Insight Magazine 2018

Insight Internationally British

2017 - 2018

Curriculum Development

Beyond the Classroom

Mental Health, A Student Perspective

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P8

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Contents

Curriculum Development —P4

This year I learned...

— P 12

Our International Roots — P 24

Rewriting the Rules of Language Learning — P 14

Educating & Elevating – P 32

P3- Dear BSN Community

P20- SSL Providing a 3-18

P31- Life of a Tweet

Continuous Learning Journey P7- BSN Vision, Mission & Values

P35- A Finance Overview P21- Behind the Scenes

P8- Beyond the Classroom

P36- Team Strength P22- Mental Health

P10- Wise Words for Our Leavers

P38- Family Association P26- Edtech Strategy

P11- University Destinations

P39- Contributors P28- The Value of Your Data

P16- TEDx Youth @ BSN P29- Alumni – Connecting P18- Involved & Active

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Past to Present and Future

Dear BSN Community Welcome to the 2018 edition of Insight.

Whether you are a parent, student, staff member or prospective family, we hope that you find something interesting and informative in our collection of articles.

The fresh new style presents key content such as an inside look at curriculum development and highlights of student learning and activities across the whole school.

It has been a busy year and we have spent a great deal of energy responding to the requests from parents from various listening exercises.

I hope you are enjoying navigating your way around the revised Gateway; we also know that many of you have downloaded and are already using the BSN App, which provides live information about your children’s timetable, calendar and homework. Do tell us what you think.

We know our children are entering an increasingly technological world and it is our responsibility as parents and educators to ensure that they are ready

to seize the initiative and opportunities available but not at the expense of their safety or a balanced view of the physical world.

This is a theme to which I will return next year inevitably but in the meantime, The BSN is determined to provide the right framework and the right learning tools to prepare your children for their future. The introduction of the Surface Pros at SSV this year was a significant investment and a herculean logistical challenge for our talented IT team.

Of course, parents still appreciate the chance to engage with the school through printed publications and by meeting representatives in person and we don’t intend to lose sight of this.

respond to change, in the right ways, to ensure that we build on our excellent reputation for quality teaching in inspiring learning environments. We will always be ambitious for your children.

At the end of my third year, I have been impressed by the determination of all staff to improve our offer. Every team, in every corner of the school, is working to increase professional capacity, develop new resources and environments and design systems and processes to ensure we continue to excel. There have been so many stunning moments to celebrate this year. Flicking through the pages of this magazine will remind you of some, clicking on the many “Stories” links and galleries from our website will give you many more.

Have a wonderful summer.

Engagement and information sharing are even more important in these dynamic times. We are all having to respond intelligently and sustainably to fast-paced national and international demands. Rest assured The BSN views itself as an agile organisation ready to 3

Curriculum Development

Building an Innovative Curriculum through Experience and Research One of the key roles of an educator and an educational institution is to engage with research and new initiatives to provide an innovative curriculum to students. Education is becoming a more evidence and research-based profession than ever before and it is an exciting time for The BSN to be leading change.

No longer only relying on experience, educators are now presented with scientific research focussed on the ways in which we learn and, therefore, the ways in which we can teach in order to ensure maximum impact for our students.

Three senior BSN staff members share their views on various aspects of curriculum development and delivery at the BSN.

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Matt Bennett, Assistant Head (Learning and Teaching) SSV Identifying what works and spreading the word Knowing what ‘works’ in education is essential in ensuring the best possible outcomes for all students at The BSN. Historically, evidence for what creates ideal learning scenarios in lessons has largely been built on the personal preferences and experience of teachers.

At various times throughout the ongoing development of the education field, the accepted teaching methods have been based on personal preferences and educational fads, many of which the profession are now challenging. So how do BSN curriculum leaders and teachers identify what works and how do we spread the word to our colleagues? It’s simple really, we anchor our teaching practices in up-to-date research, we collaborate and we challenge existing theories.

The topics and scope of CPL sessions are a testament to the way the staff at SSV are embracing the need to be reflective teachers. We have had sessions focussed on using online peer marking to develop understanding, constructing and applying knowledge in lessons, assessing why multitasking is so difficult, learning how to support students with dyslexia and evaluating note-taking vs note-making.

The positive impact of having staff share best practice and focus on what works in the classroom is being seen in lessons on a daily basis. It enables SSV students to receive a consistent teaching experience as they move from subject to subject, class to class and teacher to teacher.

Chris Bailey, Deputy Head Teacher JSV Cascading knowledge from curriculum leaders to in-class application As an educational organisation, it is essential that we constantly strive to keep our curriculum fresh and upto-date, paying close attention to our Dutch context, our diverse international community and our British roots. Experiencing a rich, broad and balanced curriculum is one of the key benefits of being part of the BSN learning community.

For example, we can look at the need to question “Learning Styles”, a commonly held theory that people learn best when presented with information that suits their particular “learning style” be that either Auditory, Visual or Kinesthetic. This is a view of learning held by many both within the teaching profession and outside for a long time. However, through our [BSN] constant desire to become better practitioners of teaching and to improve our pedagogy, we now know that “Learning Styles” do not exist.

No evidence is available to support the idea that if presented with information that suits our “style” we will show better recall or understanding. Academic evidence indicates that we learn best when we experience information in all three forms.

At SSV one way we encourage the development of teaching pedagogy is by sharing what we have learned (through research and training) and found (through experience) to work well in the classroom. We facilitate this sharing of information through our Continued Professional Learning (CPL) programme. The CPL content is led by teaching staff for teaching staff, making it an excellent peer-to-peer method of knowledge transfer. We allocate pre-school meeting time for staff to share best practice in their teaching, to present ideas and to demonstrate how they are using the methods that we know work in education to better the learning of students.

The sessions form an integral part of our development as teachers and enable SSV staff to stay abreast of modern educational practice and curriculum development. In turn, the CPL programme contributes to the BSN’s commitment to providing the best possible learning outcomes for students (for more about the role teacher development plays on student outcomes, please see the Adult Learning article on pages 32 -34).

Curriculum leaders across the organisation are responsible for researching and embedding new learning opportunities.

They meet regularly to look at skills progression, knowledge development and balance of coverage. The expertise and crossschool knowledge generated in these leadership forums then cascades through the schools, starting at the year group level.

This cascading approach to knowledge sharing is one way to ensure that the highest quality learning experiences are in place in the classroom.

Similarly, with fast-changing subject areas such as computing and technology, it is imperative that our students are exposed to cutting-edge pedagogies that can equip them with the skill sets needed for their digital futures. Coding has emerged as an essential element of children’s computing education. We have dedicated leaders working across the schools to ensure these types of highly dynamic curriculum areas are planned for and appropriately resourced.

The BSN needs to ensure that our students can move through Year Groups and Key Stages as smoothly as possible. Therefore, we construct a curriculum that has clear connections and 5

“Feedback is an incredibly important part of learning; students need it in order to improve their learning and teachers need it in order to tailor what they teach to the specific needs of their students.”

carefully structured developmental threads. Transition teams across the organisation meet at key points in the year to discuss curricula strengths and development opportunities. These teams also plan strategically to prevent loss of learning as students move through year groups. One such project has focussed on Talk for Writing, looking at practical, visual and oral ways for primary students to develop their repertoire of writing strategies as they move up through the school.

Cross-school curriculum opportunities are also a wonderful way of bringing our campuses together and sharing insights.

Dedicated colleagues find ways to stimulate and inspire our students with events that enrich learning and allow students to apply their knowledge and understanding in different real life contexts. Our cross-school science and maths days have required the students to collaborate, solve problems, think scientifically and make connections; all attributes of highly effective learners.

way in which we deal with feedback at The BSN. Feedback is an incredibly important part of learning; students need it in order to improve their learning and teachers need it in order to tailor what they teach to the specific needs of their students.

Initially, the assessment team researched feedback as a whole concept, looking over the books and articles of many renowned educationalists over the last 20 years, alongside magazines such as Impact (produced by the Chartered College of Teaching), to see the most up-to-date thinking. We gathered opinions and information about feedback from our teachers and students, gauging the practices that currently have a positive impact on learning and teaching. We then launched a project across our campuses, where teachers have been trying new ideas in their own classrooms and judging the impact on learning and curriculum delivery.

The BSN recognises that investment in our curriculum is essential for our school to remain at the forefront of international education. It is the responsibility of all staff on every campus to endeavour to find new and exciting learning opportunities for our wonderful community of learners.

Jen Madge, Assessment Lead The value and integration of feedback As is demonstrated in the previous two teachers’ stories, The BSN is dedicated to investing in the time and resources needed to ensure that the changes we make in our school are both evidence- based and thoroughly tried and tested in our context. One of the ways in which this is happening is through the employment of crosscampus leaders who specialise in one particular area, such as professional development, the curriculum or, in my case, assessment.

This provides the time required to ensure that any change to our organisation or curriculum is well-researched and follows a clear model of testing and trialling. We need to know that when a change reaches the students we are all confident in its positive impact.

One of the areas that we have been researching this year is the 6

Our next step is to share these practical ideas across the school, giving teachers a bank of well-researched, tried and tested methods which we know have a positive impact in our context.

Our teachers are then given the opportunity to choose which of these methods are appropriate for different students at different times, breaking ineffective habits and replacing these with more studied approaches.

Across The BSN, projects such as our assessment of feedback methods, our curriculum leader development and our Continued Professional Learning programme are happening in different areas of learning to ensure that the service we are providing to students is of the best quality possible. It is an exciting time to be part of The BSN as a leader, a teacher and a student! ■

BSN Vision, Mission & Values As soon as you walk through the doors at any of the campuses of The British School in The Netherlands, you are bound to see a familiar sight on the walls and in the classrooms: a poster highlighting The BSN’s vision, mission and values. These three pillars are at the very heart of The BSN – they are the threads that connect every aspect of what we do and tie our community together.

Keeping the vision, mission and values of The BSN fresh in the minds of our staff, students and families helps reinforce the school’s overall purpose and connect us as a school community. Be sure to take a look at the posters next time you visit us, but in the meantime, you can read and reflect on The BSN Vision, Mission and Values below.

VISION

In re-imagining international education, the BSN will prepare its community to be confident citizens and leaders in tomorrow’s world - constantly curious, pioneering and changing.

MISSION

To deliver academic excellence and create inspiring places for children and young people to learn and grow into confident individuals.

To build on the proven quality of the British curriculum whilst fostering an international perspective.

VALUES

Within a creative and disciplined environment we encourage high aspirations and challenge for the whole individual – ‘head, hand and heart’.

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Whole School

Senior School

Junior School

BEYOND THE Co-Curricular Cl

8

429

45

CLUBS OFFERED OVER 3 TERMS

SPORTING ACTIVITIES

570+

STUDENTS IN MUSIC-RELATED CLUBS

80+

YEAR-ROUND CLUBS

132

CCA CLUBS DEDICATED TO SPORT & WELLBEING

20

CLUBS FOCUSSED ON CREATIVE, MUSIC & PERFORMING ARTS

30

SPORT & CLUBS

500+

LEAD BY SPECIAL

CLUBS SCHOOL-WIDE

LUNCHTIME & AFTER SCHOOL OPTIONS

CLASSROOM: lubs & Activities 58

120+

CREATIVE ARTS CLUBS

ACADEMIC & LANGUAGE CLUBS

41

GLOBAL CITIZEN CLUBS

9

MOTHER TONGUE LANGUAGES TAUGHT LUNCHTIME AND AFTER SCHOOL

0+

58

ACADEMIC & GLOBAL CITIZEN CLUBS

& WELLBEING

Y TEACHERS AND LIST STAFF

OPEN TO

100% OF

Y1-Y13

STUDENTS

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Wise Words for

Our Leavers

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Our 2017-2018 Sixth Form students are now off to pursue their higher education and other interests around the world!

We wish them well and have captured some parting advice for them from a few of the world’s most successful and brilliant people.

founder of the Ford Motor Company, and integral in the development of the assembly line technique of mass production. Mr. Ford said “Failure is only the opportunity to begin again, only this time more wisely.”

We all feel like we fail at something at one time or another. We are human. Failing is okay and is all part of life. Try to “begin again…more wisely”.

J.K. Rowling is the author of one of the most popular book series in history. She rose above a difficult situation and said “We do not need magic to change the world, we carry all the power we need inside ourselves already: we have the power to imagine better.”

Remember to embrace you internal power.

Silence Your Inner Critic

Henry Ford was an American captain of industry and a business magnate, the

Vincent Van Gogh was one of the most famous and influential figures in the

University Destinations

Do not listen to that inner critic when it says, you can’t, won’t or will never do it. Only you can try and only you have the power to silence the inner critic by actually doing it.

Don’t Stop Learning

You Have Everything You Need Within You

Don’t Be Afraid of Failure

history of Western art. He said “If you hear a voice within you say ‘you cannot paint,’ then by all means paint, and that voice will be silenced.”

Elon Musk is a visionary inventor and CEO of many businesses including SpaceX. He is known for his fresh perspective on problem-solving and said “I think it’s very important to have a feedback loop, where you’re constantly thinking about what you’ve done and how you could be doing it better.”

Good schools (including The BSN of course) instill a love for continuous learning, curiosity about the world around you and the ability to reflect. Take your desire to learn, your curiosity and your reflection habits with you to use in university, work and life.■

Number of Applications per Country

519

116 24

APPLICATIONS SENT

10 3

2 1

363

of BSN Graduates 2018

116 LEAVERS

Percentage of Applications per Field of Study UK

SCIENCE, TECHNOLOGY, ENGINEERING & MATHS

THE NETHERLANDS

OTHER DISCIPLINES

USA

BUSINESS, MANAGEMENT & ECONOMICS

SOUTH AFRICA FRANCE

PSYCHOLOGY INDIA LIBERAL ARTS & SCIENCES

SPAIN

POLITICS & INTERNATIONAL RELATIONS MEDICINE, NURSING & VETERINARY LAW 35% 0%

5%

10%

15%

20%

25%

30%

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This year I learned...

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We recently visited all of our campuses to find out from our students in their own words what they have learned this year.

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Rewriting the Rules o In our multicultural world, identities build on one another. A person can be born in one country but may call many countries home, in the same way that they can celebrate the traditions of their home culture while also taking part in those of others.

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his is a value that The British School in the Netherlands (BSN) holds in high regard. It is our goal to give every student the ability to learn and grow in an internationally British setting while still having the chance to identify with and share their home culture. Growing up internationally is an exceptional experience that influences every child’s identity in a unique way. It is a challenge but also an enormous learning opportunity, and the multicultural mindset that can be gained by learning how others communicate is something that enriches our students’ time at school as well as their view of themselves and the world.

One important way that The BSN incorporates this goal in day-to-day teaching and learning is through translanguaging. This is a model of language learning which allows the student to grow their school language skills while at the same time accessing, developing and making connections with their mother tongue or home language. It is a mind-set that goes beyond the language classroom, integrating language learning with all school subjects

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and encouraging students to access their multilingual abilities to express themselves throughout their school day.

With over 60% of students speaking a language other than English at home, and over 35 language groups represented, this is key to ensuring that all of our students at The BSN are having the best possible learning experience.

In a more traditional model of language learning, a student may have been discouraged from speaking their home language while at school. As students may be able to express themselves more clearly in their home language rather than in simplified English, translanguaging allows them to share their ideas and participate more confidently in class.

Students can decide for themselves in which language they want to think and plan. For example, Year 6 pupils with a language in common are given opportunities to plan investigations in their home language, thus increasing their technical vocabulary, before presenting their investigation to the class in English.

of Language Learning Another excellent example can be found in one of our Foundation Two classrooms, when translanguaging was put into action while reading the popular story book The Little Red Hen. The story was first read in English as part of a lesson that highlighted the repetitive nature of the text and helped students recognise rhythm and emphasis in storytelling. Over the following weeks, many parents were invited into the classroom to read the book in their home languages. As students were already familiar with the story, they were still able to follow along while their classmates had the opportunity to recognise rhythm and emphasis in their home language as well as in English.

Students were proud to hear their home languages represented in class and excited to share something so integral to their cultural identity with their classmates.

Parent feedback has been excellent “[My daughter] had the freedom to work in English or Spanish – or both. It was so good for her self-esteem. She felt like she had choices, not limitations on her languages. Translanguaging has given a depth to [her] language that I did not expect.”

The benefits of translanguaging are not lost on native English speakers. As we are living in the Netherlands, even the students who speak English as their home language are active language learners.

They are encouraged to use their Dutch alongside English on a day-to-day basis.

Making sure the multicultural aspect of The BSN is integrated into every class nurtures a heightened cultural awareness and respect for differences between all members of our international community, and makes sure each student knows that their unique identities, families and backgrounds are valued.

Translanguaging is an important tool for expanding rather than restricting multilingualism and cultural identity, while still delivering excellent EAL education.

This is on the cutting-edge of language learning, and is a developing programme at The BSN. We continue to train our teachers in best practices and grow this programme across our campuses. ■ For more information, follow the BSN English as an Additional Language team on Twitter here: @BSN_EAL

“I’ve never spoken Italian with my school work before.

Translanguaging has given me more confidence. It’s like I’ve got a new skill.”

Y6 Student 15

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Youth@BSN The First TEDx Youth event at The British School in The Netherlands (BSN) was certainly a day full of big ideas worth spreading.

From a tiny little seed amazing things can grow. In 2016 The BSN started to think about hosting a TEDx Youth event and what started as a small idea, a simple plan, grew into an amazing event. Anyone who has hosted their own TED event will understand how rigorous even the application process can be, but after months of preparation, planning and coaching, The BSN hosted its first ever TEDxYouth@BSN event on Thursday 9 November 2017.

The theme of the event was #BigBOLDWorld and the intention was to provide an inspirational teaching and learning opportunity for all the students.

In total 17 different speakers including BSN Junior and Senior School students and 6 guest speakers stood on that big red dot. Sharing, with passion and pride, their stories and ideas with the audience.

On the day itself, over 40 volunteers worked tirelessly to co-ordinate the event and via live streaming; it was viewed in 19 countries from Mexico to India and Canada.

The student speakers spoke on a wide variety of themes, from embracing change to reducing food wastage. The international speakers had travelled from as far as Canada, and they included Cole Webber, a passionate educationalist who believes that self-education is the currency to the future; Wendy Mensink a graphic designer with an unrelenting passion for space and a determination that landed her a job at the European Space Agency; Nick van Breda, a former gaming addict who now is addicted to connecting people no matter where they are to make change; Dr Mindy Howard who trains astronauts on dealing with the physiological effects of space travel and believes that understanding the inner self can help us to embrace the outer world; Rowan McCabe the world’s first door-

to-door poet who believes that words can combat loneliness and prejudice; and lastly, Hashim Syed, a BSN 2015 Alumnus who believes that great leadership is something that can be learned, and that we just need to be open to unlocking our inner leader.

1 day. 40 volunteers. 17 speakers. Viewed live in 19 countries across the world.

Throughout the day, the audience was entertained by original song performances from two Senior School students, covers by talented musicians, a moving drama piece and a physically dynamic gymnastics performance. Over 40 student volunteers were able to participate in ways that interested them. Students were able to sit with the sound and lighting crew to shadow them, others assisted the stage management backstage or helped in the atrium during the Interactive Session.

Here is to living in a #BigBOLDWorld. â–

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INVOLVED & ACTIVE

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SSL

Providing a 3-18 Continuous Learning Journey “Senior School Leidschenveen (SSL) will present many exciting opportunities for The BSN to truly develop its one school vision.”

The British School in The Netherlands (BSN) has had a history of growth, and since the late 1990s has doubled in size in terms of student numbers. Families in The Hague and its surrounding areas have always wanted access to high quality British education, and so The BSN has taken bold steps in the past to ensure this has been possible without the need for waiting lists or delays. This bold decision making has been exemplified in recent years by the opening of Junior School Leidschenveen (JSL) in 2010 and the addition of a new wing of classrooms at Senior School Voorschoten (SSV) in 2014.

We are now continuing with this tradition by opening a brand new senior campus at the Leidschenveen site.

Netherlands predicted to continue to rise, this exciting next stage of The BSN’s development will mean the school will be able to effectively cater to its expanding student population for many years to come.

Original plans for the Leidschenveen campus were always for a combined junior and senior school; however, at the time of building, there was insufficient demand for places for older students.

This has now changed and in September 2018 the new senior school will open with its first cohort of Year 7 students

organised into two form groups. Initially housed in temporary classrooms and taking advantage of the top-notch specialist facilities at JSL, the school will grow year on year until it reaches its capacity of 550 students. Phase 1 of the building project is planned to be completed during the academic year 2018/19 after which Phases 2 and 3 will begin, including the impressive “Dome” structure. This landmark feature will provide performance, exhibition and assembly space as well as catering facilities, whilst maintaining the allimportant green space in the grounds.

With the growth and demand of international school places in the JSL students captivated by the construction of SSL temporary classrooms.

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Behind the Scenes at the BSN From morning drop off to the final bell of the day, there is never a dull moment at the BSN. From sport and outdoor play to discovering books in the library and rolling up their sleeves and getting involved in hands-on classes, students are hard at work (and play) on a daily basis. Join us on a whirlwind visit behind the scenes through our four campuses as we take a student-eye view of a day in the life at the BSN.

James Oxlade Head Teacher, Senior School Leidschenveen

Scan the QR code to watch it or go to: www.youtube.com/bsnetherlands

In addition to designs that incorporate the latest thinking in flexible learning spaces, environmental concerns have been at the heart of the school’s plans at Leidschenveen. Incorporated into the building will be many environmental and sustainable elements which will enhance energy performance, including solar panels and a ventilation system with CO2 sensors. It will be a ‘Cradle to Cradle’ certified school in the Netherlands, with materials signposted for potential future re-use and recycling.

Senior School Leidschenveen will present many exciting opportunities for The BSN to truly develop its one school vision by taking advantage of the continuum created by having an age 3-18 learning journey available on one campus.

Carefully planned interactions between junior and senior students and staff will add valuable depth to the learning BSN provides. Existing and new parents can also be reassured that places will continue to be available at the school, and for those who attend JSL, many parents will welcome the opportunity for their children to see through their education at one campus.■

“WHEN WORDS FAIL, MUSIC SPEAKS” William Shakespeare

BSN Sessions is on Spotify and iTunes

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The mental health discussion in schools: “And why our students’ future depends on it”

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The topic of mental illness has received a huge increase in coverage by pop culture and media outlets. Televised series like ‘Thirteen Reasons Why’ and recent suicides of high profile celebrities Avicci and Anthony Bourdain have become a common subject of conversation. Becca Galvin a Year 11 student at Senior School Voorschoten explores the causes and consequences surrounding mental illness, and the role schools play in support, managing and reducing it.

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he belief that mental health issues are increasing- especially in youth- is a debatable but not unsupported theory. In 20102015, there was a recorded 50% increase in hospital admissions from children selfharming, and in 2016 Child-Line reported the highest number of callers expressing suicidal thoughts.

Many people, including myself, believe that mental health is a dangerously under-discussed topic, and that raising awareness of it is a task way overdue. A study has shown that suicide is the biggest killer of young people in the UK- and that 90% of those who have attempted it admitted they made the decision due to personal mental problems. Deling deeper I soon found that 75% of mental illnesses start in child hood, with three quarters of young sufferers failing to seek treatment.

This led me to believe that schools and youth organisations are an essential part of the complex mental health puzzle and should play a key role by facilitating dialogue in an open and nonjudgmental way.

I began brainstorming some actions that schools like our own can take; such as educating students from a young age with coping mechanisims, reducing the stigma of speaking out, and resourcing staff to counsel and refer to professionals if needed.

Thankfully, the BSN Senior School holds regular assemblies, life-skills lessons and annual events such as Equality Weekwhere topics like mental illness can be discussed in an informative, supportive and interactive manner, to help students feel less embarrassed. Embarrassment, as we all know, can lead to isolation and cause those who suffer to potentially develop other mental problems such as depression, anxiety, and mood disorders.

Hence, it is crucial that schools create a mentally-friendly environment that allows students to know that they don’t have to suffer alone- or be ashamed of their suffering.

This leads to my second point of schools increasing resources available to students; for example, making school counsellors readily available.

For my contribution to this year’s Equality Week, I wanted to make sure students knew how to contact the school counsellor if needed. After sticking posters of her whereabouts around the school and helping introduce her personally to students, I found many more people telling me that they now felt more informed and confident in seeking her help. If schools did this on a more regular basis, students wouldn’t be held back from seeking help simply due to a lack of available resources.

Finally, I belive that schools can combat mental illness by taking a direct approach: embedding it into the school curriculum.

Teaching students how to spot early warning signs or causes of mental illness in themselves and others could help tremendously. Research conducted in 2000 by psychologist Johanna Wym, found that when students adopt a comprehensive approach to discussing mental health (similarly to how physical health is discussed), it can support all students with or without pre-existing mental conditions. Once schools address the seriousness of mental health, students will be prompted to take action.

Schools are the first but fundamental

steps in children and teen’s lives, able to provide knowledge and advice that will stay with them forever. And if schools as a community can provide students with mental support, their future may seem a little less daunting than before. Young people are the future, and by taking the initiative in student’s lives, our school can proudly say that it has helped create a brighter future.■

Talk about your feelings Talking about your feelings is a great way to deal with times when you are troubled.

Remember it is ok to not be ok!

Keep active Exercise releases chemicals in your brain that make you feel good. Regular exercise can boost self-esteem, help you concentrate and make you sleep better.

Take a break A change of scene or a change of pace is good for your mental health. It could be a five minute pause from what you’re doing, walking the dog or exploring somewhere or something new with friends or family.

Eat well There are strong links between what we eat and how we feel. Too much sugars and caffeine should be avoided!

Ask for help None of us are superhuman! We all get tired and overwhelmed by how we feel or when things go wrong. If things are getting too much for you and you are struggling to cope - ask for help!

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OUR INTERNATIONAL ROOTS Students Albanian American Angolan Argentinian Australian Austrian Azerbaijani Bangladeshi Belgian Brazilian British Bruneian Bulgarian Cameroonian Canadian Chinese Colombian Cypriot Czech Danish Dutch Egyptian Emirian Estonian Ethiopian Filipino Finnish French Georgian German Greek Hungarian Icelander Indian Iranian Iraqi Irish Israeli Italian Japanese Kazakhstani Kenyan Kuwaiti Latvian Lebanese Libyan

2 98 1 5 56 8 2 1 58 11 504 5 9 6 34 51 2 2 5 27 277 3 3 3 2 6 3 155 1 127 28 8 2 97 7 4 32 12 108 10 5 12 3 2 1 10

Students

Lithuanian Luxembourger Malawian Malaysian Maltese Mexican Moldovan Moroccan Nepalese New Zealander Nigerian Norwegian Omani Pakistani Polish Portugese Qatari Romanian Russian Rwandan Saudi Arabian Senegalese Serbian Singaporean Slovak Slovene South African South Korean Spanish Sudanese Swedish Swiss Syrian Taiwan Thai Tunisian Turkish Ugandan Ukrainian Uruguayan Uzbek Venezuelan Vietnamese Zambian Zimbabwean

#80nationalities

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2422

1 4 2 27 2 11 1 2 1 8 36 10 17 13 37 25 2 30 41 3 25 3 1 7 11 3 26 38 98 2 32 20 4 2 6 1 38 4 10 1 3 1 2 2 1

1141 1281 Female Students

Male Students

704 Members of (active) staff

Staff

174

of those are flex workers

44

Average Age of Staff

44

American Argentinian Australian Austrian British Bulgarian Canadian Chilean Croat Czech Danish Dutch Estonian Filipino Finnish French German Greek Hungarian Indian Irish Israeli Italian Japanese Kenyan Lithuanian Luxembourger Macedonian Maltese Mexican New Zealander Pakistani Polish Portugese Romanian Russian Slovak South African Spanish Swedish Swiss Turkish Uzbek Venezuelan

19 1 12 1 393 1 6 1 1 1 1 143 1 1 1 7 12 5 3 1 16 1 13 2 1 2 1 1 1 1 1 1 11 7 5 1 1 7 15 2 1 1 1 1

Nationalities

91

Nationalities

*The demographic data provided here is for general information purposes and reflects the primary citizenship of staff and students as recorded in SIMS. We hope to have accurately captured the demographic spread in our school at the time of print; however, some discrepancies or changes may have occurred.

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Edtech Strategy Acquiring digital skills for the 21st Century is an important topic. However, as we approach 40 years since Tim Berners-Lee first proposed the information management system that became the World Wide Web, perhaps “21st Century skills” are actually more appropriate to be seen simply as “skills”.

Certainly, many aspects of our lives have a digital flavour now, whether it be booking travel online, video messaging with family overseas or using social media networks. The students at The British School in The Netherlands (BSN) do not know a world without smart phones or tablets. Conventions like dictionaries and fixed dial telephones in the hallway of our houses are now quaint museum exhibits. We are motivated to ensure they can combine skills and judgement to grow technological expertise into employable skills for the future.

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Edtech in the classroom takes many different forms. Conventional thoughts of technology in school often evoke images of word processing and officelike environments filled with screens and keyboards. However, in the modern learning setting we can explore so many different tools to enhance our learning! At The BSN we pride ourselves in focussing on supporting student learning with technology rather than letting equipment dominate. In this regard we use different technology platforms in many different ways.

In the Computing curriculum we focus on three areas: Computer Science, Digital Literacy and Information Technology.

These three strands come from the latest English curriculum update. Computer Science includes coding, amongst other elements. From Foundation Stage onwards we explore how to construct algorithms, whether in the form of following a recipe or programming a floor robot.

Digital Literacy is the “how to...” and the back room of Computing, whether it be exploring what a network looks like or asking what the internet is. Don’t get confused between the Internet and the World Wide Web or your Year 4 child may correct you! We also learn about online strategies to keep us safe and to navigate the challenges of modern communication effectively from a very early age in school.

The concept of a digital footprint is featured carefully at an appropriate level.

Information Technology is better known as the tools that we use to present, share and communicate effectively; however, PowerPoint is more than 25 years old now so we may use a variety of other options instead.

More than computing Beyond the Computing curriculum we blend digital tools into our learning processes. Children in Year 6 and 7 will use traditional research methods alongside Google. But they might present their findings with film or a podcast.

In History, when exploring how the workers who built the Great Wall of China felt, we can use a green screen to ‘go there’. A design project for a city includes awareness of town planning and geographical knowledge of the different zones but also includes 3D printed models of the buildings.

When students in Year 6 explore a workplace they discover how Excel is used to support financial plans and then use technology to propose a project in a big business setting. From Year 6 to Year 13, we explore ways of working digitally to share assignments and information with teachers using our Virtual Learning Platform, Canvas.

Computer Science The use of coding is the most known aspect of this strand; however, coding includes problem solving, breaking problems into manageable sub-tasks and working logically. All of these are useful skills in many contexts beyond tech. Lessons in coding are also coupled with building knowledge of how tech systems work.

Micro:bits We also try to use a variety of practical computing tools. The robots that Junior students program to move forwards, backwards and turn to the left and right are eventually replaced by the Micro:bits in Year 7 with a variety of steps in programming learned along the way. In Computing Clubs it is not unusual to see a drone, raspberry Pi or Micro:bit in use by Year 4 students.

The BSN Community also uses Technologies to support us in our learning.

Our school Twitter feeds are buzzing with celebration of our achievements and events; they provide a great professional development tool too. To keep in touch with the many technologies in use the best place to follow is the school twitter accounts for @BSNEdTech and @BSNComputing

Information Technology Through the Information Technology curriculum, students develop the ability to present ideas and knowledge in a broad range of digital formats from spoken word to image to text. Video and multimedia are used to complement students’ understanding and to share ideas with others.

Digital Literacy The most important aspect of Edtech in the development of competent digital citizens is Digital Literacy.

Students learn how to navigate online communities and respect others in their communication while also learning how to stay safe.

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GDPR

The Value of Your Data

I

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n today’s digital world data is more valuable than ever. Our personal data is often used as a form of currency. We even trade it in return for free services.

Take Facebook for example: we sign up for a service that is free by providing them with our personal information. In good faith we believe that organisations will treat our data with respect and tell us when our data security has been breached. Of course we now know that this has not always been the case. There have been multiple high profile data breaches over the past few years and these have led to substantial changes in data security regulations in Europe.

the outcome of the US 2016 presidential election and the UK Brexit referendum.

Cambridge Analytica

New Regulations

The Cambridge Analytica breach provided evidence of how impactful (and indirect) a data breach can be. In 2015 Facebook gave a third-party personality app (“thisisyourdigitallife”) permission to acquire their data which resulted in them attaining personal data of approximately 87 million Facebook users. This also included access to information on the users’ friends’ network. The problem was that these users had never explicitly given Cambridge Analytica permission to access their data or have it collected.

This unauthorised data harvesting has been claimed to have been used to sway

As of the 25 of May a new set of rules known as the General Data Protection Regulations (GDPR) came into force.

The blame game Cambridge Analytica’s chief executive Alexander Nix was suspended in March 2018 but this scandal opened the floodgates for investigations from the UK’s Information and Electoral Commissioners. Since then the company has now closed its offices in the UK and US. Facebook founder and owner Mark Zuckerberg has also had to face the music within US Congress and the European Parliament in Brussels.

The main objective of GDPR is to give EU citizens more control over their personal data. Overall there are 3 main areas that GDPR regulations impact, which is personal data, privacy and consent.

This means that organisations have to ensure that personal data is gathered legally, under strict conditions, and then they must prove that they are doing their upmost to protect it from misuse and exploitation.

Protecting your data So how can you protect your data?

We share below 3 top tips to help keep your data safe: 1. Always read the privacy statements and understand how your information is used and shared.

In particular look out for the words ‘use’ and ‘share’. You can find these statements on most websites.

2. Always think first when using free services. Is the service really worth trading your information for?

How often will you use it?

3. Beware of free or open Wi-Fi connections: open Wi-Fi connections at cafés and hotels are an absolute jackpot for identity thieves. Any time you connect to the Internet using unprotected Wi-Fi, anyone on that network can see your data.

Treat your data the same way you treat your purse or wallet, with care and caution.

To read about what The BSN has been doing related to GDPR please visit our dedicated Privacy page on Gateway

ALUMNI

Connecting the Past to the Present and the Future The British School in The Netherlands (BSN) was established more than 80 years ago and has played an important role in the lives of many students and staff alike. A substantial BSN alumni community exists around the world.

Members of this talented group of people can offer a wealth of knowledge to the next generation of BSN alumni.

In order to facilitate networking and building meaningful relationships between alumni and the school, an online platform bsnalumni.com was set up by BSN’s Digital Communications team.

“I would love to reconnect with some of my old classmates from back then (1964)” Naveed Hashim, Vice President Byco Petroleum Pakistan

The secure BSN alumni platform was launched on May 1st 2018 and currently has over 400 members, with new alumni joining every day.

The platform provides a home for all our BSN student alumni and BSN staff (former and current). The main objective of the platform is to connect our existing sixth form students to the more experienced alumni located

around the world working within diverse professions. These connections help our current students benefit from the skills and experience of our graduates. The BSN alumni can offer their support to our students, to the school and to each other

Empowering students

The BSN Careers office is based at SSV and is already using the new alumni platform for mentoring and career advice. The Careers office recognises the valuable source of global professionals offered by the alumni platform and will use it to bring speakers and other guests into The BSN throughout the year. In Year 12, students also shadow professionals in careers that they hope to one day pursue (or not!).

post stories about successes, make requests for support, and identify which alumni would like to participate in our range of programmes. “ Katelyn works alongside Dawn Street, Head of Careers, and Susan Mulready, Careers Assistant, to create a cohesive work placement and work experience programme from Year 7 through to Year 13.

Social Network In addition to professional networking, the platform also enables alumni to reconnect socially with former classmates and friends. Alumni can post updates, photos and jobs, create (local events) as well as use the direct messaging tool.

A monthly newsletter is sent out to the network with the latest updates, events and new members joined.

Success stories Katelyn McGuinty, Careers Development Officer, embraces the new platform. “The BSN alumni platform will bring so many valuable opportunities to our current students and our students who are preparing to enter the workplace. It also enables us to continue to build The BSN community beyond the confines of the school building. By having such a wonderful communication tool, we can

We are sure that the alumni network will continue to successfully grow in the coming years and will prove to be a valuable asset to both alumni and the school, in a professional and a social capacity. www.bsnalumni.com

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The BSN at Your Fingertips Say hello to the BSN App. We have been hard at work this term developing a new app that gathers important, urgent and frequently searched-for information and makes it easily and conveniently accessible for our community.

The app is a one-stop-shop for students and parents to access up-to-date information like timetables, homework, notes and messages. Users stay connected with notifications sent straight to the app icon, so you can be sure important messages like notes home don’t get lost in the shuffle. The information is updated in real time, always reliable and collected from the most frequented BSN information systems like Canvas and Gateway.

Scan the QR code or download the app from the App Store or on Google Play to get started.

App Store

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Google Play

HELLO!

LIFE OF A TWEET Why Twitter?

The BSN uses social media channels to connect with our community through sharing photos, videos and stories that inspire conversations.

Twitter is a tool we use to share big ideas, updates and glimpses into day-to-day life at The BSN with our community and the wider world.

STEP 1: SEE Staff members keep an eye out for shareable moments like: • Highlights during the school day • Students enjoying off-site learning • An example of best-practice in the classroom • A themed day or special school event STEP 2: SHARE Every tweet helps to tell a story:

Telling our stories through our own voices

• You can tell a story in only 280 characters (plus an image!)

• Hashtags help keep things organised (try searching #80nationalities!)

• Tweets can give a taste of day-to-day life at The BSN, give updates on a trip, share a special moment in the classroom and give examples of how students learn STEP 3: ENGAGE Social media is a two-way street!

• Follow just the main account, or a combination of individual campus and department accounts • Followers are invited to share, comment and let us know their point of view

SAFETY FIRST At The BSN we are committed to protecting and respecting our student and staff safety. We have robust safety and privacy policies in place for staff who use social media. We do not name students or specific offcampus locations (e.g. hotels) on social media.

READ OUR STORIES AT: WWW.VOICES.BRITISHSCHOOL.NL

To start on Twitter, follow the main BSN account at @BSNetherlands

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ADULT LEARNING

Educating & Elevating The British School in The Netherlands (BSN) prides itself on offering topquality adult learning opportunities for its teachers and staff through the International Leadership Academy (ILA) and for its parent community through the Language Centre.

At The BSN we recognise the importance of learning for our students, our staff and the wider education community. We need to be knowledge-fluid information acquirers in a way never before required.

researcher who has assessed effective leadership practices in schools as they relate to student outcomes through a best evidence synthesis (BES) of applicable research. She and her team determined that the most impactful leadership activity on student outcomes is the promotion and/or participation in effective professional learning by school leaders and teachers (Robinson et al.

2009). In fact, this leadership focus on the professional development of teachers was shown to have twice the positive impact on student outcomes across a school compared to any other leadership activity.

Prioritising continued learning for school leaders and teachers has proven to be a key component of generating successful students and is embraced

by The BSN. Dr. Viviane Robinson is an internationally renowned educator and

At The BSN we are cultivating a culture of continuous life-long learning for personal and professional fulfilment.

The International Leadership Academy is our home for professional learning. We strive for education excellence for all who

International Leadership Academy Philosopher, essayist, poet, and novelist, George Santayana immortalised the quote “the wisest mind has something yet to learn�. As adults we are continually presented with opportunities to learn: from a new city to navigate to the training of a new family pet. Whether a CEO or an A Level student about to embark on their professional lives, one security we all have is that we need to be able to learn and apply new learning throughout all dimensions of our lives.

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“At The BSN we are cultivating a culture of continuous life-long learning for personal and professional fulfilment.”

Liz Free, Director of The ILA

are part of our community. One of our teachers, John Kett, told us about his own experience rofessional learning at the ILA.

Teacher Profile – John Kett John is a teacher and an Achievement and Progress Leader at the Junior School Vlaskamp campus. In this role he is responsible for developing The BSN’s assessment systems and has led learning communities to explore best practice in formative assessment and feedback. His

teaching responsibility currently involves a job share in a Foundation Stage 1 class: “Entering the world of early years education has been a terrific learning opportunity for me. I am so grateful for the amazing children we have at The BSN and an expert team of professionals to help as I step up into this challenge.”

“The culture of The BSN is one of continuous learning. It is important to acknowledge how lucky we are to be surrounded by such knowledgeable and inspiring colleagues who are committed to developing their own practice in line with current research. ”

This past year John attended the ILA course “Unlocking Student Progress: using formative assessment in the primary classroom”. John found that the insight he gained through this course brought an opportunity to focus the professional discussions that take place in staff meetings and the day-to-day life of the school. It also resulted in him actively applying assessment theory to classroom practice to the benefit of his students.

Robinson, V., Hohepa, M. and C. Lloyd. (2009).

School Leadership and Student Outcomes: Identifying What Works and Why. Best Evidence Synthesis. Retrieved from Education Counts 05-2018: http://www.educationcounts.govt.nz/ publications/series/2515/60170

John Kett, BSN teacher

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Language Centre It is likely obvious from its name that The BSN Language Centre offers language training! However, it may be surprising to learn that a very broad range of courses are offered. The Language Centre supports the continued learning of adults in local Dutch and international communities with both English and Dutch language courses (as well as various English courses for young learners and mother tongue classes for BSN students).

Many BSN parents have returned to the classroom themselves and taken advantage of the easy access to Dutch classes via The Language Centre.

Some classes are held directly on the school campuses and start just after drop-off to make them as accessible as possible to BSN parents. Parents enrol in these Dutch classes either for the fun and challenge of learning a new language or to allow them to integrate further into Dutch society. In all cases, these parents set a wonderful example for their kids by showing them that their own learning journey continues as adults.

Additionally, some BSN parents have wanted or needed to improve their English language skills while living here in the Netherlands. This could be for a variety of reasons such as being able 34

to better communicate with teachers and other parents or to pursue work opportunities. But did you know you can also study to become an English language teacher yourself? Have you ever thought about studying for a new, portable career?

Many BSN parents have, including Jacki Donnellan, who told us her own story of going back to school as an adult.

Languages). This course had always sounded like an exciting possibility to Jacki and she decided that she needed to take advantage of the opportunity to complete the course right on her doorstep.

“The CELTA course had always sounded like an exciting possibility for me, and I realised I’d really regret missing the opportunity of taking a course that was right on my doorstep.”

Jacki Donnellan, BSN parent

Parent Profile – Jacki Donnellan Like many other BSN expat parents, Jacki Donnellan took a career break while she focussed on her young family. As her children progressed through the SSV, she began thinking about a fresh challenge for herself and found what she was looking for at The BSN Language Centre.

Jacki had learned Dutch at The BSN Language Centre after moving here and later discovered that it is one of only three centres in the country that offer the CELTA course (Cambridge Assessment English: Certificate in English Language Teaching to Speakers of Other

Completing the CELTA course gave Jacki a new skillset and equipped her for a brandnew career. She also gained a prestigious qualification recognised worldwide. Jacki even went on to apply successfully for a teaching position at the Language Centre: “So I now have a very rewarding job right here at The BSN!” Learning for life is at the heart of The BSN as we reimagine education for all – constantly curious, pioneering and changing. ■ More information about the ILA – www.bsnila.com, BSN Language centre www.bsnlanguagecentre.nl

A Finance Overview As a not-for-profit organisation, without the benefit of government subsidies, The British School in The Netherlands (BSN) depends entirely on the income from our school fees.

Careful planning, based on information from international organisations, is essential to balance income with expenditure.

Although our overall pupil numbers are stable, world economic and political changes influence the movement of international families.

Income from Fees (Academic Year 2016 - 2017) School Fee Income Enrollment Fee Income Capital Fee Income

At The BSN we ensure that our organisational structure is flexible enough to respond to these changes. In line with our school growth plans, financial resources will be allocated to the continuous development in various strategic areas. This includes curriculum, staff development, and the advancement of new programmes. This also includes the upkeep, expansions and securing of our premises in The Hague and Voorschoten.

100 90 80 70 60 50 40 30 20 10 0

8.14%

94.33%

3.15%

2.52%

Expenditure

8.02% 4.91% 3.23%

Personnel Expenses Depreciation of Capital Assets School Running Costs Property Expenses Interest, Bank Charges & Taxes

75.70%

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TEAM STRENGTH! For parents, students and staff the office team at each campus form the strong backbone of our school. They are the friendly faces we see every day, the calm voices on the phone and the helpful problem solvers for us all. As a team, they provide decades of BSN experience. Check out your own office staff members here and find out when they joined The BSN!

Joanne Musca 2018

Cathryn Galvin 2015

Michelle Skobel 2014

Diana Blythe 2002

Annette Frommfeld 2015

Michelle Judd 1999

Petra Airey 2010

Sandy Westerveld 2007

Rosita Gracias Paul 2012

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Suzanne Wainwright 2010

Dawn Corringham 2007

Sue Harris 2001

Megan Haworth 2014

Nick Koopman Fred van der Pol

2017

2012

Hilary Davidson 2007

Hilary Hutchinson 2010

Sally-Anne Bennett 2014

Laura Danilewicz 2012

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BSN Family Association The British School in The Netherlands (BSN) Family Association (FA) builds connections among parents, supports the faculty and staff and is an active part of the school community. The FA thoughtfully plans opportunities for parents to connect and share.

Each term the FA organises a wide range of events including weekly coffee mornings at each campus, informative talks, excursions, second-hand uniform sales, summer/winter fairs and social gatherings.

To keep up to date with all FA Events check Gateway Upcoming Events.

We are looking for: • • • •

International Team Lead Treasurer Summer Fair Lead Bring and Buy Team Lead

Contact: bsnfamilychair@gmail.com

“Bringing people together, having fun, learning more to support our students and creating an active and inspiring community is what the Family Association is all about. We are here for you and your family, enriching your experience as part of the BSN community” Lorraine Webster, FA Chair

The BSN Bursary Fund Update WITH SPECIAL RECOGNITION OF SIMON WEINBERG The British School in the Netherlands (BSN) Bursary Fund is a charitable body, independent from the BSN which works within the school to raise funds and administer financial support to students in years 10 to 13 who would otherwise be unable to complete their critical examinations (GCSE, AS, A2, IB) due to a change in family financial circumstances. During the next school term the Bursary Fund will fall under the umbrella of the Family Association as a whole.

We would like to take this opportunity to recognise and thank Simon Weinberg for all of the dedication, support and time that he has given to the BSN Bursary Fund.

Simon joined The BSN in 1973. He did

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his O. Levels in 1981 and his A. Levels in 1983, then went on to Nottingham University. He was a real stalwart of the school. In 2012 he received the first BSN Global Alumnus Award for all the support and help he’d given to the newly formed Alumni Association.

Simon continued to be an integral part of the BSN community by establishing and supporting the BSN Bursary Fund in his role as Chairman. Over the past 7 years Simon and the Bursary Fund volunteers have hosted some amazing events such as a star wars laser light show, car boot sales, arts and crafts markets and firework displays.

Simon stands at the core of this committee and works endlessly for a great cause that he believes in, which is to help exam-writing students

whose family situations have changed significantly.

Simon will continue to be the connector between the vetting committee and the Family Association.

Take A Bow! The Communications Insight Team has a great many people to thank for making this fresh new Insight a success! We set the stage with an overall design, then thought long and hard about the BSN stories we wanted to tell. It took many contributors across all four of our campuses to bring those stories to life and breathe BSN heart and soul into them. So now it is time for us to express our sincere appreciation to our extended Insight team and ask them all to take a bow for a job well done!

Your Insight Editors & Graphic Designer, Louise, Julianne & Juan Curriculum Development Chris Bailey Matt Bennett Jenn Madge Julianne Mayo Sullivan Beyond the Classroom Julianne Mayo Sullivan Lisa O’Connor Luke Kemmett Joanne Kilpatrick Gillian Weinberg Alex Jarrett Olly Morgan Gordon Finch Marina Wolters Howard Shore Our Leavers Julianne Mayo Sullivan Louise Douglas University Destinations Dawn Street TEDx Louise Douglas

Ed Tech Strategy Liz Jones This Year I Learned Louis Bone Anna Conquest Gioia Wagener Pete Fowler Kate Levido Jo Mason Jared Cawley Fiona Aartsen Georgia Bolton (student) Suzanne Hallett Translanguaging Claire McGuire Deb Perrin Kate Levido Gezina Gillen Rebecca Findlay Mental Health Becca Galvin (student) The Value of Your Data Louise Douglas

Our International Roots Lucy Murray Irene Grujic-de Klerk Esther van Bellen Involved & Active Tom Archer Hazel Ball Sally-Anne Bennett Gordon Finch Rebecca Findlay Annette Frommeld Rosita Gracias Paul Roberto Iannandrea Alex Jarrett Luke Kemmett Joanne Kilpatrick Helen Kirkwood Jude Kuscher Ben Le Heux Olly Morgan Lisa O’Connor Howard Shore Nicola Stronach Suzanne Wainwright Gillian Weinberg Sandy Westerveld Marina Wolters

SSL James Oxlade

BSN App & Life of a Tweet Claire McGuire

Behind the Scenes Claire McGuire Angela Parry-Davies Petra Airey Karren van Zoest Hilary Davidson Paul Topping Christine Turton Joanne Musca Sue Aspinall

Educating & Elevating Liz Free Alison Choy John Kett Jacki Donnellan Julianne Mayo Sullivan

Insight Content Development & Editors Louise Douglas Julianne Mayo Sullivan Claire McGuire

Finance Overview Ilka Loof Wouter Hoobroeckx

Insight Design Juan Arias Louise Douglas Jihann Pedersen

Alumni Katelyn McGuinty Pauline Krebbers

Team Strength Petra Airey Hilary Davidson Joanne Musca Fred van der Pol Christine Turton

Insight Review Jacki Donnellan Louise Douglas Julianne Mayo Sullivan Claire McGuire Jihann Pedersen 39

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