Integral to this approach has been the thoughtful partnership with families, recognising that students thrive when supported by both school and home. Walford actively facilitates meaningful dialogue with parents, ensuring alignment of educational goals and empowering families to participate in shaping their child’s educational pathway. This collaborative partnership is foundational to our ethos, reinforcing student confidence and capacity to navigate choices effectively.

The heart of Bespoke Pathways lies in empowering students to co-design their own learning journey, enabling them to tailor their school experience according to personal goals and interests. This approach has emerged from Walford’s recognition of the rapidly evolving world our students will encounter upon graduation—a world requiring flexibility, creativity, and the confidence to adapt. Guided by insights from the OECD's forecast scenarios, Walford has built a curriculum responsive to these future demands, one that honours each student's capacity to make meaningful choices and drive their educational experiences.

Year 9 and 10 students at Walford embark on a period of exploration, engaging deeply with interdisciplinary, real-world elective subjects alongside a robust core curriculum. These pivotal years serve as a runway into the senior secondary years, providing students with a foundation as they map their pathways towards Years 11, 12, and beyond into tertiary education or career pursuits. Teachers at Walford have been instrumental in driving this innovative curriculum forward, embracing a collaborative approach to developing engaging, interdisciplinary electives.

Explore our Year 9 to 12 Subjects:

• Year 9
• Year 10
• Year 11
• Year 12

Flexibility and adaptability to students’ experiences, talents and readiness, is key to the Bespoke Pathways model. Recognising that readiness for subjects and educational experiences transcends traditional year-level boundaries, Walford has deliberately blurred these lines, allowing students to engage with courses according to personal readiness rather than age. This approach not only enriches the educational experience but also accommodates early entry into SACE subjects, vocational education opportunities, the Duke of Edinburgh’s International Award, and even early university study—providing our students unparalleled access to diverse learning environments.

The impact of Walford’s Bespoke Pathways curriculum approach is demonstrated through our students’ consistently excellent academic results and post-secondary successes. The graduating Class of 2024 achieved extraordinary outcomes, demonstrating the exceptional standards of academic rigour upheld at Walford. With 10% of graduates attaining ATARs of 99 or above, and nearly half achieving above 90, Walford students consistently position themselves among the nation's highest achievers. Additionally, student participation in vocational training and early university courses highlights students’ purposeful engagement with learning opportunities tailored to individual aspirations.

Through our Bespoke Pathways approach to curriculum and the secondary schooling journey, Walford is not only preparing students academically; we are cultivating lifelong learners equipped with the skills, knowledge, and confidence to thrive in an unpredictable future. This is the essence of education at Walford: personalising opportunities, amplifying student voices, and building authentic partnerships with families to deliver transformative educational experiences that inspire every student to achieve her best, her way. 

Elizabeth Robson Cleland, later known as Dr Elizabeth Simpson, was an exemplary Walford student from 1920 to 1927. She was the School Captain and Captain of Hockey, as well as an accomplished artist. A lover of science, Elizabeth studied Chemistry and Physics at Walford, before going on to complete a Bachelor of Science at the University of Adelaide with Honours in Zoology, and being awarded the John Bagot Medal for Botany. Elizabeth then completed her Master of Science, becoming only the fourth female graduate with that qualification at the time.

Elizabeth’s legacy is enshrined in the fabric of Walford, as the namesake of Cleland House, alongside her sister Margaret, as well as the Cleland Laboratory in the Ellen Benham Science Centre.

Elizabeth and Margaret Cleland

Mr Simpson says that his mother was a remarkable woman who believed strongly in the importance of education.

The Cleland Scholarship will provide opportunities for hard-working, values-driven young women, with academic and leadership potential.

The first Cleland Scholar will commence her education in Year 10 at Walford in 2026. For more information and to apply, please visit the Scholarships page.

Aligned with the spirit of The Duke of Edinburgh’s International Award, and taking place in the rugged beauty of South Australia’s Flinders Ranges, Walford’s Year 9 Her Journey camp experience transcends the ordinary. Each young woman is invited to connect, extend and challenge herself. She is supported throughout the eight days to build the transferable skills of resilience and leadership that will prepare her not only for senior schooling, but also for the wider challenges of adolescence, citizenship and success in pursuing her aspirations.

Her Journey is built on Walford’s School values of Courage, Commitment, Community and Growth. Girls are encouraged to leave the safety of their comfort zones and challenge themselves. Endurance activities and group tasks underscore the importance of persevering through discomfort, fostering resilience that will serve them long after tents are packed away. From team-based navigation exercises to a day of community service, participants learn that leadership often means supporting others, valuing diverse perspectives, and celebrating collective achievements. Journalling, gratitude practice and group reflections develop awareness of self and others.

Perhaps the most defining moment of Her Journey is the solo overnight experience, during which each girl spends a night alone in nature. Supported by a structured reflection template, students confront solitude, cultivate self-belief, and write letters of self-compassion that lay the groundwork for lifelong self-awareness. This powerful exercise in autonomy and mindfulness reiterates the camp’s commitment to internal transformation as much as physical challenge.

What elevates Her Journey beyond a conventional outdoor program is its intentional framing as a pivotal moment in each girl’s maturation. Her Journey is more than a camp. It is a significant rite of passage and an opportunity to pause, reflect, and connect deeply with herself and others.

In an educational landscape often dominated by academic metrics, this extended outdoor experience stands out for its commitment to whole-person education. It challenges girls to look inward and outward, building the self-awareness and interpersonal competence that underpin lasting success. For Walford Year 9 students, the camp is not just a break from routine—it’s a transformative expedition that shapes character, ignites ambition, and forges bonds that will endure well beyond the final pack-up. Our inaugural Her Journey participants have returned to Adelaide with red dust on their boots, journals filled with insight, and newfound courage and connection. They offered the following reflections:

For me, my challenges during camp became my highlights. At first, I was apprehensive about climbing mount Arden, rock climbing and abseiling. I was nervous, at some points I wanted to quit. But I didn't, I faced my fears, and once out of my comfort zone, i really enjoyed those tasks. I climbed mount Arden, got close to the top rock climbing, and I abseiled down a cliff. It was a very memorable experience. - Lily

One of the best moments on camp was when my class hiked all the way to the top of Mount Arden. The views from the top of the mountain made the entire hike worthwhile. Although hiking was challenging, and challenged everyone’s ability physically and mentally, I was able to create new friendships and chat with all my friends, which made the journey even more enjoyable!  - Lara

Her Journey is a powerful, purpose-driven rite of passage that prepares Walford girls not only to face the future, but to shape it.

Walford Anglican School for Girls has been recognised nationally, receiving an Excellence Award in the category of 'Secondary School of the Year – Non-Government' at the esteemed Australian Education Awards. This achievement highlights Walford's place as a leading girls’ E-12 day and boarding school with a sustained commitment to educational excellence, innovation, and personalised student learning pathways. The award, which will be formally acknowledged at the Australian Education Awards Night in Sydney in August, recognises Walford’s legacy of excellence, care and future-focused girls’ education.

Principal Dr Deborah Netolicky says, “This award serves as a testament to the dedicated efforts of staff, students, families, and the wider Walford community, whose collective commitment continues to position the School as a leader in non-government secondary education across Australia.”

For over 130 years, Walford has built a reputation as a school known for outstanding teaching and consistently excellent academic results. Walford’s students and old scholars testify to the School’s history of inspiring, dedicated teachers and of providing outstanding teaching. Walford's teachers actively embrace professional development, with targeted professional learning recently including areas such as inclusive education, AI integration in classrooms, and student wellbeing. Walford’s Staff Learning Communities, established in 2023, continues to develop, fostering collaboration and ongoing professional learning for Walford staff, aligned with national teaching standards and current education research. Staff have been working on the Walford Instructional Handbook of research-based teaching strategies, to be launched in 2025.

The 2025 ‘Secondary School of the Year - Non-Government’ Excellence Award recognises Walford’s personalised approach to education, galvanised through the strategic development of a Bespoke Pathways educational framework that supports students in co-designing their own educational journey tailored to their individual aspirations. This includes Bespoke Pathways Plans for individual students and a range of ‘off the rack’ pathways brokered for Walford students, especially during their senior secondary years. 

Dr Netolicky highlights the community-embedded, girl-centred approach as central to Walford's success. “Our aim is to partner with families and girls to personalise learning experiences, ensuring each student can achieve excellence in ways that resonate with her individual ambitions and strengths.”

Walford’s enduring legacy of deep care can be seen in daily interactions around the campus, from classrooms to the boarding house, reflecting the School’s safe, inclusive and close-knit environment. Students and families are supported by the School’s pastoral team while student wellbeing and safety are explicitly developed through the customised Wellbeing Engagement and Belonging (WEB) curriculum program.

Walford’s commitment to empowering girls to achieve remarkable things extends well beyond academic results, and includes opportunities such as the STEM and Space Tour to the USA, overseas language immersion tours, ski trips, and the Duke of Edinburgh’s International Award. In 2024, Walford launched its innovative Year 6 and 7 Leadership Academy, designed to cultivate confidence and leadership skills for girls entering their adolescent years. Since 2023, Walford has offered its High Performance Academy, a program that supports, connects and partners with families to support the School’s elite and high performance athletes. The High Performance Academy enables students to engage with a range of industry experts across strength and conditioning, sports nutrition, performance psychology and physiotherapy, as well as leadership and character.

Student agency is an important part of the Walford experience. Walford girls know they can and should advocate for themselves and others, and that they can positively influence the world. Many initiatives have emerged from student feedback, including through committees, surveys and the annual Festival of Ideas forum where students pitch their ideas for school improvement. Recent student-initiated changes include the Wellbeing Dog Program, the launch of the ‘Her Wardrobe Her Way’ all-seasons school uniform, modifications to the shape of the school day, student-led service and fundraising activities, and Reconciliation Action Plan initiatives such as new flagpoles and personalised Acknowledgements of Country.

Recent campus improvements—including the Junior School's ‘Wonderland’ playground, Heart of Walford internal campus green space and beautification project, new Year 12 Common Rooms and new Art Studios—underscore the School's proactive approach to facility enhancement centred around student learning and wellbeing. 

The current redevelopment of the heritage-listed bluestone building, known as Mabel Jewell Baker House, and its surrounds, will welcome Walford’s newest secondary students from 2026, when it opens as the hub for Year 7 and an innovative, nurturing place for the transition into secondary school. 

2025 Australian Education Awards Nominees

With automation, AI, wearable technologies and agentic entities reshaping the future of life and work, today’s world is a far cry from 1893. The world increasingly requires a diverse and evolving skillset, a global mindset, technical prowess and uniquely human attributes. Generations Z and Alpha are prioritising wellbeing, community, authenticity, autonomy and flexibility over certainty, ownership and material things. They are predicted to work in multiple jobs across multiple careers, and to live in many homes throughout their lives.

The world into which our girls enter remains, however, one of gender inequity. The 2024 Global Gender Gap Index places Australia at 24th in the world overall in gender equity, and at 28th for Political Empowerment, 42nd for Economic Participation and Opportunity, 84th for Educational Attainment, and 88th for Health and Survival. According to the Australian Bureau of Statistics, the national gender pay gap is 11.5%, in favour of men, as of August 2024, with women earning on average 89 cents for every dollar a man earns.

Walford continues to lead the way in showing how the world can be for girls and women. 2024 Workplace Gender Equality Agency (WGEA) data shows once again that Walford is the school in South Australia with the largest gender pay gap in favour of women, at -3.6%. Walford is the only girls’ school in Adelaide South Australia to offer a STEM and Space Tour to the USA, prioritising STEM education and nurturing passions in STEM fields. Walford old scholars continue to lead and inspire, such as Madeleine Bardy who, at just 19, is on track this year to be the first female to graduate with an aerospace engineering degree from the University of California, Berkeley. Madeleine recently visited Walford to share her experiences with current students.

Walford’s SACE Class of 2024 achieved outstanding academic results, including in subjects where Walford students outperformed the State average by leaps and bounds. These include Design, Technology and Engineering (in which 40.4% more Walford students achieved A+ grades than the state average) and Mathematical Methods (in which 20% more Walford students achieved A+ grades than the state average). 32% of the Class of 2024 entered post-secondary pathways in Medicine and Health (such as medicine, paramedicine, pharmacy and physiotherapy). Others entered law, engineering, business, biotechnology, computer science, finance, the arts, and more.

Walford was recently featured in The Australian and The Advertiser in articles about young women aspiring to STEM careers in defence. Year 12 student Ellen was among those, whose passion for mathematics and physics are leading her towards an engineering pathway. “I like challenging my thinking and being creative in new ways to solve problems about the universe itself,” she said. “An engineering career path is ideal for this as I can challenge my thinking whilst applying my skills to make, design and improve things to benefit society.”

Year 11 student Constance is eager to pursue a career in aviation, which was cemented after attending Walford's STEM and Space Tour. “Being surrounded by different space shuttles and rockets, as well as attending lectures and learning about the science behind aviation cleared any confusion I had about career paths,” she said. “It became obvious this was my passion.” Young Walford women like Ellen and Constance exemplify curiosity, innovation and dedication to STEM fields essential for the future.

In the face of technological advancements and global change, Walford’s continued commitment to educational excellence, gender equity, and future-focused education for girls and young women, remains as relevant as it was in 1893. The legacy that began over a century ago continues through students who continue to become women who question assumptions, tackle complex challenges, and create the world they want to see.

Dr Deborah Netolicky
Principal

On Friday 7 March, Head of Secondary School Ms Alice Speirs, Assistant Head of Secondary School Ms Alice Stratford, and eight student leaders attended the Adelaide International Women’s Day Breakfast, hosted by Senator the Hon Penny Wong.

School Captains Eliza and Zara were among the attendees, who both emphasised the value of the experience in reflecting upon matters related to feminism and gender equality.

Additionally, on Friday morning Principal Dr Deborah Netolicky and Year 11 boarder Keira attended the International Women’s Day Breakfast at Government House, hosted by the Governor, Her Excellency the Honourable Frances Adamson AC. Keira had the opportunity to ask a question, during which she queried what young women can do to resist gendered barriers as they work to make a positive difference in the world.

As a Walford old scholar, the Governor channelled the Walford motto when she told the audience, “This is a time for real moral courage.”

Chair of the Productivity Commission Ms Danielle Wood, also a Walford old scholar, was the guest speaker for this event. She spoke about gendered discrimination and the persistence of gender norms that disadvantage women.

In addition to the celebration of women and their achievements, so too must we call for change. Gender-based violence, which has been acknowledged by the Prime Minister and South Australian Premier as a national crisis, too often affects women. While data sources vary, according to researcher-led Destroy the Joint’s Counting Dead Women Australia project, 78 women died in Australia in 2024 as a result of gender-based violence. This is one of the highest rates in recent history, up from 64 in 2023 and 56 in 2022. This data is just what is reported; the true number is likely higher.

In the lead-up to International Women’s Day, the Walford Student Wellbeing Committee and girls in Years 7 and 8 created 78 purple cutouts of women to represent those we have lost. Students wrote messages, quotes and statistics on the cutout figures that speak to the seriousness of the issue.

Those cutouts are now lining the fence of Walford’s Parks Playing Fields and are visible at the corner of Unley, Belair and Cross Roads to draw attention to this important issue. Member for Adelaide, Mr Steve Georganas MP, will be visiting the School on Tuesday to speak to the Wellbeing Committee about the project.

Walford’s Head of Wellbeing, Ms Helen Woodward, spearheaded the project. “The theme for International Women’s Day is ‘March Forward’,” she said. “By raising awareness, Walford is advocating for positive change on this important issue.

“The safety and wellbeing of our girls is of the utmost importance to us, and that extends to their lives out in the world after they graduate.” 

Dr Netolicky said the school is deeply committed to the safety, wellbeing, and education of girls and women.

“As a school community, we stand against gender-based violence and are dedicated to driving positive change by educating girls, and by fostering an inclusive environment of trust, care and open dialogue,” she said.

“Walford provides a range of pastoral supports for students and their families, and ensures that our students are taught, in developmentally appropriate ways, about respectful relationships, consent, recognising and reporting abuse, self-advocacy, personal safeguarding, and looking out for each other.

“It is our collective responsibility to challenge and change the terrifying and worsening gender-based violence statistics, and to build a future in which girls and women are safe and empowered.”

Another area where progress is needed is the gender pay gap; however, Walford is ahead of the curve in this regard. This week, the Workplace Gender Equality Agency’s (WGEA) annual Gender Equality Census was released for 2024. Last year, Walford’s median total remuneration pay gap was -3.6% (in favour of women), as opposed to the median total remuneration pay gap of 10% (in favour of men) in the comparison group. At Walford, Dr Netolicky takes pay parity seriously and is committed to Walford staff receiving fair remuneration commensurate with their experience, skills and responsibilities.

The International Women’s Day events could not be complete without celebrating our remarkable old scholars. On Thursday 6 March, old scholar and Adelaide United soccer player, Ms Lara Kirkby, addressed a School Assembly.

Later that day, old scholar and award-winning designer, Ms Emily Riggs, of Iris and Wool, gave a moving speech and presented her Autumn/Winter Collection at the Walford Old Scholars’ Association International Women’s Day Soirée.

Walford’s Reconciliation Action Plan (RAP) Committee is Chaired by Principal Dr Deborah Netolicky and made up of a range of students and staff from across our E-12 school. In recent years, the RAP Committee has initiated actions such as installing three new flagpoles to proudly fly the Aboriginal, Torres Strait Islander, and Australian flags; an ELC cultural mentoring program with Uncle Ivan Copley; engaging local Aboriginal artists as artists in residence and for art commissions; developing a more personalised and intentional approach to Acknowledgements of Country; broadening partnerships with Aboriginal and Torres Strait Islander people and organisations; launching new scholarship opportunities for Aboriginal and Torres Strait Islander students; exploring cultural immersion experiences for staff and students including those on Country; and developing cultural responsiveness learning opportunities for students and staff.

On Thursday 20 February, Walford launched its 2025-2026 Reconciliation Action Plan (RAP), developed by the RAP Committee and Executive Leadership Team, with the support of Kate Mount (Specialist Reconciliation Consultant) and Sara Bingapore (Indigenous Secondary Student Mentor) from the Association of Independent Schools South Australia. The launch opened with a smoking ceremony and Welcome to Country from Kaurna Elder Uncle John Lochowiak. Dr Netolicky spoke to the School about the collaborative development of the Plan and its focus on meaningful, authentic and ongoing partnerships and dialogue with Aboriginal and Torres Strait Islander people. Dr Netolicky discussed how Walford’s School value of Community is aligned with the Kaurna concept of yara, which encourages us to engage in reconciliation with reciprocity, respect, and generosity of spirit. Mrs Murphy outlined Walford’s journey of reconciliation, Mrs Brooks shared the Early Learning Centre’s cultural mentoring project with Uncle Ivan Copley, and students Keira, Alys and Grace offered stories and reflections.

Walford’s vision for reconciliation is:

• To engage together—students, staff, parents and the wider community—to foster an inclusive, welcoming, culturally responsive community that honours Aboriginal and Torres Strait Islander people. This includes their unique cultures, beliefs, knowledge systems, relationship with the land, and histories held in and beyond our community.
• Grounded in our motto of Virtute et Veritate (Moral Courage and Truth), and through embodiment of our values of Courage, Commitment, Community and Growth, we collectively seek to understand, celebrate, and walk alongside Aboriginal and Torres Strait Islander peoples through deep listening, meaningful engagement, and authentic collaboration.
• We acknowledge that this work is continuous and requires intentional thought and action, and ongoing reflection, learning and growth.

Part of the development of Walford’s 2025-2026 RAP is a commissioned painting by a collective of senior and emerging APY artists: Sandra Pumani, Nyunmiti Burton, Megan Lyons, Josina Pumani, Yaritji Heffernan and Nurina Burton.

Titled ‘Tjungungku Iwara Palyani’ (Together Making Pathways), the painting reflects Walford as a flourishing, connected and inclusive learning community that enables each student to achieve her best, her way. Artist Sandra Pumani explains that the artists “have put little symbols here to represent the girls and their teachers, coming together from all different backgrounds and communities at Walford School. We know how important education is for children, and how important teachers and schools are in shaping our kids and helping them grow into happy and healthy people. We have added lines to represent the pathways that teachers make for the kids.”

Walford’s 2025-2026 RAP represents a deep commitment to deepening our School’s engagement with and embedding of Aboriginal and Torres Strait Islander perspectives through profound action, deep reflection and thoughtful engagement at Walford.

Walford Anglican School for Girls has been described by those in our community as an ‘urban oasis’, a ‘hidden gem’ and a ‘warm hug’. Nestled in Hyde Park, our futures-focused, student-focused facilities are intentionally designed to facilitate learning, wellbeing and community. Tucked behind the brush fences along Unley Road are our range of classroom buildings, swathes of green grass, stunning play spaces, lush greenery, blossoming trees, and calming outdoor environments. As an ELC to Year 12 school, the community shares facilities such as the St Elizabeth Chapel, swimming pool, two-storey Sports Centre, high performance gym, movement studio, multiple sports courts, music suite, auditorium, and Parks Playing Field and Pavilion.

Walford students enjoy intentionally-designed, learning facilities, equipped with modern technologies. The Design and Technology Centre, Ellen Benham Science Centre and Helen Reid Hall are examples of stunning, state-of-the-art facilities that foster learning, curiosity and academic excellence.

Walford’s Early Learning Centre (ELC), Junior School and Secondary School campuses are each designed around central ‘hearts’ or ‘town squares’, offering daily opportunities for our whole community to see, greet and connect with each other. The lawn of the ELC, the Round Garden of the Junior School, and the Heart of Walford on the secondary campus, provide open spaces for gathering as community and greeting one another. Our families and children see each other during drop off and pick up in the ELC and Junior School, and at the coffee van on Wednesday mornings in the Heart of Walford. Every day, throughout the day, students and staff traverse our campuses, trailing paths through these central open spaces. As they do so, they look one another in the eye, and greet each other by name, ensuring that each person feels seen and known, every single day.

As part of Walford’s campus renewal, on the first day of Term 1, we opened the refurbished Wait building. The new precinct on the top floor of the Wait building ensures that our students studying Visual Art and Design create art while bathed in natural light and enjoying peaceful views of greenery, trees and sky. As they climb the stairs, students are greeted by a colourful mural by Head of Visual Art, Design and Technology, and Walford old scholar, Ms Emily Button.

The classroom instructional spaces in Upper Wait are complemented by small quiet studio spaces and large collaborative and individual work spaces, with high ceilings and state-of-the-art equipment.

The ground floor of the Wait building has been transformed into three zones that make up the new Year 12 Commons: a kitchen/dining room with booth and table seating, a large lounge room, and a quiet study room.

The space features an original artwork by Walford old scholar and Adelady co-founder Hayley Pearson, which she presented to the students when the building was officially opened.

Additionally, there are three modern Year 11 and 12 locker rooms that have been fitted out with new lockers, mirrors and soft furnishings. These spaces have been designed with the utmost care and attention, providing beautiful spaces for our Year 11s and 12s to connect, collaborate, relax and work. Lower Wait is now a student-centred place where our most senior students can enjoy autonomy and agency as they transition towards post-secondary pathways.

Work is underway on the Mabel Jewell Baker House redevelopment project, which will transform this historic and iconic building into modern learning spaces for Walford students. The ground floor of Mabel Jewell Baker House, and the Jewell Pavillion, will welcome and nurture Year 7 students in 2026 as they enter Walford’s Middle School and their secondary years of schooling. The upper floor will provide magnificent classroom environments for students in the Middle and Senior Schools.

Walford’s facilities are part of our School’s holistic support of each child in their development as healthy, inquisitive, principled individuals who are deeply connected as part of our vibrant, tight-knit community.

Dr Deborah Netolicky
Principal

Walford has a strong tradition of rowing with our flagship rowing program being recognised locally and internationally. Walford is proud to be the girls’ school in South Australia to have won the most Florence Eaton Cups at the Head of the River, with Walford the winning Schoolgirl 1st VIII crew a record 19 times, and Walford crews winning Head of the River races 57 times in the last ten years. Walford rowers take their confidence, resilience, grit, integrity, and capacity for leadership and teamwork well beyond their years rowing for Walford. 

This year, Mr Scott Rowe, a trusted and well-credentialled expert in the field of rowing, joined Walford as Walford’s Head of Rowing and Pedal Prix. Hailing from Queensland, Scott was most recently founder and coaching director of KAND Rowing Club, a club with an enviable high-performance program focussed on elite athlete development. In August of 2024 he coached the Australian U23 men's coxless IV to a silver medal at the World Rowing Under 23 Championships, in St Catharines, Canada. Scott has additionally worked across a range of school rowing programs at Somerville House, Brisbane Grammar School, and Brisbane State High School, in which he strategically built program capacity across key elements including student participation, excellence in performance at local and national level, coach development and retention, and meaningful parent engagement.

Embodying our School values of Courage, Commitment, Community and Growth, Scott’s ‘All for One – No Regrets’ philosophy sets the foundation for our rowing squad’s environment of trust, respect and integrity. Our rowers know that their collective actions shape the culture of the Walford Boat Shed. To belong to Walford Rowing is to experience a deep sense of belonging in which all athletes are individually and collectively aspirational and supportive of one another. Together, as one team, they do the hard work, lead, grow from struggle, and celebrate successes.   

Under Scott’s values-driven leadership, our Walford Giants are enjoying a terrific 2024/2025 rowing season so far. Our new boat, Electra VIII, was christened and blessed at the Season Launch. The squad has seen technical gains and good initial results at the Melbourne Head Regatta, at West Lakes and Murray Bridge, and at the Riverland Regatta. Still to come are the 2025 South Australian Rowing Championships, and of course the SA Schools' Head of the River regatta.  

We cannot wait to see our what our Walford Giants continue to achieve this season.  

In a world where technology is ever-present, Walford is committed to guiding students to use digital tools thoughtfully and responsibly. We recognise that our students are digital natives, growing up with information and entertainment readily available at their fingertips. At Walford, we engage the available benefits of technology and take a proactive approach, ensuring that each introduction to digital tools is intentional, age-appropriate, and designed to support students’ learning and wellbeing both in and out of the classroom. 

Our response to technology begins in the Early Learning Centre (ELC), where we introduce our youngest learners to digital tools in a manner that aligns with their developmental needs. With careful guidance from educators, children use iPads as tools to document their inquiries, capture their discoveries, and access educational content that complements their learning. This mindful, limited use of technology enables young learners to explore and capture knowledge in a way that enhances, rather than distracts from, their natural curiosity. 

As students progress to Reception and beyond, each girl receives a school-provided iPad, enabling her to build foundational digital literacy skills. By incorporating digital tools in select lessons, we teach practical navigation skills, technology terminology, and ways to use these tools to extend research and learning. Every app and program is school-provided, ensuring a clear focus on educational goals and responsible use. This intentional approach shapes technology as a resource to empower, rather than simply entertain, creating a strong framework for digital learning. 

Our structured approach to technology also includes clear boundaries. iPads are used selectively within lessons, and mobile phones are not part of the school day, allowing students to remain present and engaged. This balance allows us to teach digital literacy and safety comprehensively, emphasising both the benefits and potential pitfalls of digital engagement. By cultivating mindful, responsible use, Walford encourages students to see technology as a tool - one that can enhance their learning when used thoughtfully. 

As students move into secondary school, our approach shifts to foster independence and self-management. Responsible use becomes the critical theme, supported through our Wellbeing, Engagement and Belonging program. Here, age-appropriate activities teach students the rights and obligations associated with technology, encouraging them to navigate it with Walford’s values in mind. Each year, students sign our responsible use policies, reinforcing their commitment to thoughtful technology use. 

Our bespoke wellbeing curriculum tackles technology’s relevance to identity and safety, covering scenarios that encourage students to think critically about device use. Whether they’re using VR goggles for simulations, filming experiments, drafting reports, or analysing data in spreadsheets, technology enriches their learning experiences. Equally, we encourage time away from screens to emphasise the benefits of in-person interaction and balance. 

Walford’s technology policies don’t just focus on usage but also build social skills crucial in today’s world. Students learn the importance of social etiquette, such as putting devices away during meals and engaging meaningfully with peers. These habits nurture socially aware young people who can carry these values into life beyond school. 

Understanding the rapidly evolving digital landscape requires a community effort, which is why Walford partners closely with parents. We provide resources and seminars to keep families informed and to strengthen our collective understanding of responsible technology use. Our signature event, ‘Navigating the Digital World: Students Teach Parents’, is a testament to this partnership, with students sharing insights about their learning and skills, and parents being informed about the latest trends and ways to support their daughters to thrive in the digital world. 

Walford’s approach to technology is guided by intentionality, responsibility, and balance. By fostering early digital literacy, setting clear boundaries, and involving the whole school community, we ensure that students not only use technology as a learning tool but also develop the judgment to manage it wisely. Our commitment is to equip each student with the skills and mindset needed to navigate the digital world thoughtfully, setting a foundation that will serve them well beyond their years at Walford. 

On 15 October, at 10am, Stages 2 and 3 of the Heart of Walford were officially opened in a ceremony in the new ‘heart’ of Walford’s secondary campus. The opening was attended by Her Excellency the Honourable Frances Adamson AC, Governor of South Australia, and proud Walford old scholar, alongside special guests, staff and secondary students who will enjoy the space each day. This is the second outdoor space Walford has opened this year, with the new wonderland-themed Junior School playground opened in February.

Walford has partnered with Matthews Architects in the Heart of Walford outdoor beautification and landscaping project. Works on Stage 1 of the Heart of Walford project began in 2022, with the 1920s ‘Old Hall’ being removed, and the ‘town square’ being completed. This year, Stages 2 and 3 have been brought to life by Pascale Construction, opening up the centre of the secondary site into a calm oasis of green space, seating and natural features. The Heart of Walford features open lawns, gardens, gathering spots, a 27 metre water feature and three new flagpoles. It also includes a sculpture, titled Nest, by local artist Sally Wickes and featuring a glass piece by glass blower Llewelyn Ash, son of Walford old scholar Janet Ayliffe who is a prominent printmaker and painter. Nest represents how each individual Walford girl is known, supported, and nurtured by interconnected communities of parents, staff, and old scholars. If seen from a certain angle, the steel rings of the sculpture form the shape of a heart, a nod to its place in the heart of the School.

Principal Dr Deborah Netolicky says, “The Heart of Walford is designed to be a hub for collaboration and togetherness, as well as a calm space where the Walford students and wider community can come together, belong, learn, grow and celebrate, not just as individuals, but as a vibrant and tight-knit community. Each day, throughout the day, our students and staff move through this heart space and greet one another by name. A nod, a smile, or a ‘good morning’ as we pass each other in our school’s heart, is an expression of ‘I see you; you are known; you are valued’. Ultimately it is our students who will take ownership of this space, and fill it with joy and connection.”

Walford is currently undertaking a full internal refurbishment of its Wait Building into art studios, new Year 12 learning commons spaces, and refreshed locker rooms, ready for 2025. These works will allow construction to begin on Walford’s next multi-million dollar building project from December this year: the construction of the Jewell Pavilion and the renewal of heritage-listed Mabel Jewell Baker House, originally known as Woodlyn House, into flexible, technology-rich and modern learning spaces.

The ongoing debate between single-sex and co-educational schooling in Australia has continued to be the subject of news headlines and social media reels, with schools on the east coast continuing to explore moving from single-sex education to co-education. As the Principal of Walford Anglican School for Girls, a school that welcomes girls and boys in our co-educational Early Learning Centre, and girls only from Reception to Year 12, I see first-hand the benefits of a single-sex education for students.

Ever since Walford’s first Principal, Miss Lydia Adamson, brought her microscope to school to teach girls Science in the 1890s, Walford has provided a safe space that actively disrupts gender norms, encouraging girls to challenge societal expectations and pursue their ambitions fearlessly and without reservation or judgement. At Walford, as in other girls’ schools, gender stereotypes and gendered distractions are stripped away and girls are free to focus on learning and to ‘come as they are’. This is reflected in our tight-knit, inclusive culture of high care and high challenge, where each student is treasured for her unique gifts and talents, and celebrated for who she is and who she is becoming. 

In Walford’s Junior School classrooms, girls have the space and attention to thrive, to be noticed and to have their needs addressed. In the Middle School years, as girls become more aware of societal pressures and more engaged in their own developing identities, the sanctuary of Walford’s Middle School classrooms and intentionally-designed wellbeing and leadership programs help girls navigate these challenging years. Walford’s Year 6 and 7 Leadership Academy develops girls’ confidence and leadership skills at a key time in their growth to maturity. In the senior secondary years, Walford’s Senior School is structured to be highly agile, responsive and flexible, supporting students to exercise voice, choice and agency. Walford offers its students bespoke pathways, including acceleration, enrichment and support. In the senior years, Walford often tailors student pathways to each girl, whether to support elite athletes with their commitments, or to enable early study of SACE, VET and university courses. 

While Walford students have regular opportunities for co-educational experiences, such as through the performing arts, excursions, socials and committees, Walford’s single-sex classroom environments offer deep, focused learning and tailored teaching. Students arrive ready to learn, eager to engage, and aspiring to achieve. Our girls pursue every interest and achieve in any field. Students enjoy a huge range of co-curricular opportunities across sports, music, the arts and debating. They are offered opportunities for language immersion tours, ski trips, and our biennial STEM and Space Tour to the USA, which gives girls in Years 9-12 the opportunity to explore real-world space and aviation experiences, including the NASA-inspired Space Camp.  

While advocates of co-education argue that co-ed schools better reflect real-world environments in which students can learn to socialise and collaborate, the ‘real world’ continues to be a place of marked gender inequity. The 2024 Global Gender Gap Index places Australia at 24th in the world overall in gender equity, and at 28th for Political Empowerment, 42nd for Economic Participation and Opportunity, 84th for Educational Attainment, and 88th for Health and Survival. According to the Australian Bureau of Statistics, the national gender pay gap is 11.5%, in favour of men, as of August 2024. In real terms, that means that in Australia, for every dollar on average a man earns, a woman earns 89 cents. At Walford, the ‘real world’ is not something we aspire to emulate, but rather to challenge. 

At Walford we live and breathe our commitment to being the change we want to see in the world for girls and women, with old scholars engaging with current students, and women holding many of the senior leadership roles in our school. We know our students can be what they can see, and so we ensure that what they see is women unapologetically leading, speaking, doing, serving, and achieving, in any and all arenas. As reported in The Advertiser this year, 2023 Workplace Gender Equality Agency (WGEA) data showed that Walford is the school in South Australia with the largest gender pay gap in favour of women, at 12.4%.  

As a single-sex school we tailor our school environment to our girls, ensuring that girls are not limited by assumptions and expectations that the ‘real world’ might offer. The cocoon of Walford’s single-sex school environment means that when students leave our school gates and enter the world beyond, they are well equipped with the confidence, capacity and lifelong community to blaze trails, live dreams, be pioneers of any industry, respected voices at any table, and leaders in any field.

Dr Deborah Netolicky
Principal

Our 2024 Space and STEM Tour saw 31 excited students embark on a once-in-a-lifetime trip to the USA, highlighting the crucial role STEM education plays in empowering young women. For 13 days, students were immersed in STEM experiences that the classroom or a family holiday cannot offer. While the students visited some tourist attractions, the majority of the activities had a learning component related to science, technology, engineering or mathematics. This journey not only provided hands-on learning but also exposed students to potential STEM careers and study opportunities, underscoring the importance of encouraging girls to pursue STEM fields.  

San Francisco was the first stop. Here the students toured the National Ignition Facility in Livermore. This is a facility that investigates nuclear fusion using the world’s most powerful lasers. Following a career panel and lunch, the group travelled to the University of California, Berkeley, where a former student, Madeleine Bardy (2021), studies aerospace engineering. Madeleine, some of her peers and the leading professor from the university spoke to our students about their focus on propulsion systems and the work Berkeley students were doing on designing, building and launching rockets in the desert. Other highlights included a visit to the Exploratorium which showcases six large indoor and outdoor galleries full of creative science and mathematics exhibits, a tour of Alcatraz prison and a city sightseeing tour.   

The next five days were spent at the NASA-inspired Space Camp in Huntsville, Alabama. Space Camp activities reflect the training undertaken by astronauts and included scuba diving, three separate space simulation missions, learning to fly a plane by simulation, the one-sixth gravity simulator, the multi-axis trainer, learning about the International Space Station and more.  

The tour ended in Nashville. A guided sightseeing tour included a visit to the Country Music Hall of Fame and some local ’Swiftie’ sights. Apart from personal growth and fostering relationships between students across a range of year levels, this type of tour has many benefits. The challenges that the students are exposed to and the real-world learning opportunities they encounter are designed to reinforce problem solving and critical thinking. Student awareness of STEM related careers is increased, and they are mentored by positive role models. Overall, students were left inspired and feeling excited and curious as they returned to STEM learning in the classroom.   

We are serious about addressing the underrepresentation of women in Science, Technology, Engineering, and Mathematics (STEM), so supporting our girls in building their confidence and capabilities within STEM is critically important to us. This tour plays a significant role in their growth and our commitment to developing the next generation of women in STEM. 

Maria Caruso
Head of Science     

Walford Anglican School for Girls was thrilled to be the only South Australian all-girls’ school to be recognised at the 2024 Australian Education Awards.  

Walford was an Excellence Awardee in two categories, Boarding School of the Year (the only South Australian school in this category) and Principal of the Year – Non-Government.  

Excellence Awardee: Boarding School of the Year

For over 100 years, boarders, from regional South Australia and across the globe, have enriched our school community with their diverse backgrounds and experiences. At Walford, we are extremely proud of our boarding program, which provides a nurturing community where each boarder can belong, grow, find her place in the world, and forge a sisterhood of lifelong friends and advocates.   

Dr Deborah Netolicky, Principal of Walford Anglican School for Girls, expressed the School's delight at this recognition: "Being recognised as a ‘Boarding School of the Year’ Excellence Awardee in the Australian Education Awards 2024 is a testament to Walford's unwavering dedication to providing an exceptional experience within our Boarding House."  

Our boarding house is a modern complex where girls are assigned to cozy houses where they share communal spaces for socialising and relaxation. From impromptu movie nights to special dinners at the Fig Tree Café, bonds are forged that last a lifetime. Celebrating Boarders’ Week, and the rich homes, cultures and experiences our boarders bring, is a highlight each year.  

"Our dedicated boarding staff are committed to truly knowing each girl and understanding their individual needs," notes Dr Netolicky. "We prioritise creating a welcoming, inclusive, and supportive environment that cultivates independence, self-confidence, and mutual respect among our girls."  

While academic excellence remains paramount, Walford's boarding philosophy focuses on fostering individual talents and preparing students for life's challenges. With personalised attention, students receive support tailored to their strengths and interests. The school’s diverse co-curricular opportunities allow students to explore passions and develop skills beyond the Boarding House and classroom.  

It is important to us that parents play an integral role in their daughter's educational journey and actively foster a collaborative partnership between home and school. Through regular communication channels such as phone calls, emails, social media updates, and online meetings, parents benefit from regular insights into their daughter’s academic progress, co-curricular activities, and overall wellbeing.  

At Walford, we believe choosing Walford means more than choosing a school; it means choosing a nurturing community where your daughter can grow, thrive, and find her place in the world.   

Excellence Awardee: Principal of the Year – Non-Government  

The recognition of a Principal is not just an individual accolade but a reflection of an outstanding school with a stellar team and a wonderful community. This award is a testament to the collective achievements of Walford. Highlights include the exceptional academic results of the Walford Class of 2023, the glowing evaluation received by the Walford Junior School for its International Baccalaureate Primary Years Program, the successful launch of Walford’s 2023-2025 Strategic Plan, and the remarkable accomplishments of our students, such as the Walford Tournament of Minds STEM Team winning the International Championship.  

Our Principal, Dr Deborah Netolicky, expressed her pride in the School’s achievements, saying, “This award is a recognition of the hard work, dedication, and passion that define the Walford community. Our students, staff, and families are the heart of our school, and it is their commitment to excellence that makes these accomplishments possible. I am incredibly proud of what we have achieved together and excited for what lies ahead.”   

Dr Netolicky is a visionary and consultative leader, Graduate of the Australian Institute of Company Directors and Doctor of Philosophy. She is additionally Adjunct Senior Fellow at the University of Adelaide, member of the Intersectoral Secondary Principals' Education Consultative Committee, member of the South Australian Executive of the Australian Association of Heads of Independent Schools, member of the Editorial Board of the Journal of Professional Capital and Community, and host of The Edu Salon podcast.  

In 2023 Dr Netolicky was awarded the Australian Council for Educational Leaders ‘Hedley Beare Award for Educational Writing’ and was named on the Educator Australia’s 'Most Influential Educator' list and 'Hot List' of innovative educators, both for the second year in a row. More recently she was awarded the 2024 Australian Council for Educational Leaders SA ‘Media Award’.   

Walford is proud to have a Principal with such distinguished accolades at the forefront of the School who's unwavering commitment ensures an exceptional education for students. We look forward to building on this success as we continue to foster an environment where every student can achieve her best, her way. 

Strong historical tradition grounded in the very best education for girls  

Since 1893, when Walford was founded in the front room of Miss Lydia Adamson’s family home, Walford has been a school committed to an education for girls and young women that surpasses the limits of society’s expectations. A Walford education is synonymous with excellence, limitless opportunities (including those not seen as traditional for girls and women), and futures thinking.    

Walford students are grounded, unlimited in their aspirations, keen to learn, and willing to apply themselves to a range of pursuits with gusto and grace. Participation, effort and humility are valued along with excellence and achievement.  

Walford’s tradition of accomplishment is complemented and enhanced by our intentionally-designed learning, wellbeing and play spaces that prioritise educational value, learning excellence, and the student experience. Behind the brush fence on Unley Road are our outstanding Early Learning Centre, learning environments, Sports Centre, swimming pool, student-designed playgrounds, Junior and Senior Libraries, Junior STEAM Makerspace, Design and Technology Centre, Ellen Benham Science Centre, beautiful Boarding House, Fig Tree Café, and oasis-like spaces for our girls to enjoy. Both our primary and secondary campuses are wrapped around central ‘town square’ style spaces: the Round Garden in the Junior School, and the Heart of Walford in the Middle and Senior School. It is in these central spaces that parents gather, and through which students pass throughout the day, being greeted by name, and with a smile, by peers and teachers.  

Close-knit community  

While ‘community’ is in every school’s strategic plan, and in many lists of school values, the Walford school community is uniquely special. Our community is caring, grounded, highly engaged and tightly knit. The feeling of community is something that visitors feel as they walk through our grounds and experience the kindness of our students and deep care of our staff.   

When girls attend a Walford ‘Come and Try’ Day, they make new friends and often speak of Walford as ‘cosy’ and ‘welcoming’. Parents tell us that their daughters immediately feel a sense of safety and belonging. One father told me that touring Walford was like ‘a warm hug’.  

Old scholars talk about their experience of the School—the learning in their classes, the unwavering support of their teachers, the breadth of their opportunities in sports and arts - as something that deeply shapes their lives beyond school. The bonds of friendship forged at Walford are lifelong.  

Student voice and agency  

When I talk with Walford Old Scholars (remarkable and inspiring women!), I am reminded of what it means to be a Walford girl, and a Walford graduate. Walford girls and women are confident to sit at any table and to speak up in any conversation. They are innovative creators and principled citizens who advocate for themselves and for others, and do what is right, not what is popular. They lead through their words and actions, quietly and humbly achieving incredible things, and often blazing a trail that others might follow. They live the School motto of Virtute et Veritate, with ‘Moral Courage and Truth’.  

When I was being considered for the position of Principal of Walford, I and other candidates for the role were interviewed by the student captains, who then reported back to the selection panel. Wow, I remember thinking, Walford students are amazing, and this really is a place that values student voice in decision making. Since then, a number of school changes have emerged from student pitches and advocacy: our Wellbeing Dog Program, the refreshed School values, the design of a new school uniform, the change of the shape of the school day, and a refreshed Café menu. Walford’s Festival of Ideas, Year 6/7 Leadership Academy, and Year 9 Her World Project, are examples of formalised opportunities for students to lead and to have real-world impact.   

Sized for individual care and personalisation  

Walford is a deliberately ‘intimate and mighty’ school. Our boutique size is, as our Head of Mathematics, Dr Catherine Quinn, likes to say, our superpower. It allows us to really see, know, and hear each girl, and her family.

Our school offers an expansive range of opportunities for our students and tailors truly bespoke opportunities for acceleration, enrichment and support. We customise experiences and pathways to each girl’s needs and aspirations, which are limitless in their scope. For instance, Walford students study a number of ‘off the rack’ courses, including SACE courses not officially offered by the School, as well early university courses, and a wide range of VET certificates.   

What struck me in my early moments at Walford still strikes me now: an enduring legacy of excellence, community, student voice and deep care, founded on a history of innovation and forward-thinking leadership in girls’ education. Each student is at the centre of everything we say and do at Walford. Our strategic pillars, Big Hearts, Bright Minds, Bespoke Pathways, and Bold Futures, challenge us to continue to iterate and improve our offerings and programs to realise our vision to empower each student to achieve her best, her way. 

I am reminded every day of how privileged and grateful I am to be part of this wonderful school.  

Dr Deborah Netolicky
Principal 

This year, the Student Council led an 8-week Lent Campaign in support of the Australian Bragg Centre for Proton Therapy. The Student Council exceeded their own expectations, garnering strong support from the community, raising awareness about the importance of proton therapy, delivering new initiatives to promote community engagement while raising over $10 000.00.True to the strong sense of community spirit, the Campaign was launched with Pancake Races led by House Captains within their Houses and Valentine’s Day sing-o-grams led by ChanterElle.

The Student Council planned a series of events across the remainder of Lent, including:

• The Student v Teacher Debate which featured witty quips from Ms Thomas and Ms Scott about the virtues of supporting students to take naps during the day!
• Students versus the IT Department Mario Kart: we knew the IT team would be hard to beat but we discovered some genuine e-racing talent within our student cohort!
• Walford versus St Peter’s College Netball Showdown
• Walford v Prince Alfred College Battle of the Brains
• Bake Sale in The Heart of Walford
• Platters for Protons – a parent event held at our Parks Pavilion
• SuperHike along the Heysen Trail

A highlight of the Campaign was Platters for Protons which was led by the Student Council with the support of their parents. The Student Council aspired to reach the parent community in promoting the important work of the Australian Bragg Centre for Proton Therapy and Research, organising for Radiation Oncologist Associate Professor Hein Le to speak: he drew on the importance of advancing medical technology, noting that the Bragg Centre is the only form of Proton Therapy in the Southern Hemisphere. Associate Professor Le also brought a distinctly human element to his address, making a clear connection between the rates of cancer (which has a prevalence of 40% within the general population) and the vital importance of promoting access to lifesaving treatment. The audience were enlightened to learn that Proton Therapy has minimal side effects, allowing patients to undergo treatment without enduring the severe symptoms often experienced with other forms of treatment. This event featured a live auction along with service of food and beverages, generous donations and significant behind the scenes support from Ashley Sierp, Mark and Heather Rickman, Madeleine McGowan, Molly Moore, House & Garden on Unley Road, Kenneth Abraham and Melissa McDonald, Chris Kneebone and Libby Bamford, Wayne and Robyn Richardson, Steve and Lamia Loucas, Sean Murphy and Melanie Clarke, Con and Maria Kassapis and Al Jawhari and Angie Shafei.

This event was attended by Walford parents across the Middle and Senior School, forming testament to the power of our community: coming together in this way says something about who we are – that we place great value on Student Leadership as a form of agency in action and as a potent source of shaping and influencing our community.

The Lent Campaign concluded with a hike along the Heysen Trail which was supported by Ms Heading, Ms Lamming, Ms Proctor and myself. Commencing from Mylor, we ambled through this beautiful town and ventured out along the trail which led us through wild scrub, beautiful farmland with open vistas, rainforest terrain and an old mine site. It seemed a natural opportunity for the Student Council to reflect on their journey as leaders, the privilege of leading in our community, the power we each have to make an appreciable difference through hands of service and our capacity to form deep connection with others through service to a worthwhile cause.

I commend this group of young women to you as a torchlight in our community, setting themselves up to lead an ambitious campaign, be authentically human, support each other at each step of the journey, to draw on their resources and demonstrate courage and commitment in serving a cause greater than their own.

Ms Georgina West
Head of Senior School 

Members of the Student Council 2023-2024 include:

• Freja A
• Zeina A
• Dimi K
• Alana K
• Madeline L
• Molly M
• Alanah M
• Emily R

Figures released by the Workplace Gender Equality Agency (WGEA) on Tuesday included data from a number of private schools in South Australia.

The median pay gap for total remuneration at Blackfriars Priory School was 24.9 per cent in favour of men, and at Rostrevor College the gap was 22.4 per cent.

St John’s Grammar School had a pay gap of 20 per cent, Loreto College of 14.2 per cent, Prince Alfred College of 14 per cent and Seymour College of 13.6 per cent.

Some schools reported near-parity, such as Wilderness School with 0.5 per cent, while a small number of schools recorded pay gaps in favour of women.

Pulteney Grammar School reported a gap of 9.9 per cent, at Pembroke School the gap was 10.2 per cent and at Walford Anglican School for Girls it was 12.4 per cent – all in favour of women.

Walford principal Dr Deborah Netolicky said the school’s gender pay gap data reflected its culture, values and purpose.

“As an organisation, we pride ourselves on attracting outstanding talent, providing excellent working conditions, and creating a culture of inclusivity,” she said. Read more here

Situated in the core of Walford’s history for over 100 years, Mabel Jewell Baker House holds a significant place in our School’s story and forms the centre of the Heart of Walford precinct. ’Woodlyn House’, as it was originally known, was acquired by Miss Mabel Jewell Baker’s family in 1917 and then became the site of Walford School. The building has served various roles throughout Walford’s history, from principal’s residence to boarding house and hub for arts and learning.   

Our vision for the Mabel Jewell Baker House is to create contemporary learning spaces that embrace the future while preserving our past. Within the heritage façade, forward-thinking learning spaces utilising modern technologies have been designed to facilitate flexible learning, academic excellence, and collaboration, reflecting the needs of today’s students.  

 The preserved charm of the original features will combine with abundant natural light and elegant finishes that elevate the entire space, and speak to its special history. Upstairs and downstairs, spaces extend to offer both indoor and outdoor learning opportunities, including the upstairs balcony of the new Jewell Pavilion. Here, students can let their imaginations soar while overlooking the Heart of Walford.  

We invite you to explore the architect’s impressions of the completed space, which will be submitted for planning approval soon. 

The redevelopment efforts will extend to include the renovation and refurbishment of the Wait Building. Key features of the upgraded Wait Building will include exciting Visual Arts facilities and modern Year 12 'Common Room' spaces, reimagined for our independent Year 12 learners.

To discover more about our redevelopment, including the transformation of the Wait Building click here.

“At Walford, we believe in the immense potential of young women to effect positive change locally and globally,” said Dr Deborah Netolicky, Walford Principal. “Our school has a proud legacy of nurturing trailblazers who drive lasting societal change. The creation of this fund is a testament to our commitment to supporting the next generation of leaders in social justice, business and innovation.”

This seed fund is the first of its kind in South Australian schools and supports Walford’s commitment to empowering young women to become leaders and change-makers by fostering innovation and social responsibility among its students.

The primary objective of the Walford Changemaker Fund is to cultivate innovative thinking among students, equip them with the skills to understand and address complex challenges, and to literally invest in our students. Rooted in the principles of ‘human-centred design’, the program emphasises entrepreneurial skills such as problem solving, project management, critical thinking, teamwork, and communication.

“By establishing this fund, we aim to break down barriers that hinder young women from pursuing leadership roles and social entrepreneurship,” added Enza Iammarrone, Walford Changemaker Founder. “We are dedicated to providing students with the tools they need to thrive in the real world.”.

Students who pitch their ideas for the Walford Changemaker Fund are rewarded with an opportunity to win $500 from the School to launch their social enterprise and an in-kind mentorship package to support their journey from the start-up community at Stone & Chalk.

April Ridgway
Director of Marketing and Community Engagement

While these results reflect the talent and dedication of students, an ATAR is not the definitive measure of success. Each young woman is so much more than a number; she is not defined by this score at this moment in time, nor will it limit what she goes on to achieve. Each graduate has an individual story to tell, of learning, growth, and challenges overcome. Each young woman’s achievements are a result of hard work, pursuing her personal best, and following her own path, in her own way. For the Class of 2023, learning, growth, achievement, service, and living a life of integrity and contribution, will continue to be lifelong endeavours. 

6% of the Class of 2023 achieved an ATAR of 99 or above, placing them in the top 1% of the nation’s graduates; 28% of the cohort achieved an ATAR of 95 or above, placing them in the top 5% of the nation; and 48% attained an ATAR above 90, placing them in the country’s top 10%. The cohort achieved 26 Merits and completed 19 Vocational Education and Training (VET) qualifications. Of the 30 subjects studied in Year 12, 58% percent of all grades were in the A band. 

An early analysis shows that Walford students achieved exceptionally well across all subjects when compared to state benchmarks. In Physics, for example, 50% of Walford students attained an A+, as compared with 6.8% of students across South Australia. In Business Innovation, 27.3% of Walford students attained an A+, as compared with 5.3% of students across the state. 20% of Walford Economics students attained an A+, compared with 3.5% of students across the state. In Industry and Entrepreneurial Solutions, 20% of Walford students achieved an A+, as opposed to 8.9% state-wide. In Research Project, 19.7% of Walford students achieved A+s, as compared with 5.6% of students across the state. 

Each student can feel justifiably proud of the personal excellence she has achieved.  

On behalf of the Walford community, we extend special congratulations to our SACE Dux of 2023, Stella Jolly, on her outstanding results, achieving an ATAR of 99.60 and a Merit in Research Project. We also congratulate Scarlett Minney, our IB Dux of 2023, who received a score of 38/45 (equivalent to a 95.30 ATAR), and Merits in Chemistry Higher Level and Physics Standard Level. Well done, Stella and Scarlett!

Charlotte Newman achieved an ATAR of 99.55 and a Merit in Biology. Sara Zanker achieved an ATAR of 99.1 and Merits in Economics, General Mathematics, Visual Arts – Design, and Research Project. Lara Tamke achieved an ATAR of 98.8, a Merit in Economics, and a High Distinction in Introduction to Forensic Science through the Headstart program at the University of Adelaide. Elena Pontifex achieved an ATAR of 98.55, a Merit in Economics, and a Distinction in Introduction to Australian Politics through the Headstart program at the University of Adelaide. Emma Riddell achieved an ATAR of 98.55 and a Merit in Research Project.  

Mia Worth achieved an ATAR of 98.4 and a Merit in Research Project, and attained the Gold Award in the Duke of Edinburgh’s International Award. In addition, Mia will receive a Governor of South Australia Commendation Excellence Award which acknowledges and celebrates overall excellence in the South Australian Certificate of Education, including excellent academic achievement and success in developing the SACE capabilities of Literacy, Numeracy, Information and Technology Capability, Creative and Critical Thinking, Personal and Social Capability, Ethical Understanding and Intercultural Understanding. Congratulations, Mia on recognition through this prestigious award! 

We also congratulate Chaeli Rowley, Beth Worthley, Gemima Reid, Molly Stewart, Amelia Trengove, Scarlett Papps-Burford, Ava Morrow and Ella Deland who achieved ATARs in excess of 95. Congratulations to Ella Deland who additionally attained a Merit in Research Project. 

What the above numbers do not reveal are the stories behind each student’s results, the many steps along the whole schooling journey that have led to this point, the resilience built and values lived, the skills learned and habits formed, and the personal wins of each individual student.  

We at Walford are very proud of every member of the Class of 2023, and we know that there will be more good news yet as our graduates make their way to exciting post-school destinations, as valued old scholars and enduring members of the Walford community.

Deborah Netolicky
Principal 

Year 5 Exhibition – Social Enterprises

The Year 5 Primary Year Program Exhibition at Walford in 2023 was a testament to the school’s commitment to nurturing young minds into socially conscious and skilled individuals. 

Focused on the central idea that ‘social entrepreneurship has a positive impact on communities,’ our Year 5 students delved into the realms of enterprise, exploring revenue streams and mastering data analysis. Demonstrating their adaptability in the digital era, students used technology to create innovative solutions, from mapping app interfaces to using co-spaces to build three-dimensional digital designs of their proposed retail outlets.

This learning experience was not just about enterprise, but also social responsibility, with each team interweaving a social intent aligned with the UN Sustainable Development Goals. It was clear our students connected with their goals, showcasing inclusivity and empathy in their social enterprises.

Our impressive Year 5 students articulately pitched their ideas to the ‘sharks’ on the couch, addressing the needs they were meeting while confidently providing considered responses to impromptu questions. It was apparent that each had developed skills and confidence in presenting, and it was a true demonstration of their readiness for our Middle School and another useful string to the bow as they prepare for life beyond school.

Year 8 Start Ups – $20 Boss 

Moving to Year 8, our budding entrepreneurs engage in the $20 Boss initiative. This innovative group of students also used the UN Sustainable Development Goals to drive meaning behind their enterprising endeavours. These students honed their financial capability, navigating the challenge of starting a business with a mere $20 loan. Beyond budgeting, they delved into empathy exploration by undertaking interviews to gain a deep understanding of potential customer needs. They used this perspective building process to create products or services that were likely to successfully satisfy the target market before undertaking the design cycle to ensure their prototype would be valued by customers in their target market.

Their project management skills shone during preparations for Market Day, as they strove to ensure their production and promotion were timed and all was ready for the specified selling days.

The skills developed through this program are scalable and transferrable, preparing our students for the future workforce, regardless of their pathway.

Year 9 World of Business – Future of Finance competition

Our Year 9 Elective, World of Business, allows students to develop solutions for helping the next generation see money differently. This year, students’ innovative apps, addressing various aspects of financial literacy, earned them a spot in a Sydney incubator program in the Future of Finance Competition.

The Famnomics card game, JobJrny App, and Budget Builder App not only showcased their creativity and problem-solving abilities but enhanced their digital literacy and ability to work as a team. 

Famnomics: “Our solution is a family card game that matches the economic terms to each other, from a word and an explanation. It also has extra questions on the card that let the parents elaborate on the idea to teach their kids about each concept further, making it more personal and easier to play the game along the way.”

Jobjrny: “Our solution is an app called JobJrny, that includes all things ‘first job’. E.g. store locators, resume templates, information, recommendations and trial questions for job interviews. We want our app to be accessible for young people looking for their first job and employers that need workers.”

Budget Builder: “ Our solution is an app to teach about budgeting, there will be a kid mode and a young adult mode. These modes will have different settings. Our kid version has a parent authentication (aged 13 and below), allowing the parents to log in and see the kid’s game. In the young adult simulation (aged 14 and above), the player goes through different stages of life and learns how to earn money and budget in different situations. The player can get a job and use the money they earn to buy things in the simulation.” 

These students developed their digital literacy and teamwork through this future-focused challenge, and their experience in Sydney allowed them to increase their confidence and agency. As a result, all three teams have their work showcased on the Young Change Agents website.

Throughout these endeavours, a team of dedicated staff in both the Junior and Middle and Senior Schools support the development of critical enterprise skills.  

The Walford entrepreneurship pathway provides opportunities for growth for our students and a pathway to achieving their best in an evolving future landscape.

Alice Speirs
Head of Middle School 

We are delighted to share that Dr Deborah Netolicky, Principal at Walford Anglican School for Girls, has been awarded the prestigious ACEL Hedley Beare Award for Educational Writing.

The ACEL Hedley Beare Award for Educational Writing is a testament to Dr Netolicky’s dedication to bridge research and practice in education, and to contribute to national and international education communities. Her outstanding work in the realm of educational leadership has not only earned her this recognition but has also contributed to the advancement of educational discourse.

Dr Deborah Netolicky, who was appointed Principal at Walford Anglican School For Girls at the start of this year, has consistently demonstrated forward-thinking leadership in the educational sector. Her commitment to excellence has been acknowledged through multiple awards and accolades throughout her career, including being named on the Educator Australia’s Most Influential Educator and ‘Most Innovative Educator’ lists. Recent awards include the 2021 AERA Educational Change SIG Emerging Scholar Award, 2021 Michael Fullan Emerging Scholar Award, and the 2021 ACEL WA Certificate of Excellence in Educational Leadership.

Chair of Walford’s Council of Governors, Mr Peter Hastings, said

We are thrilled to celebrate Dr Netolicky’s achievement. By contributing to the educational debate, Deb’s accomplishments reflect the Walford value of service to community and benefit our school community through innovative educational methods which stimulate the bright minds of our students.

Our Walford 130 Grand Gala was a joyful celebration of Walford’s 130 years of educating girls and young women, and of building a community of students, parents and alumnae whose lifelong connections and meaningful contributions reach far into the world. More than that, the evening was part of a collective philanthropic effort to transform the lives of young women, with fundraising efforts going towards the Frances Adamson Scholarship.

This new scholarship, named after Walford old scholar and Governor of South Australia, Her Excellency the Honourable Frances Adamson AC, is for young women who would otherwise be unable to benefit from a Walford education. Recipients will contribute much to our school through their embodiment of our values of Courage, Commitment, Community and Growth; and will no doubt contribute far beyond the School in all they go on to achieve and do.

Walford girls, young women and old scholars embody Walford’s motto of Virtute et Veritate – ‘Moral Courage and Truth’. At the Gala, the moving speech by our guest speaker, scholarship recipient and outgoing Boarding House Captain, Sara, received a standing ovation for its authenticity and courage.

Each girl has always been Walford’s north star. It is our students—their gifts, their achievements and their voices—that shine bright and illuminate our staff’s unwavering commitment to each student’s wellbeing and education. Each girl is the beacon that guides parents’ partnerships with us in cherishing and nurturing the individuality of each student, including those who are yet to even imagine that a place for them belongs in our school.

Safeena Husain said that “girls’ education is the closest thing we have to a silver bullet to help solve some of the world’s most difficult problems.” Everyone in our community is passionate about the opportunities a Walford education can unlock. It is with sincere thanks I acknowledge our remarkable organising committee, and our Gala sponsors: Coopers, Dandelion Wines, Amelia Burge, Bosworth Wines, Ditters, Norwood Foodland, CW Wines, On the Table Events, Cater Care, Ouwens Casserly Real Estate, Matthews Architects, Openbook Howden, Klemm Homes, Simon Alexander and Zagame, and equally as important, our community. Without their support, this scholarship would not be possible.

Together at the Gala, our special community supported our wonderful school while being part of something larger than ourselves: offering life-changing opportunities to deserving and exceptional girls.

Dr Deborah Netolicky
Principal

This is one of the best and most emotional weeks in any school calendar, a week of moving ceremonies and meaningful traditions that reveal all that a school has meant to a cohort of students, and all that those students have meant to their school community.

At Walford, our students participate in student-led assemblies in which they share speeches, videos and dances that reflect on their time at the School. Our Year 12s are gifted an incredible themed breakfast by the Year 11 leadership group, and they pass through a guard of honour made up of students and staff from ELC-12 who cheer them on as they pass through the Heart of Walford, where they ring the historic bell, and out the School gate, as a symbolic ending to their formal schooling. They also enjoy a graduation ceremony and post-ceremony celebrations with families and staff.

Our Year 12s graduated with grace, fun and solidarity, expressing their immense gratitude for the friendships, opportunities and support they received during their unique Walford experiences. For many students, it was bittersweet, with the sadness of an era ending, and the excitement of new beginnings. It was filled with the nostalgia of all they had encountered and the comfort of what and who they know at Walford.

Graduation marks a time of endings and beginnings; students leave the chrysalis of the school cocoon, with its comfort and support, and spread their wings ready to enter the world beyond. A chrysalis is always formed in a sheltered and safe space. It begins as a soft cocoon but over time, as silken thread is added to silken thread, the cocoon hardens and becomes a protective shell. At Walford, our students have become protected by thread upon thread of connection, community, opportunity and experience. Year after year, they are surrounded by wonderful friends and family, dedicated and expert teaching staff, and inspiring old scholars, who all support them in their individual journeys through school. The intimate size of our school, and our commitment to each student and her growth, allows our staff to wrap around each young person and to know each family. Our students comment that they love knowing everyone in their year group, but also peers across the whole school.

Parents are a key part of the protective cocoon from which students emerge when they graduate. They have walked alongside their daughter and in partnership with the school. They have made a significant investment in their daughter, some for more than 13 years, to provide her with the distinct privilege of a Walford education, often at substantial sacrifice to themselves. As a school, we understand the faith required to entrust a child into our care for their education, and in the case of boarding, to walk with them in their daily lives and through the ups and downs of adolescence. It was humbling last week to hear parents’ stories of their daughter’s experience of being seen, heard, known and catered for in our school, and the warmth, groundedness, and care that has resonated throughout their daughters’ experiences at Walford.

As students grow within the Walford cocoon, they transform within an environment that is so much more than schooling or learning. Each individual is more than a score or a list of achievements. Walford’s culture of leading—in which leadership is about character and way of being, not a badge or position—is embodied in the Walford motto of Virtute et Veritate— ‘Moral Courage and Truth’. It is evident in how female leadership, voice, ambition, and achievement are normalised, and how students’ confidence grows across their school journey.

Being a Walford woman means living truthfully and acting courageously. Each student is encouraged to be principled, courageous, and to advocate for what is right, rather than what might be popular or easy. Walford students are confident, capable, and compassionate. They are independent thinkers and know how to be adventurous, to have fun, to try new things, to learn from failure, and to support their peers. They become world-ready young women who are curious global learners, reflective thinkers, warm collaborators, accomplished communicators, and compelling leaders. Our 2023 graduating class are women not afraid to step up and speak up, who will continue to change the world for the better.

Our graduates are forever bonded by their time at Walford. Soon they will become Walford old scholars and join the ranks of the remarkable graduates of the School. When I see Walford women out in the world, they are kind, compassionate and dedicated to making a positive difference. They are formidable in their talents, achievements, and determination.

And so, I encouraged our Year 12s, as they emerge from the chrysalis of a Walford education, to continue to shine, to grow, to take up space, and to be unapologetic in their desire to learn, live, and contribute to making the world a better place for others. I shared with them the words of Minor Myers Jnr., words I know they will bring to fruition: “Go into the world and do well. But more importantly, go into the world and do good.”

Dr​ Deborah Netolicky
Principal

We believe it is important to harness each student’s aspirations and recognise their hard-earned achievements as it fuels their personal growth and contributes to them each reaching their goals. 

Earlier this term, we were thrilled to acknowledge Year 12 students Claire and Beth, who were awarded the School’s highest honour – a Walford Blue.  

Achieving this award is quite a formidable task. Students in their final year are required to demonstrate exemplary commitment by actively supporting their peers and assuming leadership roles within their school activities. They must consistently exhibit outstanding participation, regularly attending practices, competitions, rehearsals, and performances. Their dedication should result in achieving a notable proficiency level that distinguishes them from internal and external peers. Equally vital is their display of excellent sportsmanship and a collaborative spirit, fostering teamwork within their chosen pursuits. And ultimately, they must have represented the School at a distinguished level, whether at the State, National, or equivalent stage. 

Claire has received this award for her commitment to soccer at a national level. She is the 2023 Soccer Captain and has represented Walford since Year 7. Claire’s talent has been recognised outside of the School gates, having been selected to represent South Australia on numerous occasions and as a shadow player for the Junior Matildas under-17 Australian squad. Claire was also invited to train with Adelaide United FC for the 2022/2023 season.  

Beth is a member of the Sturt District Cricket Club’s 1st Grade women’s team and was the Captain of their Under 18 team for the 2022/2023 season, where she was recognised as their most valuable player, while also being awarded the Sturt District Cricket Club batting trophy. She represented South Australia at the U19 National Championships in Perth, and is a ‘train-on’ player for the State women’s team, the SA Scorpions. In addition, Beth has been selected to play in the Under 19 Lanning vs. Perry Series in Brisbane and has been awarded the Contribution to Sport Award by the Independent Girls Schools Sports Association (IGSSA) for her significant and valuable contribution to sport.  

Our younger students are equally as ambitious. They are also eagerly pursuing their academic goals and co-curricular passions with a boundless enthusiasm that promotes a promising future filled with innovation and excellence. Their hard work has also seen several of them thrive on the state to global stage.  

Ellen (Year 10) has been selected to represent Australia at the upcoming Pacific Games to be held on Solomon Islands this November, while Sophie’s (Year 9) sailing has taken her to Germany for the Youth Final of the SAILING Champions League.  

In their first-ever season of sports Aerobics, our Walford Stars came 6th in their division (Primary Pre-choreographed teams Year 5) at the FISAF National Championships in Queensland after winning the state finals in their respective division. In addition, Indira (Year 9) and Larasati (Year 7) also respectively won silver and gold for their club Activ8. Larasati and her trio team have qualified for the World’s Aerobics competition in Ghent, Belgium and will represent Australia this October. 

Other National representation includes Katrina (Year 9) who qualified to compete at the Australian Interschool Equestrian Championships, Abbey (Year 11) who is representing Australia in Softball, Lucia (Year 9) who is heading to Canberra to compete in the Under 15 Water Polo Championships at the Australian Institute of Sport and Lillian (Year 12) who has attained the title of Under 22 National Tumbling Champion. Alexandra (Year 8) was also successful in being selected for one of the U15 girls state Lacrosse teams to play in the national tournament in Ballarat. 

Outside the sporting arena, our girls are also excelling with their dedicated and outstanding performance in academic pursuits.  

Cristina also in Year 9 was recently awarded 3rd place – Poetry 9/10 for her poem at the Young Writers Awards for the South Australian English Teachers Association, and Zizhao (Year 8) was also shortlisted. 

The success of our girls can also be attributed to our staff and old scholars who – during their own pursuit for excellence-– are positive role models within our community. 

Ms Paula Winter, was awarded the Don Burrows Award for Recognition of Long Service for Music Tutor from the Association of Heads of Music in Non Government Schools.  

Old scholar Emily Elkhoury (1994), was recognised in the Advertiser’s “Listed: Meet 80 innovative businesswomen in South Australia” for her boutique mortgage broking business Phoenix Lending, Danielle Wood (1997) has just been appointed chair of the Productivity Commission and Angela-May Rullo (2017) was named valedictorian at her recent graduation ceremony at Adelaide Uni for her Bachelor of Commerce degree. 

It is evident, the path to our students, staff and old scholar success knows no boundaries. Congratulations to all, we are immensely proud of the strides you are taking to shape your goals and reach your ambitions.  

Our special guests were Her Excellency, The Honourable Frances Adamson AC, Governor of South Australia, and her husband Mr Rod Bunten. In attendance were Mr Peter Hastings Chair of the Walford Council of Governors, members of the School Council, old scholars, parents, staff, friends of Walford, and Walford students.

In Walford’s 130th birthday year, we enjoyed welcoming Her Excellency back to her school. I am new to South Australia, having arrived here from Western Australia in January, and I have quickly become inspired by and, in fact, in awe of, Her Excellency – the Governor of South Australia, and a Walford old scholar who completed Year 12 at Walford in 1978, graduating as Science Dux and Vice-President of the Student Representative Council. Her Excellency’s mother, the Honourable Jennifer Cashmore, former South Australian Liberal MP, Minister for Tourism, and Minister for Health—was also a Walford old scholar only the third woman in the state to be elected to the House of Assembly.

Her Excellency was repeatedly ranked as one of South Australia’s most influential people before her appointment as the 36th Governor of South Australia. During her Bachelor of Economics, she was the University of Adelaide’s first female captain of the boat club in its 103-year history and went on to join the Commonwealth Department of Foreign Affairs. She worked as a Foreign Diplomat in Hong Kong, headed the Australian Commerce and Industry Office in Taipei, and later served as Australia’s Ambassador to China. Earlier in her career she served twice in the Australian High Commission in London. In 2016, Her Excellency was appointed Head of the Department of Foreign Affairs and Trade. She has also been International Adviser to the Prime Minister and Chief of Staff to the Foreign Minister and Defence Minister. She is clearly a remarkable woman, exemplary leader, and an inspiration.

I particularly admire Her Excellency’s service to international diplomacy and democracy; her commitment to excellence and equity in education for all; and her deep respect for Kaurna language, people and country, and other South Australian Aboriginal lands. In many of her roles she has been the first woman, a literal trail blazer who has created a path along which others might follow, or she has opened a door for the first time so that other women may later more easily walk through it. I think of our, and the kind of courage and truth it must take to forge such a career grounded in deep service, while also living a rich family life.

An Evening with the Governor included an Acknowledgement of Country by Junior School leader Phoebe, a brief video showcasing our school, and a superb violin solo by Annabelle (accompanied by Jamie Cock). Her Excellency addressed the audience, after which I was privileged to have an informal conversation with Her Excellency during which she answered questions from me and from the audience, including from students. The Governor spoke about her experience of the Coronation of His Majesty Charles III, and how Walford crossed her mind as she sat in Westminster Abbey; about the resonance of the Walford School motto, Virtute et Veritate (With Moral Courage and Truth), throughout her life and career; and about the importance of inclusion, social justice, and gender equity. It was interesting to hear about challenges she has faced, inspiration she has drawn, and that there is a distant family connection between Her Excellency’s family of Adamsons, and Lydia Adamson, the founding Principal of Walford. The Vote of Thanks was given by our School Captain Lara and Vice Captain Ava, who escorted Her Excellency and the official party to and from the event.

This event is one that reflects our School – while it was a formal and important occasion, it was also intimate, personal, and shared with our close-knit community. The buzz in the room after the event was testament to how energising it was for the audience to hear from Her Excellency. Our students, inspired, were flocking around the Governor to speak with and thank her during the reception that followed.

I was thrilled during the evening to announce, alongside Her Excellency, the establishment of a transformational scholarship. In this 130th year of our school, we are launching the establishment of a scholarship to which Her Excellency has generously offered her name: the Frances Adamson Scholarship. This scholarship—which has social justice, integrity and the empowerment of young women at its heart—will provide the dream of a Walford education, to courageous and compassionate young women, for whom this would otherwise not be possible. Applications will be invited from students who would not otherwise be able to attend Walford, including from students identifying as Aboriginal and Torres Strait Islander, and of refugee status.

The scholarship will be open for applications in 2024 for commencement in 2025, for students entering the School in Years 9, 10 or 11. It is part of a suite of actions the School is taking as part of its Reconciliation Action Plan and the 2023-2025 Strategic Plan, focused on the strategic pillars of:

• Big Hearts: ensuring the wellbeing and belonging of all students in an inclusive diverse, connected community.
• Bright Minds: engaging all students through future-ready learning and teaching that inspires and empowers.
• Bespoke Pathways: enabling personalised excellence by supporting each student to achieve her best, her way.
• Bold Futures: ensured through opportunities to learn, lead, serve, and be the change we want to see in the world.

We will soon be able to share more details about this transformational scholarship, and how you might contribute. We are hoping to change some lives.

Dr Deborah Netolicky
Principal

For us, Bespoke Pathways means that from early learning through to senior secondary, and beyond, Walford students are supported to co-design their own trajectory and experiences in ways that best suit them, to achieve that to which they each aspire.

Walford students are supported in carving their own paths at a time when young people are being met with the most significant disruption since the industrial revolution, facing a time of unprecedented challenge environmentally, economically, socially and emotionally. Rapid change is being driven by accelerating globalisation and exponential advancements in technology. KnowledgeWorks (as cited by Hannon & Temperley, 2022) are forecasting that we will become so inextricably linked with digital devices that we will live as partners in code, leading the next generation into a phase of human digital co-evolution. As educators, the key will be empowering young people to use technology so that it leverages their capacity to make unique contributions.

At Walford, we are tasked with preparing students for jobs that are yet to exist, using technologies that have not been invented, to solve problems that are yet to fully materialise. This makes education exciting and also poses important questions about how we set about developing the capabilities of students and the contexts in which this development occurs. The OECD has forecast four scenarios for schooling:

• Schooling extended
• Education outsourced
• Schools as learning hubs
• Learn-as-you go

One very clear lesson learned throughout Covid was that young people crave belonging to their school communities for the sense of wellbeing, care and connection schools provide. This is an important indicator that schools as institutions remain important as hubs for children and adolescents, providing the training ground in preparing them as future ready agents of their own learning. A strong body of research indicates that there are two important things schools can do to ensure students are future ready:

• Build a solid foundation. Literacy and numeracy remain crucial as key elements in a learner’s journey, providing the passport to access all other learning opportunities.
• Provide personalised learning environments. This will enable students to identify interests, nurture passions, make connections between different learning experiences and design their own learning projects in collaboration with others, developing students as agile and dynamic agents capable of navigating complexity.

Bespoke Pathways is about providing a highly agile, responsive, challenging and flexible schooling environment that honours the needs of students to use their voice, exercise choice and draw upon agency. In practical terms, this is about enabling students to select learning experiences that reflect their interests including our interdisciplinary short course electives, enabling students to engage their teachers in co-design of learning experiences and at the senior level of schooling, supporting students to map their own curriculum pathway including early entry in SACE subjects, being accredited for experiences beyond school such as the Duke of Edinburgh Award (Bronze, Silver or Gold), vocational learning and for those who are ready to extend themselves, early university study.

In addition, the Future Curriculum Working Party is a team of interdisciplinary teachers across the Junior, Middle and Senior Schools. It is our aim to draw on a blend of futures thinking, robust evidence and practical experimentation in learning contexts, ensuring we deliver learning experiences that position our students as principled agents of their own futures. Drawing on the work of Hannon and Temperley (2022), we believe that learning ought to be technology enhanced and we are therefore looking to ensure we sequence learning experiences across the whole school that expose students to robotics and computer science (particularly as code will be increasingly significant in our lives), mixed media such as filmmaking and podcasting, digital design with industrial applications including fashion design, architecture, visual art and design and engineering with a focus on the prototype process where students can engage in ‘fail forward’ learning – drawing from failure to improve design.

This is such an exciting time to lead and learn at Walford. Our students will graduate as future ready young women who know how to learn, possess awareness of and the ability to use their strengths, can readily identify and seize emerging opportunities; are good at being human (can empathise and connect positively with others) and can mobilise their knowledge, skills, experiences and values to successfully navigate complexity.

Ms Georgina West
Head of Senior School

As part of these capital works projects, ELC Director Charmaine Brooks and her team have closely observed, listened to, and documented children’s play and interactions with the environment, alongside the opportunity to include parent consultation, throughout this reenergising process. This is certainly an exciting time moving forward for our Early Learning Centre, as part of the Walford community.

At the beginning of 2023, our outdoor learning spaces between our ELC buildings received a refreshing make over, to include purpose-built decking, natural grass and an extended sandpit, to better define the learning spaces and intentionally enhance the opportunities for zones of play and creativity.

This week we celebrate the opening of the play area at the front of the Walford ELC. This space has also been redeveloped to enable an enriched flow between indoor and outdoor play, alongside the priority of connecting our youngest learners with the natural world, throughout their early learning day.

This purpose-built space includes opportunities for gross and fine motor development, play, exploration, and collaboration. Educators carefully connect and provide scaffolding alongside young children’s play, in alignment with the Early Years Learning Framework and IB PYP conceptual Units of Inquiry, as these frameworks underpin the learning journeys that take place in our centre.

The Future of Learning Environments, Play, and a Renewed Sense of Flow

It is well researched and widely practiced, that human relationships engage and nurture early learners. Educators in early years settings undoubtably facilitate a sense of belonging and emotional security and this is experienced and felt deeply amongst our ELC and wider school community. Routines and rituals of the early learning day, emphasise self-regulation and encourage flexibility in thinking, as these will be the necessary foundations for later schooling and life.

It is equally important that we give emphasis to the physical environments in which young children explore and learn within – and increasingly, how children transition and move between these environments. We identify that play does not just happen – it is the way in which the spaces and learning provocations are designed, and the intentionality as to how materials and provocations are prepared, that will impact optimal learner engagement and enable educators to scaffold next steps for a personalised early learning experiences and enriched play.

The natural world and taking responsibility for a sustainable, natural world is becoming an increased focus of the practices in our Early Learning Centre. This provides a sense of calm and connection for young children; particularly as we navigate being part of busy households, increasing influenced by digitisation. Open-ended materials, manipulatives, attractive spaces, creativity, and imagination are prioritised and the removal of tasks with pre-determined end-products, are minimised. Carefully selected plantings have also been added, to enhance the visual and sensory appeal of our recently upgraded spaces and ELC children engage with the much-loved garden beds for their own short- and long-term projects.

As a professional learning community, our ELC educators are currently working on both streamlining and enhancing the documentation of the happenings and the rich conversations between educators and learners. This includes continuous feedback with families, showcasing the ways in which young children can competently express themselves using language, materials, images, and media, as they engage in our indoor and outdoor environments.

We are embarking on exciting times for early learning at Walford. As we continue to develop and work with our evolving learning spaces, the role of the educators and co-educators will also continue to evolve. There is renewed potential to draw on the strong relationships that are the foundation of our centre, as we further mentor our ELC children about their place in our learning environment, with strengthened intention, energy, and flow.

Mrs Kate Barber
Head of Junior School

Walford’s Early Learning Centre offers the childcare subsidy and is ideally located, near the Adelaide CBD, coastal suburbs and Adelaide Hills. We offer a rigorous early years program, with an emphasis on nurturing child-to-educator relationships and the opportunity for connections with natural world, in a predominantly urban setting. Playgroup is facilitated weekly, with an emphasis on connection, friendship and support for families.

Walford’s ELC offerings, include our 3-4 year-old program, with a minimum required enrolment of 2 days per week and our 4-5 year-old program, with a minimum required enrolment of 3 days per week. Both programs are closely connected with the Walford Junior School.

A Mid-Year Reception class is offered to girls beginning in Term 3 each year, who are continuing to Reception at school in the following year.

Extended before and after school hours are also offered, as part of the ELC, providing the opportunity of flexibility within a 7.30am – 6pm day.

Some negative types of thinking may include:

• When our thinking dwells in the past to a level that it influences our ability to function in the present;
• When our thinking is constructed of language that is absolute in character and leaves little room for imagining a different future;
• When our thinking prevents us from recognising our own strengths or the strengths of others.

Seeking Assistance and Overcoming Barriers

Obtaining beneficial assistance is important and may take different forms from professional intervention to simple personal mindfulness activities. Ironically the hindrance to seeking assistance may very well be our thinking. But today with the breakthroughs in neuroscience and disciplines such as positive psychology our understanding of ways to help and assist people are developing further and challenging some long held models.

Organisations such as Beyondblue,Lifeline and Kidshelpline offer understanding, information and strength based assistance via a variety of mediums. Their aim to help individuals access assistance and help identify ways to continue assisting  themselves  and/or their friends, is a powerful message.  Just as we say “it takes a village to raise a child” it takes a caring community to help in challenging times.

The Power and Volume of Thoughts

It is a fascinating theory from neuroscience that we may have as many as 50 000 thoughts a day or even 10 000 internal conversations with ourselves but whilst these numbers may seem high what they do is highlight that regardless of the numbers involved our thoughts and thinking matter. It highlights the need to be mindful about our thinking.

The Cycle of Rumination and Its Effects

Rumination originally referred to a cow chewing its cud, but it also refers to a thinking process whereby you go over and over a happening in your own mind or in dialogue with others. If this rumination continues for a set time and then moves into creative reflection it might lead to developing new ideas but what happens if you continually go over something from the past in a negative fashion. What happens when you continually think the same negative thoughts and do not provide yourself with scope to see an issue in a different light.

Coaching Positive Thinking in Children

If a child continually thinks “I‘m not smart” or “I do not have friends”  their behaviour may very well change to reinforce their thinking. They may not strive to work because “they are not smart” so they think working will not change the outcome. If a child thinks they do not have any friends and so keep to themselves, their actions will say to others that they do not wish to join in, that they are happy alone and so they are left alone.

But if a child says” I’m not smart” and they are helped to identify what they are feeling and why such as “I feel frustrated because I can’t do… yet”, they may begin a process of problem solving. Something that had seemed permanent now becomes more flexible. As they identify what it is they would like to be able to do and ways to achieve it, they are helped  to see that what they thought was insurmountable is achievable.Children especially need to learn and be coached in developing ways to think that allows them to know they can help themselves by talking to people they trust, and to persevere in seeking help until they get the assistance they need.

Olwyn Riquier