What a challenging few days we have had, and for some, continue to navigate, with damage to homes, power outages, and disruption to our everyday routines. As a school, we were in a great rhythm, and our default position was to get back to learning as soon as possible to ensure our strong start to the year continued.

Thank you for reaching out, for supporting the school, and for supporting one another. Thank you for helping out at home with your child’s learning. This experience has been yet another reminder of the human need for safety and belonging—something we are proud to provide here at All Saints for so many.

I know that some families are still struggling. Please go easy on yourselves, and if there’s anything we need to know or anything we can do to help, please reach out.

Finally, I want to extend my deepest gratitude to Steve Jones and our incredible Facilities and Maintenance team, who have worked around the clock to get our grounds back in action. On behalf of our community, thank you for your tireless work and commitment to ensuring we could return to school safely.

Below are a few images I captured while walking my dog on the weekend.

OUR 2025 THEME: COMMUNITY

If there is one word that has echoed through my first term at All Saints more than any other, it is community.

I have heard it in the stories shared by staff, students, and parents—stories of connection, belonging, and lifelong friendships formed within these school gates. I have seen it in the way our students look out for one another, my colleagues support and uplift each other, and our parents walk alongside us as true partners in their child’s education. And most importantly, I have felt it—in the warmth of a welcome, in the joy of shared moments, and in the quiet, unspoken ways this school ensures that no one walks alone.

It is evident in the deep pastoral care woven into daily life at All Saints—in the way my colleagues truly see every student, ensuring no one slips through unnoticed. I have been struck by their passion, their relentless commitment to nurturing young people, and their ability to recognise when a student needs encouragement, challenge, or simply someone to listen. The strength of this school is not just in its traditions or programs but in the people who bring those to life—those who create an environment where every student feels valued and known.

A Legacy of Connection

One of the most powerful indicators of our school’s deep sense of community is the generations of families who remain connected to All Saints. Every day, I meet students who are following in the footsteps of their siblings, parents, and even many teachers who once walked these corridors themselves. It speaks volumes that so many of our staff are also former students, choosing to return not just as professionals but as stewards of the very culture that shaped them.

This continuity is something truly special. It forges a sense of belonging that transcends year levels and job titles. When I speak to parents who once sat in the very same classrooms their children do today, there is a deep understanding that they are not just part of a school but part of something much larger—a shared story, an evolving legacy, a place that remains home long after the final school bell rings.

Introducing our Theme for 2025

So, if community is already deeply woven into who we are, what happens when we turn our focus towards it with real intention?

This is why I am excited to formally introduce our school theme for 2025: Community.

Rather than defining it in a single sentence, we will explore it, question it, and live it—not just in what we say, but in what we do. Throughout the year, we will look at community through different lenses, reflecting on what it truly means to belong, how we strengthen our connections, and what makes All Saints such a special place.

This theme will guide our conversations, shape our reflections, and deepen our understanding of the invisible threads that connect us. It is an invitation for all of us—students, staff, and parents—to be active participants in building, nurturing, and celebrating our community.

An Invitation to Explore

So, as we embark on this journey together, I encourage you to ask:

• What does community mean to you?
• Where do you see it in action at All Saints?
• How can each of us contribute to strengthening it?

Let’s take notice of the small moments. Let’s talk about it at home. Let’s celebrate what already exists while considering how we can make it even stronger.

Because community is not something that stays the same—it evolves, deepens, and strengthens with every interaction, every experience, and every act of care.

And at All Saints, it is something truly special.

I look forward to discovering what it means to all of us, together.

Have a wonderful weekend, hopefully with blue skies and full power!

Matt Corbett
Principal

Each year, students in Years 3, 5, 7 and 9 take part in the ‘National Assessment Program – Literacy and Numeracy’, or NAPLAN, as it is commonly known

Due to last week's weather events, the tests will now take place next week on Monday 17, Tuesday 18, Wednesday 19 and Thursday 20 March.

Skills that will be tested include: reading, writing, spelling, grammar and punctuation, and numeracy. These tests are done here at school and are considered just another part of the curriculum.

It is important for you and your child to know that NAPLAN is not a pass/fail test. It simply looks at what level students are achieving in literacy and numeracy against National Standards and compared with student peers throughout Australia.

NAPLAN cannot be studied for and students are not expected to do so. The best way you can help your child prepare for NAPLAN is to let them know that it is just a routine part of their school program, and to urge them to do the best they can on the day.

All students in Years 3, 5, 7 and 9 are expected to participate in NAPLAN testing.

Later in the year we will send parents an individual student NAPLAN report that you can use to view and monitor how your child is progressing

More information is available on the NAP website. 

If you have any concerns, please contact me or Mrs Marnie Wainwright via the Middle School Administration office. Junior School families can reach out to Mrs Bec Pearson via the Junior School Administration office.

Todd Harm
Head of Middle School

Every now and again we experience a particularly challenging week as a community and I feel confident in labelling this week as one of them. Here we are at the end of it, though, all feeling exhausted but grateful. Yet another example of our community pulling together, supporting one another and working in unity in order to stay safe. Thank you to all for their flexibility, patience and understanding as we have navigated unchartered waters, literally!

I would like to mention and thank our incredible Grounds and Facilities staff whose daily tasks have been made even more challenging this week and their workload leading up to and into the holiday period has exploded. They have worked tirelessly in the past three days (post rainy days) to restore our playgrounds, eating areas and sport spaces which have been inundated with water, then debris and mud. What they have achieved in an unbelievably short time is pure magic. Thank-you.

Shelley Travers
Head of Junior School

Our days at school are busy ones and every opportunity is taken to ensure that precious learning moments are optimised.

The start of every school day is significant as it enables classroom teachers to welcome the children into their classroom, establish the routines of the day and set in place learning expectations. Learning begins straight away. It is a very important few minutes that help set a positive course for the rest of the day.

The end of day is similarly important as it enables the drawing together of the learning for the day and is a time for celebrating achievements and recognising hard work and effort. It brings the day to a close with a focus on what has gone well.

Each student will have a series of tasks and responsibilities to undertake at the beginning and end of each day that work to build skills of independence and self-regulation that support learning into the future. These are vital lifelong learning skills and each teacher, with your help, will encourage developmentally appropriate independence.

In support of the teachers and teaching that takes place from the very start of day to the very end can I ask that parents be mindful of:

• Start and end of school day times (8.25am – 3.00pm).
• Minimising interruptions to the school day through late arrivals and early pick-ups.
• Encouraging your child to perform morning and afternoon tasks independently.
• Checking in with the classroom teacher if you are volunteering your time to ensure that your time, skills and care are put to the very best use.
• If you need to speak with your child’s teacher about a specific concern please make a time to meet with them. Our teachers will always do everything they can to arrange a suitable time to meet with you.
• Holidays during term time: Please, please, wherever possible prioritise your children being at school and plan holidays during school breaks. Teachers are not required or expected to provide work for students taking holidays during term time and it is impossible to catch students up completely on missed classroom work.
  

Thank you for your assistance and walking together in partnership with us to help our students flourish.

Shelley Travers
Head of Junior School

This wonderful program sees our Year 6 leaders adopt a Pre Prep or Prep buddy for the year and very quickly becomes a favourite time of the week for our biggest and littlest learners. Each week they spend time together building a special relationship that will create a special place in hearts for years to come. Watching the Year 12 students navigate the Tunnel of Love on their final day of school searching for their buddy from Year 6 is incredibly beautiful. Our Buddy Program also works to build a powerful range of resilience, confidence and emotional skills.

Shelley Travers
Head of Junior School

The Resilience Project delivers emotionally engaging programs to schools providing practical, evidence-based mental health strategies to build resilience and happiness. Students in Years 3 to 6 participate in this program and there is a wealth of information and resources for parents to access on our The Resilience Project hub on FIDO. It really is worth a look. Please take some time to explore the short video’s and gain an understanding of the power of this program for our young people.

The Student Wellbeing Resources for Parents page also offers parents a wide range of support resources.Resilience is a powerful factor that helps keep us happy and healthy. Here a few interesting points to consider:

What does resilience mean?

Resilience is an essential element of Growth Mindset. Resilience is being able to bounce back from stress, challenge, tragedy, trauma or adversity. When children are resilient, they are braver, more curious, more adaptable, and more able to extend their reach into the world. To help children develop, we need to allow children to experience adversity and give them the opportunity to problem solve and experience the feelings, emotions and thinking that comes along with these experiences. Resilience helps to build GRIT.

How do we help children build resilience?

Building children into healthy, thriving adults is not about clearing adversity out of their way. Of course, it would be wonderful if we could help our children avoid difficult times but it would not be doing them any favours. A little bit of stress is life-giving and helps children to develop the skills they need to flourish. Strengthening them towards healthy living allows them to develop the strategies they need to deal with that adversity. Following are a few tips for how to support your child to be more resilient:

Resilience needs relationships, not uncompromising independence.
Children need at least one loving and supportive relationship with a caring adult. This will help the child to develop vital coping skills. The presence of a responsive adult can also help to reverse the physiological changes that are activated by stress. Anyone in the life of a child can make a difference such as family, teachers, coaches.

Build their executive functioning.
Strengthening a child’s executive functioning will strengthen the prefrontal cortex. This will help them manage their own behaviour and feelings, and increase their capacity to develop coping strategies. Some powerful ways to build their executive functioning are: establishing routines; modelling healthy social behaviour, encouraging creative play; opportunities for social connections; board games, memory games, exercise and opportunities to think independently and make their own decisions.

Let them know that it’s okay to ask for help.
Children will often have the idea that being brave is about dealing with things by themselves. Let them know that being brave and strong means knowing when to ask for help. If there is anything they can do themselves, guide them towards that but resist carrying them there.

Nurture optimism.
Optimism has been found to be one of the key characteristics of resilient people. The brain can be rewired to be more optimistic through the experiences it is exposed to. If you have a child who tends to look at the glass as being half empty, show them a different view.

Model resilience.
Imitation is such a powerful way to learn. The children in your life will want to be just like you, and they will be watching everything. Without pitching it above what they can cope with, let them see how you deal with disappointment. When experiences are normalised, there will be a safety and security that will open the way for them to explore what those experiences mean for them, and experiment with ways to respond.

Encourage them to take safe, considered risks.
Let them know that the courage they show in doing something brave and difficult is more important than the outcome. Age-appropriate freedom lets them learn where their edges are, encourages them to think about their decisions, and teaches them that they can cope with the things that go wrong.

Nurture a growth mindset. We can change, and so can other people.
Research has found that children who have a growth mindset – the belief that people have the potential to change – are more likely to show resilience when things get tough. Children who believe that people can change report less stress and anxiety, better feelings about themselves and better physical health.

Shelley Travers
Head of Junior School

Thank you to the following students for their birthday book donations this week. We hope you have a wonderful birthday.

• Hadley - Pre Prep Blue
• Stella - 1H
• Patrick - 3V
• Maezie - 4A
• Carter - 4A
• George - 4H
• Sylvia - 4T
• Arthur - 5G

See photos of our Birthday Book students here. 

Information on how to be part of the Birthday Book Club can also be found on FIDO here.

The Junior School Library Team 

Due to Cyclone Alfred, voting for the first round of 2025 Year 9 Middle School Leaders has been postponed until next week. The badging of the successful appointees will still take place during a special Middle School Assembly on Friday 28 March.

Following on from that, the Year 7 and 8 cohorts will soon be undertaking the process of selecting their own Leaders for Term 2 – two students from each of the seven classes in their year level. Prospective candidates may, over coming weeks, be asked to deliver a short speech to their Core class elaborating on their suitability for the role, and then each class will vote. Once the roles have been finalised by year level staff, the relevant parents/guardians will receive a formal invitation to attend an induction assembly towards the end of this term.

By way of providing an opportunity for more students to experience leadership, we will repeat the same selection process at the end of each term, and subsequently appoint new Year 7 and 8 Leaders. Thus, six to eight students in each class will be able to take on this all-important role throughout the year.

Todd Harm
Head of Middle School

It’s true that most school students experience difficulties at some stage in their learning journey. Whether it be a disappointing result on a single assignment, ongoing struggles with a particular skill or subject, or wholesale difficulties across the board in negotiating the curriculum, adolescents often need help putting strategies into place that will alleviate their anxieties and map out an appropriate way forward. Typically, it is a school’s Education Support team that takes on the lion’s share of the work in this area; however, in our Middle School, our Core Teachers in each year level have also been timetabled onto Educational Support classes to assist students. Thus, two to three teachers may work in the same room as a group of students at any given time. This approach has a whole host of substantial benefits:

• Core Teachers get to meet students from other Core classes.
• Core Teachers develop their understanding of the range of teaching approaches in place across their year level and by familiarising themselves with the range of different scaffolding, processes and teaching foci of their colleagues, teaching team meetings/planning days are more informed, and both curriculum and pedagogy can be refined.
• Students in need receive even higher and more personalised levels of support – hopefully improving their confidence and ability to negotiate more aspects of the mainstream curriculum.
  

This arrangement no doubt sounds like a wonderful opportunity for any student to improve their learning outcomes, but we obviously need to carefully consider which students should be invited into this program. Education Support classes are not study lessons for students to glean extra time to work on assessment tasks; they are an opportunity for us to work with students that have difficulty accessing the mainstream curriculum (for whatever reason) and create focused learning experiences that will hopefully improve their outcomes into the future. Predictably, there are students who, after start-of-year diagnostic testing, sit agonisingly close to the threshold for Education Support eligibility; however, regardless of whether a student qualifies for Education Support or not, Middle School staff remain committed to designing assessment and learning experiences in the mainstream classroom that allow them to differentiate in such a way as to extend the 'high-flyers', as well as support the 'battlers'. Please do not hesitate to talk through any concerns you might have in this regard with your child’s Core Teacher or contact Ms Cherie Bunting (Education Support) or me.

Todd Harm
Head of Middle School

Following the school closure and Cyclone Alfred, I hope you are all well and that those still suffering power loss or home damage get a resolution quickly. 

I have shared through FIDO this week the plan we have put in place for our students for the rest of this term. We have made a number of changes to their assessment schedule. This is not only to lower the anxiety of students and relieve pressure, but to also give them the time to achieve the same success they would have achieved without the disruption. We have consulted with staff and students to achieve what we believe is the fairest outcome. All students should be confident of achieving success. These changes have required the moving of a number of events, and I thank all people involved. While it can be difficult to move or cancel some co-curricular events to give students the time they need, all staff at All Saints, as always, have put students first. We wish every student the best for this shutdown and assessment period. The new shutdown schedule for Year 11 and 12 has been posted to FIDO - Assessment Information page. 

The School Cross Country will now be on Wednesday 2 April in the afternoon of the last week of this term.

Bryn Evans
Head of Senior School

Thank you to the many parents who supported the Year 10 Family Eucharist last Tuesday evening. 

It was a brilliant turn out and I was just so pleased with the way both the students and parents embraced the event. 

Mr Brendan Callaghan spoke beautifully about faith and community, and he encouraged Year 10 to be open to the joy and satisfaction that it can bring to their lives. 

An important part of the service was the presentation of a hand-crafted cross to each student from the Principal, Mr Matt Corbett. Brendan spoke about the significance of the cross and shared his hope that every student may one day find comfort and peace through this gift.

Thanks to the many Year 12 leaders who joined us on the evening to present the gifts to the students and welcome Year 10 to this chapter of senior schooling. Included with the gift was the following Prayer by Verna Mae Thomas entitled ‘The Cross in my Pocket’.

I carry a cross in my pocket. A simple reminder to me, of the fact that I am a Christian, no matter where I may be.

This little cross is not magic. Nor is it a good luck charm. It isn't meant to protect me from every physical harm.

It's not for identification, for all the world to see. It's simply an understanding, between my Saviour and me.

When I put my hand in my pocket to bring out a coin or key, the cross is there to remind me, of the price He paid for me.

It reminds me, too, to be thankful for my blessings day by day and to strive to serve Him better, in all that I do and say.

Bryn Evans
Head of Senior School

Under the guidance of Mrs Nicole Sweeney, the Year 12 Health students did a brilliant job last week of promoting awareness of homelessness and dispelling negative stereotypes. Students paid their $2 donation on Wednesday to wear their crazy socks. 

All funds raised will be donated to local homelessness charities to be used by those in need to make a positive impact. Year 12 Health students spoke at assemblies in the lead up to the week, to raise awareness of the plight of the homeless and the realities faced by those marginalised within our community. While Cyclone Alfred cut the week short and did not allow all of the guest speakers and events they had planned to take place, I thank this team for their efforts.

Bryn Evans
Head of Senior School

On Thursday 27 February, our Year 10 Legal Studies students had the unique opportunity to visit the Southport Courthouse as part of their curriculum. This excursion allowed students to gain firsthand insight into the workings of both the District and Magistrates Courts and has inspired many students to consider future careers in law!

Throughout the day, students observed a variety of criminal cases, including public nuisance, traffic, and property offences. They also witnessed several sentencing trials, which highlighted the significant time and effort that Magistrates dedicate to ensuring fair and appropriate punishments for offenders.

A highlight of the visit was the opportunity to observe the Arrest Court. Our students were intrigued whilst watching the Police coordinating the transfer of defendants from the watchhouse. Overall, our excursion was a highly interesting experience and provided valuable perspectives on the legal profession and the Queensland justice system.

Amanda Pacek
Senior School Teacher

This significant Wednesday of last week marked the beginning of the Season of Lent in the Church year. It is a time for self-reflection in the lead up to Easter. At All Saints we mark Ash Wednesday with a special chapel service in the morning, which was attended by some staff and a pleasing number of Senior School students.

Junior School Chapels and Christian Living classes explain the significance of introspection in the lead up to Ash Wednesday, and students are invited to leave behind anything that is not good for them and live their best life. An entirely voluntary quest, the queue of little people eagerly taking up this challenge to be kinder and more generous of heart still surprises me as Mrs G and I marked foreheads or wrists, according to the student’s preference. The ashes are the burnt remnants from dried Palm tree leaves previously made into symbolic crosses which mark Palm Sunday, about 40 days from the beginning of Easter Holy week and representing new beginnings.

I guess the photos say it all. May you all make a good Lent as we take up the challenge to love one another as we ourselves are loved by the great Benevolent Force of Love which we rather inadequately refer to as God.

Blessings,

Mother Ann McGuinness
School Chaplain

FOOTBALL
Congratulations to Mace Fowler (Year 9) who has been selected as a South Coast Football (soccer) Representative. 

STUDENT ACHIEVEMENTS
All Saints students achieve great things all the time and we’re always keen to acknowledge them in Saints Alive.

Please email your relevant sub-school with details and photos.

• Junior School - juniorreception@asas.qld.edu.au
• Middle School -middlereception@asas.qld.edu.au
• Senior School - seniorreception@asas.qld.edu.au

Following the resounding success of last year’s whole-school Inter-House Cross Country event, we look forward to continuing with the same format this year. Bringing together students from all three sub-schools, this event fosters school spirit, participation and a shared sense of achievement across all students from Years 3 to 12.

Originally scheduled for Monday, the carnival will now take place on Wednesday 2 April, starting at 11 am. This shift comes after necessary adjustments to the academic schedule following disruptions caused by Cyclone Alfred.

We look forward to another fantastic day of energy, enthusiasm, and friendly competition. See you on the starting line!

Our talented teaching and Performing Arts staff took centre stage for a show-stopping evening of music and drama at the recent Teachers Performing Arts Concert. With an incredible lineup featuring 20 members of staff, five alumni and two parents, the event showcased the depth of talent within our school community.

From stunning string and brass ensembles to powerful vocal showcases, a captivating drama performance, and an energetic big band finale, the night had something for everyone. Standout moments included an original guitar piece, Sergeant Pepper, by our Head of Theatre Technician, and the awe-inspiring Danse Macabre for eight hands on piano—yes, eight!

The concert also delivered a touch of humour, with two of our teachers "struggling" with a flute malfunction—only to reveal it was all part of their brilliantly executed one-flute rendition of Badinerie by Bach. Another highlight was a heartfelt performance of For Good from Wicked, reminding us of the magic of music and the incredible talent in our Performing Arts team.

A huge thank you to all involved for an unforgettable evening!

Our students have been working hard in preparation for their first performances of the year. After weeks of practice, they’re ready to share their progress and skills with their family and friends. Be sure to join us for these upcoming events as they showcase their musical talents!

• Week 8: Tuesday 18 March 6.00pm – Band Twilight Concert
  
• Week 9: Friday 28 March 2.05pm– Year 5 Band Program Concert
  
• Week 10: Monday 31 March 6.00pm – Middle and Senior School Choral Twilight Concert
  
• Week 10: Wednesday 2 April 2.15pm – Year 3 Strings Debut Concert
  
• Week 10: Wednesday 2 April 5.15pm– Strings Twilight Concert

Owen Clarke
Director of Performing Arts

The Friends of Performing Arts have two exciting fundraising opportunities to support our Performing Arts Tour this year!

Firstly, don’t miss the Goldstein’s Pie Drive – featuring both sweet and savory pies. It’s a delicious way to help us raise funds while treating yourself to some homemade goodness! Collection will be during the school holidays from your local Goldstein's Bakery.

Order NOW! 

Secondly, our Snow White movie screening has a new, earlier time of 5pm on Sunday 23 March – please take note of the time change!

Bring your friends and family for a magical movie experience, and support our tour in the process.

BOOK NOW! 

Thank you for your continued support!

Owen Clarke
Director of Performing Arts

Please find below Term 2 events for the Performing Arts, the most up to date version can always be found on the Performing Arts FIDO Page.

We look forward to seeing you at these exciting events throughout the term!

Extra, Extra! 

Coming soon to the Nairn Theatre...

Owen Clarke
Director of Performing Arts

The P&F Trivia Night has been rescheduled to Saturday 29 March in the McIntosh Administration Centre.

Following the recent severe weather events, we took the time to consider whether it was the right moment to proceed. After gathering feedback, we felt that rescheduling would allow everyone the best opportunity to come together and enjoy the night.

A limited number of tickets are still available, so if you were thinking about joining in, now’s the time to book!

📅 New Date: Saturday 29 March 2025
🕖 Time: 6pm - 9pm
📍 Location: McIntosh Administration Centre, All Saints Anglican School

🎭 Theme: Scenes from the Screen – Dress up as your favourite movie character or recreate an iconic film scene with your team! Prizes awarded for the best costumes.

🎟 Tickets: $40 (plus booking fee) per person. Tables of 8 or individual tickets available. Book here.

🥂 Food & Drinks: This year, it’s BYO! Bring your own food and drinks to enjoy throughout the night. (Please note: there will be no bar at the event.)

This is the first P&F event of the year and a fantastic opportunity to meet other parents while putting your trivia skills to the test!

We have a fantastic night planned and hope you can join us!

P&F Trivia Night Team

Join us for the annual All Saints P&F Mother’s Day Luncheon at The Star Ballroom!

Date: Thursday 24 April 2025
Time: 11.00am - 2.00pm 
Theme: Black, white and gold

With many families still impacted by recent weather events, including power and internet outages, ticket sales for the P&F Mother’s Day Luncheon will now open on Monday 17 March at 9am (previously Friday). This ensures that everyone has the opportunity to book with ease.

This year, due to popular demand, we’ve moved to a larger venue—the Event Centre Ballroom at The Star. With more space, we’re delighted to invite not only mothers but also grandmothers, aunties, and friends to join us in this special celebration.

It’s the perfect time to gather your group for a table of 10, but if you're booking individually or as a smaller group, you can also reserve seats on designated year level or mixed group tables.

Ticket Information

• Ticket sales open: Monday 17 March at 9am
  
• Ticket sales close: Thursday 3 April
  

Ticket Packages:

• Special Package: $125 (+$4.13 booking fee)
  Includes general admission, 40 raffle tickets, and 3 entries into the     special prize draw of a $5,000 travel voucher
• General Admission: $90 (+$2.75 booking fee)

Your ticket includes:

✨ A delicious lunch
🥂 A glass of bubbles on arrival
🎭 A live preview of All Saints’ Newsies production and performances by Pink Flamingo
🎁 A complimentary gift box, generously donated by Clear Smiles

Seating options:

• Secure a table of 10 with your friends
• Booking individually or in a small group? Choose your child’s year level to sit with other mums from your cohort.

Book your tickets from 9am Monday 17 March at: events.humanitix.com/asas-mothers-2025

Raffle - Win Fabulous Prizes!

Our renowned raffle is back, offering fantastic prizes for lucky winners!

Pre-purchase your raffle tickets when you book for the lunch to skip the queue and automatically enter into the special prize draw for a $5,000 travel voucher, thanks to Michelle Tavli - Mobile Travel Agents!

Pre-purchased tickets will be waiting for you at your table.

Raffle ticket sales close: Thursday 17 April

Venue Information

Parking: Show your car park ticket at the champagne bar to receive a $10 car park pass (original ticket required).

Accommodation discount: Make a weekend of it! The Star is offering exclusive accommodation discounts for the long weekend. See further details on the event page.

Event Contact

📧 Questions? Contact Krystle and Nidhi at pandfmothers@asas.qld.edu.au

We can’t wait to celebrate you and the wonderful mothers in our community on Thursday 24 April at The Star!