick? It’s fun, uses very few ingredients and it’s very difficult to get it wrong. The kids will love making it, too.

Here’s how to make campfire damper, and a few more camping recipes to try.

Camp in your backyard

Avoid cabin fever by getting outside and setting up camp in your own backyard. Do it properly (pack some snacks, organise your camp kitchen, get your stove out, bring all the essentials etc) and you’ll not only fill lots of time getting things organised, but you’ll also feel like you’re going on a mini adventure. Even one night out of the house will do you the world of good. If you enjoy it then why not make it a weekly ‘trip’? The kids will love it and having something to look forward to will do you all good.

Other school holiday activity ideas include cooking, a scavenger hunt, indoor fort, board games and brain games, family tree searches and a paper aeroplane competition.

Planning activities for children at home is a fun way to break up their day. Keep in mind that you don’t need to completely fill their day, or come up with all the ideas to keep your children busy. A little imagination can go a long way.

Happy holidays. Please don’t hesitate to share your ideas with us by email.

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New ‘Flexible’ Furniture for Upper Primary Students

This year, St Andrew’s students in Years 4 and 5 have been enjoying the benefits of new furniture in their classrooms, the aim of which is to support collaboration and flexibility of learning.

Commenting on how the new furniture promotes flexibility, student choice and collaboration, Year 4 teacher Mrs Moffat said, “The flexibility the new furniture provides for the structuring of my lessons has been an asset to my students’ learning. They collaborate in circles, and reason and problem solve on the white board tables. They discuss and plan on the lower table. They can make good choices for their learning by choosing desks with less distraction. The students’ enjoyment of this new space is evident.”

We also spoke to some Year 4 students who shared their opinions of their new furniture.

What do you like about the new furniture?

Cowen: The new furniture is more comfy and softer.

Majd: We can draw on the whiteboard tables. The chairs are lighter and we can move them more easily.

Nina: The old furniture wasn’t very comfortable and you couldn’t lean back in the old seats. You can push back in the new seats and relax in them more. If you want to meditate you can meditate and feel quite comfortable.

How does the new furniture help you work more effectively?

Cowen: The higher tables help because you can draw on them. You can use them for math, design, drawing and practicing when you want to do something.

Majd: In Maths, we write things on the whiteboard tables to help us figure out answers. We can also move the furniture around for group work.

Nina: Now we have tables that we can write on; we can use them for figuring stuff out in Maths. The higher tables are easier to work on.

What else do you like about the furniture?

Cowen: It’s more relaxing. The chairs before were more hard and now you can go back in them.

Majd: Sometimes when you’re working really hard you need to sit back for a second. With our old furniture we had to lean back really hard in the chairs and it would only go back a little bit and now you can easily lean back.

We look forward to Term 2 when the Year 3 students will also acquire new furniture in their learning spaces.


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Community Announcement: Open Day and Other Event Postponements

In light of the Government’s announcement this afternoon regarding the cancellation of non-essential public gatherings of more than 500 people to limit the spread of COVID-19 (Coronavirus), we have made the precautionary decision to postpone the St Andrew’s 170th Anniversary Open Day on Sunday 15 March.

In addition, we will be postponing the Junior Primary Grandparents’ Day and Movie Night, both scheduled for Friday 3 April.

Whilst we are disappointed that these events will be postponed, it is our absolute priority to ensure the health and safety of all St Andrew’s School students and the surrounding community. We will set new dates for the Open Day, Junior Primary Grandparents’ Day and Movie Night, once the COVID-19 situation is safely contained.

We will continue to monitor the situation regarding school closures. The School will remain open and all usual co-curricular activities and out of school hours care will go ahead unless otherwise advised. In the meantime, please be assured that we are proactively considering processes and procedures to ensure that children remain connected to the School and their teachers, should a school closure be enforced.

As we have done throughout this situation, we will continually update the School community on the nature of public health advice around the COVID-19 outbreak via email, the School app, and our website.

Students and community members are encouraged to undertake normal personal hygiene measures such as making sure hands are regularly and thoroughly washed, disinfecting surfaces and sufficiently covering any coughing.

We also encourage all members of the St Andrew’s School community to avail themselves of the most up-to-date information and advice at the websites linked below.

Information for Schools and Early Childhood Centres


Australian Government COVID-19 Health Alerts


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Revealed: SA’s top performing schools in NAPLAN from 2014-18

Article written by Tim Williams, Education Reporter, and published in The Advertiser on Friday 6 December 2019.

Between 2014 and 2018, just one SA school made the nation’s top 100 for long-term success in NAPLAN. Search our database to see how every school performed.

Just one South Australian school makes the top 100 in the country for long-term success in NAPLAN tests at Year 5 level, new data analysis reveals.

The Advertiser has tallied results of all the literacy and numeracy tests for every school, both for Year 5s and Year 9s, over the period 2014-18.

Independent primary school St Andrew’s at Walkerville tops the state for Year 5 results, and is the only SA school to make the national top 100 – at number 99.

The list of SA’s best performing schools at Year 5 is predictably dominated by high-fee private colleges.

After St Andrew’s comes St Peter’s Girls, Wilderness, St Peter’s College and Seymour. Walford, Scotch and Loreto are also in the top 10.

Linden Park Primary is the top public school and sixth in the state overall, followed by another eastern suburbs school Norwood Primary in 10th.

Public schools claim half the places in the state’s top 100 for Year 5. Most of those are in the eastern suburbs or Adelaide Hills.

UniSA Emeritus Professor Alan Reid said educational outcomes such as NAPLAN results were influenced by students’ socio-economic status” and schools’ resource levels.

When similarly advantaged or disadvantaged schools are compared, “the results of public and private schools are very similar”, he said.

Prof Reid said NAPLAN measured only “one aspect” of schooling – literacy and numeracy – and therefore “should not be used to make sweeping judgments about the quality of schools or education systems”.

St Andrew’s School principal Deb Dalwood said there was more to it then socio-economic factors, starting with “high expectations of all students”.

She said her school did not “teach to the test”. It focused instead on inquiry-based learning, problem-solving and thinking skills via the International Baccalaureate Primary Years Program, as well as wellbeing measures to reduce stress, enabling students to approach tests with confidence.

Ms Dalwood said individualised learning support began with children as young as three in the Walkerville school’s early learning centre. Strong relationships with parents who “work really closely with us (and) value education and really encourage their children to do well” was another important factor.

Wudinna Area School is the top public country school at 28th in the state for Year 5, Kimba Area School is 79th and Mypolonga and Pinnaroo primary schools also crack the top 100.

Wudinna principal Ned Loades said his school had succeeded in lifting many students from the middle to the high achievement bands in NAPLAN by “making sure we track where they’re at and trying to achieve growth in every student”.

In the Catholic sector, Loreto (ninth) is followed by St Joseph’s School at Clare (11th), which is the state’s highest scoring regional school across all school sectors. St Ignatius’ College (12th in SA) and St Dominic’s Priory (13th) were other strong Catholic performers.

In Year 9, SA has four schools in the national top 100.

Education Minister John Gardner said the State Government had implemented “a range of new measures that will have a profound influence on improving educational outcomes for our kids, and we look forward to seeing those outcomes on display in future years”.

“The impact of these measures does take time to flow through the system and we acknowledge there is a long way to go, but the early signs are positive,” he said, pointing to gains in Years 3 and 5 NAPLAN tests this year.

“Year 3 mean score results were up in every test domain, and we achieved the highest percentage of Year 3 students in the higher bands for reading since NAPLAN testing began,” he said.

Australian Education Union state president-elect Lara Golding said: “NAPLAN was never intended to be used as a method of comparing individual schools. The publication of league tables is damaging to students and school communities. The best form of assessment is the informed judgment of a teacher who understands the student and their abilities.”


AT St Andrew’s School, individualised learning support begins with children as young as three in the early learning centre.

Principal Deb Dalwood says the independent primary school’s top academic outcomes, making it SA’s best NAPLAN performers at Year 5 from 2014-18, comes back to “high expectations of all students”.

Ms Dalwood said the Walkerville school did not “teach to the test”. It focuses instead on inquiry-based learning, problem-solving and thinking skills via the International Baccalaureate Primary Years Program, as well as wellbeing measures to reduce stress.

It enables students to become “capable and confident” and take a “have a go” approach to tests.

Another key was strong relationships with parents who “work really closely with us (and) value education and really encourage their children to do well”.’

Ms Dalwood said focusing on tests alone was “not healthy” as “life skills and other areas of the curriculum” are just as important.

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Year 2 Colouring-in Competition

A group of enterprising and socially conscious Year 2 St Andrew’s School students took it upon themselves to propose and run a Junior Primary colouring-in competition with the aim of raising money for charity. In the end, they decided to distribute the funds they raised to the School, Anglicare and the World Wildlife Fund (WWF).

We spoke with them about how they came up with the idea and how the project panned out.

How did you come up with the idea?

We wanted to do a competition about drawing and animals because we wanted to raise money for the School and charities like Anglicare and the World Wildlife Fund.

How did you go about running the competition?

First, we wrote a letter to Ms Wood explaining what we wanted to do. Then we thought about posters and we made a poster explaining the competition. We also went into classrooms to tell students about what we were doing.


We had to choose people to judge the drawings so we chose Mrs Puckridge because she’s an art teacher and we chose Ms Wood because she’s very fair.

How many entries did you get?

We had 64 entries from Junior Primary students. We had a lot of entries.

How did you present the prizes?

We handed out prizes at assembly and shook people’s hands. People who came third got Chuppa Chups; people who came second got a book and stationery; and people who won first prize got a mini fan, a Chuppa Chup, and a stationery pack.

How much money did you raise?

We raised $335 (two of the five students in the group pictured below with the jar containing the money they raised).

How did you feel after you successfully finished the competition?

We felt proud of ourselves for doing the competition even though we were nervous at the beginning.

Deputy Principal – Teaching and Learning, Heather Wood, reflects on the students’ colouring-in competition…

I was very impressed by the boys’ ability to articulate what they wanted to do and how they would go about it. For some students, a proposal won’t progress beyond the initial letter and meeting with me when they realise there is actually quite a bit of organisation and work required to see through a project to the end. This is fine because taking the first step of putting forward a proposal is a significant milestone. But for this group of students, they translated their idea into action and followed it through to completion.

The boys had some important learnings along the way; for example, after getting their poster out they realised it was missing some important information and so they had to take steps to rectify this. The presentation of the prizes at the Junior Primary assembly was a wonderful culmination to a successful learning journey and we were very proud of the boys.

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Foundation Cocktail Party Gallery

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Sunday Long Lunch Photos

Photo Wall Images


Event Photos

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  • St Andrew’s School is a South Australian independent, co-educational specialist primary school providing excellence in education from playgroup through to early years and on to Year 7. Principal Jackie Becher – an International Baccalaureate School – UNESCO Associated School.