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Empowering students to be problem solvers, critical thinkers, and lifelong learners.
Welcome to the latest edition of Saltus Magazine. As I step into my third year as Head of Saltus, I am filled with enthusiasm about the future of our students and our school.
“Ready, Set, Future!”, the theme of our magazine, is one that perfectly captures our journey of preparation, anticipation, and forward momentum as a school. Together, we are getting ready, setting goals, and confidently stepping into the future. Reflecting on the past two years, we are ready, excited and well prepared to implement the BC Curriculum. At Saltus, we offer an educational programme that empowers students to be problem solvers, critical thinkers, and lifelong learners, equipping them not just for today, but for the challenges and opportunities of tomorrow.
“Education is the passport to the future, for tomorrow belongs to those who prepare for it today.”
And we are well prepared! Our commitment to excellence is underscored by our triple accreditation from CAIS, NEASC, and our status as a BC Offshore School. This achievement reflects our adherence to top international standards, ensuring that our students are equipped to meet the world with confidence and competence.
As a learning organisation, we continuously set high expectations for ourselves and for our students. In this issue, you will find articles highlighting the innovative ways we are enhancing our students’ learning environment for both students and staff. We are also proud of our ongoing dedication to supporting our teachers with access to the best resources, top experts, and strong research partnerships with leading universities.
We are truly excited about our research partnership with the University of Florida Literacy Institute (UFLI). I invite you to learn more about this impactful literacy initiative and how it provides our faculty with the best instructional strategies for our students. Additionally, we look forward to our work with Damian Cooper, assessment expert and renowned educational author. His guidance and expertise
will help us deepen our understanding and application of best practices in assessment, further enriching our educational practices and student learning experiences.
As you explore the stories within, I hope you feel as inspired as I do by the remarkable efforts of our educators, the enthusiasm of our students, the achievements of our accomplished alumni, and the unwavering support of our community. Together, we are crafting a future where our students are ready to embrace the challenges and opportunities ahead.
This year, we also bid farewell to Gil Tucker ’71, our former Chair of the Board of Governors, who has led us with unwavering dedication for the past 13 years. I have been deeply privileged to work alongside Gil and witness firsthand his genuine love for Saltus. His numerous contributions and dedication to Saltus has significantly improved our school, and his forward-thinking leadership has kept us at the cutting edge of innovation. We are immensely grateful for his years of service and the lasting impact he has made. I invite you to read the article celebrating his many accomplishments. Thank you, Gil, for everything you have done for Saltus.
As we look ahead, our path is bright and full of promise. I look forward to working closely with our new Board Chair, E. Michael Leverock, whose strong leadership will help guide the Board’s work in the years ahead. With the strong foundation we’ve built and the continuous innovations we embrace, our students are set for success. Thank you for being an integral part of the Saltus community and for joining us on this exciting journey.
Ready, set, future!
Warm regards,
Julie Rousseau Head of School
Preparing our students for the exciting challenges and opportunities of tomorrow.
Iam deeply honoured to step into the role of Chair of the Board of Trustees at Saltus, following the dedicated 27 years of service of Gil Tucker. His leadership has been instrumental in guiding us forward, and I am deeply grateful for his commitment, vision, and legacy.
This year's theme, “Ready, Set, Future,” captures our collective aspiration to prepare our students not only for today’s world but for the exciting challenges and opportunities of tomorrow.
As we look ahead, as both in my new role as Board Chair and as a parent, I am filled with optimism and a profound sense of purpose. Our priorities – student well-being, progressive teaching methods, digital transformation, and sustainability – will be the foundation of our journey forward. Together, as we embrace the BC Curriculum, we will nurture a learning environment where curiosity thrives, creativity is celebrated, and every student is empowered to achieve their full potential.
I look forward to further exploring our future together with you and engaging our community along with the Board of Trustees in the spring of 2025 as we embark on the development of our new strategic plan. We will seek input from all stakeholder groups as we set the priorities for the school that will guide us.
Thank you for your trust and support in Saltus. Let's get ready, set, and create the future together!
E. Michael Leverock Chair, Saltus Board of Trustees
“ The function of education is to teach one to think intensively and to think critically. Intelligence plus character –that is the goal of true education.”
Dr. Martin Luther King
Campus Life
Saltus students choose from a diverse array of activities, sports, clubs, leadership opportunities and opportunities to give back to the community. We believe in the power of a fully-rounded life experience that’s as much about fun as it is about learning.
Learning Beyond the Classroom
School trips and excursions are a valuable component of the education experience for students of all ages at Saltus. They offer tremendous educational, social, and developmental benefits including:
• Experiential learning
• Social skills development
• Personal growth
• Community connections
• Cultural exposure
• Real-world application
• Career exploration
• Memorable experiences
A Legacy of Leadership
Gil Tucker's Enduring Impact on Saltus
After an impressive 13-year tenure as Board Chair and 27 years as a Board Trustee, Rodwyn Gil Tucker ’71 retired from the Saltus Board of Trustees in September 2024.
Rodwyn Gil Tucker ’71’s association with Saltus spans decades, starting with his enrolment in 1966. As the first Black Bermudian Head Boy at Saltus, Gil’s influence and leadership have left an indelible mark on both the school and the Bermuda community. Gil earned his Bachelor of Sciences in Accounting & Marketing from Boston College and retired 10 years ago after having more than 35 years of experience with Ernst & Young, 19 years as a Partner, and a scholarship named in his honour.
His legacy of service and commitment extended beyond Saltus, as he served on various government advisory boards and local committees, including the Bermuda International Business Forum and the Chamber of Commerce. Gil co-chaired the Steering Committee of Bermuda First, a non-partisan group focused on the country’s economic sustainability and is a past President of the Bermuda Hamilton Rotary Club and former Chairman of the Bermuda Career Centre.
On 7th June 1996, the 25th anniversary of his graduation, Gil was invited to address staff and students, a speech that was later published in the Royal Gazette. Reading this address paints a vivid picture of what Saltus was like when he walked through its doors
as the first black student in 1966 while also offering some insights into the values that have continued to guide him throughout his life.
A pivotal year for Saltus, 1966 was the first year of school desegregation in Bermuda. Gil was meant to be one of three Black students but he was the only one who showed up and it stayed that way for his first year.
Gil completed his primary school education at Harrington Sound Elementary. The year he started high school, he got on the bus with his friends but when he stopped at Saltus they continued en route to the Berkeley Institute.
The differences were stark: all boys, a sea of white faces, strict rules, and corporal punishment still existed. But he was welcomed by faculty and students who “seemed to be sensitive to his needs.” He knew that making new friends was his number one priority with some hurdles to overcome. Most of the boys had started in the Junior School so they knew each other well and there were some cultural differences to overcome (“they liked the Beatles and he liked Motown”). Despite this, he made many lasting friendships.
Something about Gil must have shone through. In 1971, his graduating
year, he became Head Boy. However, the issue of race was never far behind. As was tradition on Founder’s Day, as Head Boy he was required to lay the wreath on the grave of Samuel Saltus, a man who had stipulated in his will that this school be established for the education of “white boys only.”
There was much discussion among his classmates, about whether he, as a Black student, could or should do this honour on the grave of a man who by today’s standards would be considered a segregationist. After much discussion, the class remained divided but ultimately it was decided that one has to judge a man in his own time and for his day. Additionally, Gil’s father reminded him of the responsibility he had to perform the duties of the position when he accepted the role of Head Boy.
Acknowledging how things changed since 1966 he called on the audience of 1996 to consider how we achieve true integration, better race relations, and acceptance of cultural diversity. Don’t try to create a “melting pot” but instead create a “patchwork quilt.” Highlight and celebrate your differences. It is this diversity that makes us a stronger and more interesting society.
Do not just invite people of different cultures, races, religions etc. into your culture and your institutions but also actively go out and participate in theirs. Do not just tell people about your culture but insist they tell you about theirs.
The parting words of this speech still resonate today: “Right now each and every one of you is in a position to make a difference, and as I have said, the timing is critical. Start immediately. Hopefully, through your efforts and those of your fellow students, we will be able to remove such words as bigotry, sexism, and glass ceilings from the dictionary or at least from the front page of the Royal Gazette. If you are successful not only will you continue the rich, educational and traditional history of Saltus, but you will also continue the positive development of Bermuda.”
Gil’s connection with Saltus deepened in 1997 when he joined the Board of Trustees. By 2011, he was appointed Board Chair, embarking on a tenure that would span 13 transformative years. His leadership brought a forward-thinking approach, focusing on inclusivity and innovation.
“One of the things I learned at Saltus was how to walk into a situation and make people comfortable with me, and if they were comfortable with me, I could get what I needed to get done. And I carried that through. Look when I went into the workplace as a junior accountant, I would go to Gosling’s, Trimingham’s Smith’s, all of these old white established businesses that never had seen a Black accountant before, and
yet, as an auditor, you go through all parts of their business, and I had to build their trust. They didn't have to like me, but I had to get them to the point where they would be okay with me doing that.”
“So being able to be nimble around people is very important. I used to tell people to be childlike. Ever watch a baby learning to walk? They don't care how many times they fall, they don't care how they look. They don't care who laughs at them. They don't care about any of that. They have one focus, and that's to walk. And they do it. Some take longer than others but they don’t give up. We need to keep a little bit of that as grown-ups.”
Among his proudest accomplishments at Saltus is the introduction of a PreKindergarten programme, positioning Saltus as a pioneer in early childhood education among Bermuda’s private schools. He also played a pivotal role in adopting the British Columbia (BC) curriculum, which, as he explains, provides an internationally recognised standard while adapting to modern learning needs.
“When I was at the school, it was more testing, and maybe that was one of the reasons I'm looking back on me as a learner, why I wasn't the best student, because it was rote learning is like, here's the stuff we're going to pack, it in your head, and how much you can regurgitate on a given day determines whether you're an A or D, and if you're not, that's great for maybe a large percentage of the community. But not all kids learn that way, and I think through the years, we've done a disservice to a lot of young
people who didn't learn that way and were labelled.”
Speaking to the importance of young people having the agency to make positive change in the community Gil says, “I would say to young people, stay true to your values. You get them from school and from your parents, from your church, synagogue, mosque etc. Stay true to your values and be, you know, a lifelong learner. And to be a lifelong learner, you have to be open. You have to be open to people who don't look like you, who don't have the same culture as you do, who don't think the way that you do. Be open to do and experiences, that's what I would say.”
Reflecting on his tenure at Saltus, Gil is particularly proud of how the school has evolved to better reflect Bermuda’s diverse community.
“Saltus has become more inclusive and community-minded,” he says. “We’ve taken a hard look at who we are and how we can better serve the next generation.”
Looking back on his legacy with humility and gratitude, Gil commented, “Saltus has been a wonderful community and has played a much more powerful role in my life than I ever imagined. Serving this school has been one of the most rewarding experiences of my life.”
Gil Tucker’s journey is a testament to the enduring power of resilience, leadership, and a commitment to positive change. His legacy will continue to inspire future generations of Saltus students as they navigate their paths, equipped with the tools and values to make a difference in the world. l
Gil Tucker laying a wreath on the grave of Samuel Saltus in 1971.
Gil Tucker (front row, far left) on the 1969 Intermediate Football Team.
BY JESSE SHEPPARD, DIRECTOR OF CURRICULUM
READY, SET… UFLI!
At Saltus, we pride ourselves in being research-based, lifelong learners of education to ensure that we are providing best practices in our classrooms while equipping our students with the future-ready skills and competencies to support their academic success. This dedication to our profession and to our students is a result of our transition to the research and evidencebased University of Florida Literacy Institute (UFLI) Foundations programme in the Primary Department.
During the 2022–23 academic year, the primary academic team, under the guidance of Mrs. Lusher and Mrs. Moore conducted a thorough evaluation of our reading and spelling programmes at Saltus. Through consultation with other CAIS schools, professional development and compelling research; a variety of programmes were considered. Following a thorough review of resources and consultation, the decision was made to introduce UFLI Foundations to our academic programme.
Early Success
Within one full academic year of implementation of the UFLI programme, Saltus has seen marked improvements in student literacy. That progress is measured with data from three checkpoints carried out using the Dibels, or Dynamic Indicators of Basic Early Literacy Skills screening.
UFLI has been designed to go from Junior Kindergarten to Grade 2 –but, based on data, we are taking it up into higher grade levels to meet the needs of students. There is really great use in all primary grades and “led by the science of reading.”
We have experienced tremendous success and have seen in our youngest learners, their ability to decode words, their recognition of sounds, letters, graphemes and other factors, major
improvement in a very short amount of time, far shorter than we would have seen with other programmes such as Fountas and Pinnell.
Since implementing UFLI’s techniques, there have been notable increases in Saltus students meeting or exceeding grade-level benchmarks. Using Dibels measurements taken at the end of the 2023–24 school year, Kindergarten showed an increase of 40 percent of students meeting or exceeding. That figure was a 32 percent improvement for Grade 1 and Grade 2.
Teachers have found the UFLI programme to be user-friendly. They knew what they were teaching and how to teach it. By the end of the year, they were saying it was the best thing they had done and they had never seen the results they were seeing in their students.
The key difference between the UFLI programme and previous teaching methods is its systematic approach. It is part of our daily schedule, we have 30 minutes a day from our English Language Arts block.
Each lesson takes two days to complete; there are four stages in each of the lessons. Within that, there are a lot of opportunities for students to practice the skills that are being taught and there is modelling that is taking place. The students understand the format of the lessons, they understand what will come next, the gestures that go with it, and the articulation of the sounds and letters, but it is also very clear for our teachers to deliver it effectively. That is different from other programmes like Fountas and Pinnell which would allow a lot more flexibility but didn’t have the same structures and systematic approach.
We are excited by the early success we see in our students’ reading proficiency and will continue to support teacher development and track student improvement in literacy. l
“UFLI’s systematic approach to teaching the key skills for reading helped students – even the strongest readers – to build fluency and confidence. The decodable texts that accompany the programme were a great tool for parents to be able to support their child at home. The repetitive nature of UFLI meant that there were lots of opportunities to practice each skill and ensure retention.”
– Trista Riihiluoma, Grade 2 Teacher
So, what is UFLI?
UFLI is deeply rooted in the science of reading. The term “science of reading” refers to research that reading experts have conducted on how we learn to read. This body of knowledge, including research from fields of education, linguistics, cognitive psychology, and neuroscience, has formed the basis of what we know to comprise effective reading instruction in that it is explicit, and systematic.
How does it work?
UFLI Foundations provides teachers with detailed lesson plans that follow an eight step weekly routine. The steps are as follows:
1. Phonemic Awareness
2. Visual Drill
3. Auditory Drill
4. Blending Drill
5. New Concept
6. Word Work
7. Irregular Words
8. Connected Text
Steps 1 through 4 serve as a warm-up and review of previously taught concepts. Step 5 is an explicit introduction to a new concept including guided practice reading and spelling words. Steps 6 through 8 are opportunities to apply concepts through reading and writing activities at the word and text level.
University of Florida and Saltus Research and Professional Development Partnership
Following a very successful implementation of the UFLI programme from Kindergarten to Grade 4, we are excited to announce our partnership with the University of Florida and Dr. Valentina Contesse, Clinical Assistant Professor. This partnership will provide invaluable professional development for our faculty to continue to develop their understanding of the science of reading. Faculty will be participating in in-person professional development sessions throughout the year, as well as virtual lesson observations and training sessions. Saltus is also excited to become a research partner with the University of Florida sharing our general reading data to help inform and further progress research while continuing to improve literacy achievement.
“UFLI is honoured to support Saltus educators with professional learning and UFLI Foundations implementation during the 2024–25 school year through our collaboration.”
– Dr. Valentina Contesse, Clinical Assistant Professor, University of Florida
Saltus Primary Faculty at UFLI Professional Development with Dr. Valentina Contesse, Clinical Assistant Professor, University of Florida and Mark Pacheco.
Dr. Mark Pacheco, Assistant Professor, University of Florida; Jesse Sheppard, Saltus Director of Curriculum; and Dr. Valentina Contesse, Clinical Assistant Professor, University of Florida.
Saltus Achieves Triple Accreditation in One Year!
Building a Legacy of Achievement at Saltus
BY JULIE ROUSSEAU, HEAD OF SCHOOL
At Saltus, we are deeply proud of our faculty and staff, whose dedication to excellence lies at the heart of everything we do. Achieving triple accreditation status through CAIS, NEASC, and the BC Offshore School Program in one year is a testament to our collective commitment, passion, and tireless effort to provide the very best learning experiences for our students.
These accreditations are not just badges of honour – they represent the culmination of rigorous external reviews and ongoing reflection. They confirm what we already know: Saltus is a place where accountability, innovation, and high standards thrive. The educators at Saltus model this every day by challenging our students to think critically, embrace curiosity, and aim for excellence.
For our students, these accreditations open doors to greater opportunities. Graduates of Saltus who complete the credit requirements for the BC Curriculum earn the prestigious Dogwood Diploma, a credential recognised by top post-secondary institutions worldwide. This ensures that our students are well-prepared to compete for spots at leading universities, equipped with a learning profile that speaks to their academic rigour and global readiness.
Our faculty and staff are also beneficiaries of this recognition. Through these networks, they gain access to valuable professional learning opportunities, ensuring they stay at the forefront of educational research and practices. Their growth and development enrich the experience of every Saltus student, creating a ripple effect of excellence across our classrooms and beyond.
As we celebrate this remarkable achievement, we reflect on the collective strength of our Saltus community. It is because of the dedication, vision, and teamwork of our faculty and staff that Saltus continues to be a school that inspires, challenges, and prepares students to lead and succeed in an ever-changing world. Together, we are shaping a future of boundless possibilities, and we couldn’t be prouder. l
Advantages of CAIS, NEASC, and BC Offshore School accreditations for Saltus students:
• Confirms our commitment to high standards in education
• Regular inspection and review process demonstrates high accountability
• Post-secondary institutions recognise these associations and their standards giving Saltus graduates a stronger learning profile
• Provides our faculty with important networks and opportunities for professional learning
• BC’s Dogwood Diploma is recognised worldwide
Visiting accreditation team from Canadian Accredited Independent Schools (CAIS) and New England Association of Schools and Colleges (NEASC) in February 2024.
First annual BC Offshore School inspection
L–R: Julie Rousseau, Saltus Head of School; Bob Esliger, BC Ministry Inspector; Rob Comeau, BC Offshore School Representative; E. Michael Leverock, Saltus Board Chair; Laurie Anderson, BC Ministry Inspector; and Jesse Sheppard, Saltus Director of Curriculum.
Reggio Emilia
at Lower Primary Embracing a World of Wonder
BY LIZ DOWDELL, ASSISTANT DIRECTOR OF LOWER PRIMARY
“Children…are the first great researchers. If we are capable of listening to them, children can give us back our pleasure in wonder, in marvelling, in doubt. Children can convey the joy of search and research which belongs not only to children, but to women, to men, to humankind – it belongs to life.”
– Carlina Rinaldi, Professor, University of Modena & Reggio Emilia
Following World War II, in the town of Reggio Emilia, Italy, a group of progressive women were impassioned to create a better world for themselves and their children. With the help of a brilliant young teacher, Loris Malaguzzi, who was influenced by the perspectives of psychologists Jean Piaget and Lev Vygotsky and educational reformer and psychologist John Dewey, they created a new philosophy of teaching that puts the unique view of the child at the centre of their learning. Over the years, the principles of the Reggio Emilia approach have inspired early childhood education programmes worldwide, promoting a more child-centred, experiential learning environment.
The Reggio Emilia approach to learning is founded on the principle that children learn through making their own connections about the world around them and are not simply empty vessels to be filled with knowledge. They are active participants in their own learning and skills and knowledge are learned through authentic experiences.
Several years ago a team of educators from Lower Primary began to explore, through careful research, how to bring the Reggio Emilia-inspired approach to teaching and learning to life at Saltus. This shift involved not only examining what principles would be adopted but also how physical spaces would need to be altered to support this new approach. Through professional development, overseas conferences, and book study groups we have continued to develop our faculty and our programme, underscoring our beliefs about children and how they learn.
The principles of our programme include:
• A strong image of the child as competent, capable and curious and able to construct their own learning.
• The belief that the environment is the third teacher.
• The role of the teacher is to guide, nurture, and provoke a child’s thinking.
• Learning is collaborative and can be expressed in many different ways.
As educators, we take the time to observe, document, and interpret what children are doing and saying, always ready to ask the next question to deepen their thinking. Through collaboration and reflection, our faculty continues to learn as well.
Valuing the Innate Curiosity of Children
We believe all children are full of wonder, and joy, and are competent and capable. We encourage these characteristics throughout our programme, beginning in Junior Kindergarten. Teachers guide, teach, and provoke children’s thinking, helping them find the language to share ideas, disagree, collaborate, and create new concepts. Our programme values the whole child, working together to develop them academically, socially, emotionally, and physically through an inquiry-based programme rooted in our strong image of the child and academic excellence.
The Environment as the Third Teacher
Children learn from each other, from adults, and from their environment. This is not only the context of where we live, on the beautiful island of Bermuda with all its flora and fauna, sea life, and rich history; it also means learning from the classroom environment. Teachers thoughtfully set up classrooms and design spaces with intention and with the child at the centre of decisionmaking, often incorporating their ideas. Displays, provocations, invitations to learning, and bulletin boards make children’s thinking visible and share the story of their learning. Our environment includes outdoor spaces, like our three playgrounds on the Devonshire campus. We are also excited to be developing a partnership with a close neighbour for an even stronger connection between nature and our curriculum.
Sparking the Imagination
A well-designed learning environment includes thoughtful, beautiful, and rich materials where children’s imagination and creativity can flourish. We use many open-ended materials and loose parts, encouraging innovation and collaboration. These materials foster mathematical and scientific thinking, and allow the many expressive languages of children to come through. Loose parts can be used in many ways, boosting creativity, concentration, language and vocabulary development, while fostering curiosity and critical thinking in our students. Our dedicated Art Studio nurtures this creativity, develops key skills and knowledge, and provides another space for experimentation.
The BC Early Learning Framework
Our Junior Kindergarten is guided by the British Columbia Early Learning Framework, an important bridge to the BC Curriculum. Its roots are in Reggiobased principles viewing children as strong, capable, and full of potential, recognising that play is fundamental to well-being and learning. Learning is not necessarily linear, and this framework provides guidance on how ideas interconnect and evolve. Areas of learning include well-being and belonging, communication, identity, social responsibility, and diversity. As students progress through the Primary department, these fundamental principles are evident in all subject areas and core competencies.
At Saltus, we provide an environment for children to explore, research, and build knowledge. We encourage independent thinking and idea sharing, ensuring that fundamental academic readiness skills are part of our programme, much of which is learned through play. Our teachers create opportunities and learning experiences to develop these necessary skills, making learning playful, enjoyable, and fun.
The three years our students spend at Lower Primary provide a strong academic foundation for future success, in school and in life. Our developmentally appropriate programme meets students where they are, valuing all aspects of the whole child. Our knowledgeable and experienced team at Lower Primary loves working with young children and is supported by Saltus as a whole, ensuring a well-rounded education. Our students seamlessly transition to the Upper Primary starting in Grade Two, where inquiry, collaboration, and critical thinking continue to be developed. l
Insights from Our Head Prefects 2024–25
Keira Burchall and Ella Newton were voted Head Prefects for 2024–25. Together they shared their experiences at Saltus, their hopes for their roles, and what they look forward to once they graduate.
Keira Burchall Ella Newton
When did you join Saltus?
I’ve been at Saltus since Foundation and have grown up through the school.
What is your favourite Saltus memory so far?
The most memorable year for me was in Y6, specifically the Washington Trip. During the trip we went to a number of interactive exhibitions like the African American History Museum and Spy Museum. But, spending quality time with friends was the best! We made so many memories and it has become one of my favourite moments at Saltus.
What have you been looking forward to as Head Prefect?
I have been excited to foster a stronger sense of community within the school by supporting and encouraging student academic development. I am looking forward to working closely with both the students and teachers to create a positive environment where everyone can thrive!
What can students look forward to with your leadership?
Working together with Ella I hope to participate in a number of activities across the school, as we hope to make a strong and positive connection with every student. In addition I hope to encourage collaboration between students as well as continue the positive leadership we've seen in previous Head Prefects.
Tell us a bit about yourself – hobbies, passions, favourite foods etc.
I really enjoy reading, art, languages and music. My current favourite music genres are Jazz and Pop, but additionally I do listen to a mix of international artists. Personally, it has always been a dream of mine to be fluent in a foreign language, so I always commit my full energy to learning in hopes of one day succeeding. In addition, during my free time I mainly read; genres like classical literature, romance and fantasy are my favourite. I enjoy reading because it makes me feel as though I’ve lived a thousand lifetimes, and when you find a good book you just can't put it down.
What are your next steps after graduation?
Ideally, after graduation I wish to attend Business school in Canada, where I will major in marketing. Moreover, I also hope to further develop my art and business skills.
How do you think Saltus has prepared you for your next steps beyond Saltus?
Throughout my time at Saltus, they have continuously encouraged student responsibility and independence. Whether that is using a planner or remembering assembly uniform days, I believe that Saltus has allowed me to develop strong organisational skills and academic confidence.
When did you join Saltus?
I have been at Saltus since Foundation Year (I was a Kiskadee).
What is your favourite Saltus memory so far?
My favourite Saltus memory so far would have to be my Middle School advisory. Not only was it filled with all of my friends, but Mr. Nannini was our advisor. Every morning, the lockscreen on his desktop would be a different historical picture that he would teach us about while we asked questions. I think I enjoyed this so much because first of all, I never took a history class but have always been very interested when someone is talking about it, and second of all, the pictures were always ones that everyone had questions about.
What have you been looking forward to the most as Head Prefect?
I have been so excited to be working with Keira! She’s been one of my closest friends throughout all my years at Saltus, and I know we'll work well together. We’re both excited and ready to engage with both middle and high school students, as well as support the other prefects in fulfilling their responsibilities.
What can students look forward to with your leadership?
I definitely think the students should be looking forward to lots more collaboration in a more inclusive environment. Keira and I both want to raise school spirit with more house events that include all grades from Grade 6–SGY 2.
What is something you would like people to know about you?
I have been a gymnast since I was 5 years old and competing since I was 9. I’m not competing anymore due to my hip injuries but I’ve stayed connected with the sport by taking on coaching younger gymnasts.
What are your next steps after graduation?
Honestly, I have never been able to answer this question well because I don’t know what my next steps are. I plan to hopefully attend university in the US but if you ask me what I’ll study or where in the US I’ll go, I couldn’t tell you.
How do you think Saltus has prepared you for your next steps beyond Saltus?
I think one of the ways Saltus has prepared me for my next steps is through all of the opportunities they provide. Throughout the years I’ve been able to do so many things-from numerous sports to taking a wide range of different subjects, and now being Saltus’ Head Prefect. I want the younger Saltus students to be able to recognise their many opportunities and start taking advantage of them from a younger age. l
EMBRACING DIVERSITY, EQUITY AND INCLUSION
BY NADIA ROBINSON, DEPUTY HEAD OF SCHOOL
At Saltus we believe that fostering a diverse, equitable, and inclusive community is essential to preparing our students for the interconnected world they will lead. Our commitment to Diversity, Equity, and Inclusion (DEI) reflects our belief that every individual – regardless of background, race, ethnicity, gender, sexual identity, religion, socio-economic status, physical ability or unique learning style – deserves to feel valued, supported, and empowered within our school environment.
Why DEI Matters
Diversity brings together a rich tapestry of perspectives, ideas, and experiences that deepen understanding and fuel innovation. Equity ensures that every student has access to the resources and opportunities they need to thrive. Inclusion creates a sense of belonging, where everyone feels respected and celebrated for who they are. Together, these principles strengthen our school community and prepare students to be compassionate global citizens.
Our DEI Vision
The DEI initiatives at Saltus are rooted in our core mission: to inspire a passion for learning and independent thinking through a commitment to academic excellence, personal integrity and service to others. They also align with our values of Belonging, Respect, Integrity, Courage and Empathy. As we embark on this journey we are committed to:
• Common Definitions: Reviewing our existing Inclusion Statement to ensure that it is current and relevant, reflective of our community and strongly aligns with our school values.
• Cultivating a Welcoming Community: Ensuring that every student, family, and staff member feels at home, regardless of race, ethnicity, gender, socio-economic status, religion, or ability.
• Addressing Barriers: Identifying, reviewing and dismantling policies, practices, or traditions that no longer reflect our vision of inclusion.
• Embedding DEI in Curriculum and Culture: Creating learning experiences that reflect diverse voices, foster critical thinking, and challenge personal biases.
Key Initiatives
To advance DEI at Saltus we are excited to introduce several new programmes and strategies:
1. Professional Development Training: Ongoing professional development workshops to equip teachers and staff with the skills to recognise and address bias, promote inclusive teaching practices, and facilitate meaningful dialogue.
2. Student-Led Initiatives: Opportunities for our DEI Prefects and DEI Student Committee to initiate affinity groups, lead assemblies, participate in peer education programmes, and service-learning activities that celebrate diversity.
3. Culturally Responsive Teaching: Implementing the BC Curriculum with intentionality to foster cultural understanding and value diverse perspectives.
4. Community Engagement: Partnering with families and local organisations to build a collective commitment to DEI through education, events, celebrations guest speakers, and collaborative programmes.
5. Equity Audits: Conduct regular assessments to measure progress and identify areas for improvement in creating equitable opportunities for all students.
6. Recruitment and Retention: Prioritise inclusive practices to attract, support, and retain diverse students and staff, fostering a sense of belonging and ensuring equitable opportunities for growth and success.
Measuring Success
Our DEI work is a journey, not a destination. Success will be measured by the extent to which every member of our school community feels seen, heard, and valued. Through open feedback and shared accountability, we will celebrate milestones and refine our efforts to build an inclusive future for all.
Together, we can create a thriving community where differences are not just accepted but celebrated, where every child has the opportunity to thrive, and where our collective efforts pave the way for a more just and inclusive school community. To learn more or get involved, please contact me, Nadia Robinson, Deputy Head of School at nadia.robinson@saltus.bm. Let’s shape a stronger, more inclusive Saltus – together. l
Landscapes for Learning Math Teaching and Learning
BY JESSE SHEPPARD, DIRECTOR OF CURRICULUM
The BC Curriculum is built on the foundations of literacy and numeracy skills. Literacy is a student’s ability to understand, critically analyse, and create a variety of forms of communication in order to accomplish a goal. Numeracy develops our students' ability to understand and apply mathematical concepts, processes, and skills to solve problems in a variety of contexts. Though often associated with language learning and mathematics, literacy, and numeracy are applied in all areas of learning throughout the curriculum.
With continued focus on the implementation of the curriculum across our school, we have taken a deep dive into developing our student’s numeracy skills through the curriculum framework and curricular competencies. Direct instruction of content such as number bonds, division, and multiplication will always have an important role in our math instruction as these fundamental concepts are building blocks for understanding. However, as we prepare our students to meet a world beyond Saltus, it is important that we are also considering how students are developing
the competencies that will allow them to think beyond a worksheet.
The BC Math Curriculum calls on students to reason and analyse, understand and solve, communicate and represent, and connect and reflect their mathematical thinking. The development of these competencies along with the understanding of mathematical operations allows students to apply mathematical processes and concepts across contexts in a robust manner.
How are we Supporting Teachers and Students?
Resources
With a focus on competency-based learning in our Math classes, we have sought to introduce a resource that is aligned with the BC Curriculum and provides teachers with clear examples of how to integrate the competencies into lessons through a variety of teaching strategies. After careful consideration, we decided to use MathUP as our primary resource to support the implementation of our math curriculum.
MathUP is a comprehensive mathematics resource designed for Primary and Middle-grade students. Created by Dr. Marian Small, a renowned mathematics educator, researcher, and author, widely regarded as a leading authority on differentiated instruction in mathematics, MathUP focuses on fostering a deep understanding of mathematical concepts, problem-solving skills, and real-world applications. It emphasises a balance between conceptual understanding, procedural fluency, and the development of critical thinking.
Key Features of MathUP
• Student-Centred Learning:
- Encourages exploration and hands-on activities
- Supports a growth mindset by making math accessible and engaging
• Curriculum Alignment:
- Aligns learning standards with the BC Curriculum
• Differentiated Instruction:
- Offers various levels of problems to meet the needs of diverse learners
- Provides strategies to support struggling learners and challenge advanced students
• Integrated Assessments:
- Formative and summative assessments are integrated to monitor progress
- Includes performance tasks and realworld application problems
• Digital and Print Resources:
- Include online tools, videos, and interactive activities alongside traditional print materials
- Engages students through technology-enhanced lessons
In addition to MathUP, we have introduced IXL as another additional learning platform to support students’ math learning. IXL Math is an online learning platform that offers personalised math practice for students from Kindergarten through Grade 12 (SGY). It provides a comprehensive overview of thousands of math skills aligned with the BC Curriculum. IXL is
currently being used in our classrooms and at home to supplement the learning taking place at school.
Saltus faculty, who teach math, science, and English language arts, all participated in professional development to use the learning platform effectively in their classrooms.
Key features include:
• Personalised Learning:
- IXL uses adaptive technology to tailor practice questions to a student’s skill level, providing real-time feedback and guidance to help them progress.
• Comprehensive Coverage:
- The platform includes topics across all major math strands – arithmetic, algebra, geometry, probability, statistics, and calculus – ensuring a broad and deep mastery of concepts.
• Professional Development:
- Often accompanied by teacher training programs to ensure effective implementation
Full implementation of MathUP has now taken place in our classrooms from Kindergarten to Grade 9 providing consistency across grade levels and departments. Continued professional development and guidance will continue throughout the upcoming school year.
• Analytics and Progress Tracking:
- Detailed performance reports help teachers and parents identify strengths, gaps, and areas needing improvement.
• Engaging Practice:
- IXL encourages mastery through interactive questions, immediate feedback, and incremental challenges designed to motivate learners.
• Skill Recommendations:
- Based on real-time diagnostics, IXL suggests specific skills for students to practice, supporting targeted growth and development.
IXL is widely used in classrooms and for independent learning, praised for its ability to reinforce classroom instruction, build foundational skills, and promote independent problem-solving.
Grade 5 student working with the IXL programme.
Professional Development
With a focus on continued professional development in our Math Department, Saltus was fortunate enough to send Erica Osbourne (Head of Math), Kalpana Gangwani (Math & Accounting Teacher), Liz Dowdell (Assistant Director, Lower Primary), and myself to the 2024 Northwest Mathematics Conference (NWMC) in Whistler, British Columbia during the October half-term break. This annual gathering offers educators from across North America a platform for professional development, networking, and inspiration in mathematics teaching.
Key highlights of the 2024 conference included:
• Keynote Speakers:
- Dr. Francis Su
- Howie Hua
- Closing panel with Dr. Cynthia Nicol, Dr. Jo-ann Archibald, and members of the Indigenous Mathematics Network.
• Featured Presenters:
- Esteemed educators such as Dr. Peter Liljedahl, and Dr. Marian Small offered insights on innovative teaching practices, including sessions on “Building Thinking Classrooms” and “Numeracy Across Cultures.”
• Diverse Sessions and Activities:
- Attendees participated in workshops, discussions on equity in math education, explorations of AI integration, and hands-on activities like kite-building to highlight the creative side of mathematics.
Saltus educators were incredibly inspired by the work of Dr. Liljedahl and his approach, “Building a Thinking Classroom.” Saltus Math Teachers, Erica Osbourne and Kalpana Gangwani have been excited to introduce this pedagogical approach, which fosters critical thinking and communication among students, to their Secondary classes.
Kalpana shared, “I learnt that students should appreciate the beauty, fun and power of mathematics, and be able to articulate as mathematicians do. Students have more to learn in math classes than just SKILLS. I brought back – Building a Thinking Classroom – which emphasises that students have natural abilities and virtues that we (math teachers) grow, nurture, hone, refine, build, and cultivate so that they can experience wonder and joy, and take responsibility for the world around them.”
“Building Thinking Classrooms transforms math education into an engaging and collaborative experience, encouraging students to actively participate in their learning. This approach fosters a deeper understanding of mathematical concepts by emphasising problem-solving, critical thinking, and teamwork. Incorporating movement during lessons not only energises students but also boosts their focus and creativity, creating a dynamic and interactive environment. Together, these strategies help students build confidence in their abilities and make learning math both meaningful and enjoyable”, shared Erica.
Another incredible opportunity was the ability to learn from and alongside Dr. Marian Small the creator of MathUp. Marian’s sessions were incredibly insightful providing an understanding of the MathUP resource and its comprehensive approach to math learning in our classrooms.
We hope to connect Marian with Saltus for continued targeted professional development in the future. l
Jesse Sheppard, Director of Curriculum (far left) and Erica Osbourne, Teacher of Math (far right), pictured with a group of educators attending the 2024 Northwest Mathematics Conference hosted in Whistler, BC.
L–R: Jesse Sheppard, Director of Curriculum; Erica Osbourne, Teacher of Math; Liz Dowdell, Assistant Director of Lower Primary; and Kalpana Gangwani, Teacher of Math & Accounting.
Seventy Saltus students took a total of 146 AP exams. Eighty-nine percent of the students who took an exam scored a 3 or higher, with 5 being the highest possible score. A score of 3 is typically the standard acceptance level as a subject credit in North American universities.
To highlight their success and commitment to academic excellence, 23 Saltus students were recognised by the College Board for outstanding results:
Eight (8) students earned the designation of AP Scholar. This is awarded to students who receive scores of 3 or higher on 3 or more AP exams. Congratulations to: Paola González (Florida International University), Georgia Gravestock (University of Westminster, London), Jade Malo (McGill University), Sienna Mnushkin (Carleton University), Nicolas Pepi (BIMM University), Felix Ringsted (current SGY2 student), Brandon Sangster (Queen’s University), and Cole Steinhoff (Dalhousie University).
Four (4) students were awarded the AP Scholar with Honors designation. This is granted to students who receive an average score of at least 3.25 on all AP exams taken and scores of 3 or higher on 4 or more AP exams. Congratulations to: Abigail Adams (Western University), Amy Colmet (Dalhousie University), Leyla Ganal (University of Kent), and Xavier Lee (University of Kent).
Eleven (11) Saltus students earned the designation of AP Scholar with Distinction which is granted to students who receive an average score of at least 3.5 on all exams taken and scores of 3 or higher on five or more of these exams. Congratulations to: Kathryn Adams (Queen’s University), Chloe Bennett (University of Kent), Darrin (Austin) Charles (Columbia University), Oliver Deacon (University College London), Thomas Ellison (Lancaster University), Sean Grob (IE University), Rory Lucas (University of British Columbia), Kate Marcotte (Western University), Benjamin Mello (Queen’s University), Benjamin Porter (University of Strathclyde) and Gabrielle Turchiaro (Western University).
A special congratulations goes to Darrin (Austin) Charles (Columbia University) and Kate Marcotte (Western University) who both received a perfect score of 5 on all five AP courses taken in the 2023–24 academic year.
Additionally, two (2) students were awarded the prestigious Capstone Diploma after completing both AP Seminar and AP Research successfully. Georgia Gravestock (University of Westminster, London) and Jordan Greene (North Carolina State University).
These accomplishments reflect the dedication and hard work of both the students and the educators at Saltus in preparing students for success in their Advanced Placement exams. Congratulations to all students on their achievements.
Darrin (Austin) Charles
Georgia Gravestock
Jordan Greene
Kate Marcotte
Athletics
The Saltus Athletics Programme strives to develop the whole student physically, intellectually, socially, and emotionally. Saltus Athletics offers numerous opportunities to participate in team activities from the Upper Primary through the Secondary levels each year.
THE ATHLETICS EXPERIENCE
Saltus Athletics offers numerous athletics team opportunities throughout the year in both the Upper Primary and Secondary levels. Many Saltus teams participate in the Bermuda School Sports Federation’s (BSSF) Calendar of Events. In addition, several teams travel annually overseas to expand their athletic and social experiences.
Our qualified staff and coaches are committed to ensuring all student-athletes have a positive experience while representing Saltus.
WHAT SPORTS HAPPEN WHEN?
WORK HARD. PLAY HARDER.
This is the motto for top athletes at Saltus selected to be part of the Saltus Elite Athlete Programme (SEAP). The Saltus Athletics Department has expanded its development and support of student-athletes at the Middle and Senior School level, who are competing nationally or internationally in a dedicated sport. This programme is available by application only and is aimed at students who are committed to fulfilling their maximum potential in sport.
Saltus Athletics has expanded its development and support of their student-athletes through the formation of the Saltus Elite Athlete Programme (SEAP) and the Emerging Elite Athlete Programme (EEAP). Students that are competing at a high level (National) and are committed to fulfilling their maximum potential will be eligible to apply.
For more information, visit www.saltus.bm/programme/ athletics/saltus-elite-athlete-programme-seap
Email: athletics@saltus.bm to receive the SEAP application.
Leadership Team
Front row (L–R): Darcy Hausselman, Director of Communications & Marketing; Katie Kostiuk, Director of Advancement; Liz Dowdell, Assistant Director of Lower Primary; Crystal Heyliger, Director of People & Culture; and Cynthia Hassell, Director of Secondary. Middle row (L–R): Jeanne Bean, Director of Primary; Amanda Skinner, Director of Enrolment Management; and Nadia Robinson, Deputy Head.
Back row (L–R): Julie Rousseau, Head of School; Shayne Scott, Assistant Director of Secondary (Middle Grades); Jesse Sheppard, Director of Curriculum; Paull Davis, Director of Finance & Operations; Lionel Cann, Director of Facilities & Maintenance; and Lorne Nannini, Assistant Director of Secondary (Senior Grades).
Saltus University Guidance Counsellor, Tanja Walker, first taught Biology (iGCSE and AP) and Marine Science at Saltus for 13 years and served as an SGY Year Coordinator for four years before taking on a part-time university guidance role in 2016. When the position transitioned to full-time in 2019, Tanja embraced the opportunity to focus entirely on supporting students' postsecondary aspirations. Over the years, the role has expanded to include enhanced university and career exploration resources for students.
Key milestones have included the introduction of University Prep classes in 2021, designed to help students explore career pathways and prepare for university applications. This year, Saltus also reintroduced Life Skills classes, blending university preparation with essential life skills.
Another significant development has been the addition of James Anthony as University Coordinator this year.
James’s responsibilities include overseeing the SGY1 Work Experience Week, organising career-focused initiatives during Terms 2 and 3, and
assisting Grade 9 students with course selection to align with their academic and career goals.
Reflecting on his new role, James remarked, “I am really excited to be joining the team at such an important time. We know that the BC Dogwood diploma is recognised by top universities worldwide, and as we continue transitioning to the BC Curriculum, both Tanja and I will be able to support students and families as they map out their journey through high school and beyond.”
Tanja Walker, University Guidance Counsellor, and James Anthony, Teacher of Social Studies and University Coordinator.
The following are some insights into the support offered by Tanja and James and some helpful information for families and senior students as they begin to explore their post-secondary options.
How does the department support students as they begin exploring their next steps beyond after graduating from Saltus?
The University Guidance Department provides comprehensive support to students, tailoring guidance to each grade level.
Grade 9
We meet individually with students to discuss their post-secondary aspirations and help map out a pathway to achieve these goals.
Grade 10
Individual meetings continue, allowing us to reassess and adjust their pathways as needed.
Grade 11
Through University Prep classes, students explore career options, begin the university search process, and start preparing application materials. Term 3 emphasises work experience, including resumé and cover letter writing, interview preparation, and office etiquette. Mock interviews with alumni provide additional practice, culminating in Work Experience Week, where students gain hands-on experience in an industry. Life Skills lessons include financial literacy, SAT prep, and exam revision techniques. There is a UK Universities Trip available if there is sufficient interest. Individual meetings further refine post-secondary plans, ensuring students take the necessary prerequisites to achieve their goals.
Grade 12
The focus shifts to finalising college lists, completing applications, and writing essays during Term 1. In Term 2, the emphasis is on scholarship applications. Life Skills lessons combine practical skills, financial literacy, and preparation for transitioning to post-secondary life. Our Canadian Universities trip is very popular with a number of students looking to explore several options in Ontario and the Atlantic provinces. Individual meetings offer personalised support with applications, scholarships, and any remaining steps toward post-secondary success.
How do you help students identify programmes or institutions that align with their interests and strengths?
We help students identify programmes and institutions that align with their interests and strengths through a research-driven approach. Using tools like Unifrog, students can take psychometric tests that assess their interests and strengths, providing tailored suggestions for suitable programmes. Once students have identified programmes of interest, we guide them in researching universities that offer those programmes, ensuring they understand the entry requirements and other important factors. This process helps students make informed decisions about their educational and career paths. What role does the department play in preparing students for university applications, especially for competitive programmes?
We help students with filling in applications, writing personal statements/ college essays, and signing them up for any required admissions tests.
We provide tailored guidance for applications to prestigious institutions or programmes with specific requirements, ensuring students are well-prepared for the challenges of the process. For fields such as medicine, engineering, or law, we offer specialised advice, including recommendations for relevant work experience and portfolio preparation when needed.
We assist students with every stage of their applications, from filling out forms to writing personal statements and college essays. Additionally, we help students register for any required admissions tests. For programmes that include interviews as part of the selection process, we provide mock interview opportunities, giving students valuable practice and confidence to excel. This comprehensive support ensures that students are fully equipped to present their strongest possible applications to competitive programmes.
How do you assist students in navigating scholarships, financial aid, and other funding opportunities?
During Term 2 of SGY2, we dedicate significant time to assisting students with scholarship applications, with a primary focus on Bermuda scholarships. We guide students in using the www.bermudascholarships.com website, searching for relevant opportunities, managing the application process, and crafting strong scholarship essays. Additionally, we encourage eligible students to explore scholarships beyond Bermuda, including those available in Canada and the US. For these, we offer personalised support to ensure students understand the requirements and submit competitive applications. Our goal is to help students access the funding they need to pursue their post-secondary education successfully.
What resources or tools does your department provide to students throughout the university application process?
Unifrog
This platform helps students plan their post-secondary pathway, apply to universities and colleges, and track their destinations. It offers a comprehensive suite of tools for researching programmes, organising applications, and setting goals.
UCAS
For students considering universities in the UK, UCAS is an essential resource. It provides in-depth information on UK universities and their programmes, along with tools like the Historical Entry Grades data, which shows the range of grades students were previously accepted with. This feature helps students set realistic expectations about their chances of being accepted into specific programmes at particular schools.
Big Future by College Board
This resource is invaluable for researching US universities. It offers a variety of filters to help students narrow down their options based on preferences like location, programme type, and campus culture.
Universities Canada
Provides a wealth of information on Canadian universities, including profiles of institutions, programmes offered, and admissions requirements. It also provides resources on applying for scholarships and funding.
How do you guide students who may be uncertain about their future career paths or academic interests?
We recommend that students take a broad range of courses when choosing their classes, which allows them to experience different subjects and discover what resonates with their interests and strengths.
In SGY1, we focus heavily on career exploration. During Term 1, students complete psychometric quizzes in Unifrog, which provide insights into potential careers based on their interests, personality, work preferences, and skills. This helps students identify areas they may not have previously considered.
In Term 3, we offer a valuable Work Experience Week, where students spend 4–5 days shadowing professionals in their chosen fields in Bermuda. This hands-on experience provides a clearer understanding of various careers and helps students assess whether those paths align with their goals.
Additionally, we recognise that the university application process differs across countries. If a student remains uncertain after completing the activities in SGY1, we may recommend considering universities in countries with different systems to help them further explore their academic and career interests. This flexibility allows students to choose a pathway that best suits their evolving aspirations.
What advice do you give students and families regarding balancing academic success with personal well-being during this important decision-making period?
We always emphasise the importance of maintaining a balance between academic success and personal well-being during this critical decision-making period. While it's essential to challenge oneself academically, we recommend that students take a balanced course load, combining AP courses with non-AP subjects, if possible. This allows them to stay academically engaged without feeling overwhelmed.
One of the advantages of our programme is the flexibility it offers, which ensures that students have time for co-curricular activities, community service, part-time work, and crucial downtime. We encourage families to support students in prioritising self-care and managing their time effectively, as maintaining this balance is key to longterm success and well-being.
How can parents support their students in this process? What should parents be aware of in this process?
One of the most effective ways they can help is by staying on top of key deadlines. This includes both university deadlines and the internal Saltus deadlines for submitting applications, which typically occur early in December. By staying informed, parents can help ensure that their students meet these deadlines, reducing unnecessary stress and lastminute scrambling.
Additionally, parents should familiarise themselves with the specific requirements for each application. They can assist their students by reviewing application forms, helping fill in details, or double-checking materials for accuracy. This collaborative approach helps ease the pressure students may feel, ensuring that all aspects of their applications are completed on time and to a high standard. By remaining engaged and informed, parents provide valuable guidance during this important milestone in their students’ lives.
To further enhance the support parents can offer, here are some additional ways they can assist their students:
• Maintain Open Communication: Encourage your students to share their concerns or questions about the application process, deadlines, or programme choices. A supportive, open line of communication can help students feel heard and alleviate any anxiety they may have.
• Promote Time Management:
Help students develop a clear, organised schedule that includes time for researching universities, completing application materials, writing essays, and preparing for interviews. Breaking down the tasks into manageable steps can help prevent procrastination and reduce stress.
• Offer Emotional Support:
The application process can be emotionally taxing, especially when applying to competitive programmes. Parents can reassure their students that there are many paths to success, helping them stay grounded and positive. Remind them that the application process is just one part of their broader journey.
• Assist with College Visits and Virtual Tours:
If possible, help arrange visits to campuses or encourage students to participate in virtual tours. Exploring universities in person or online can provide valuable insights, helping students make more informed decisions about where to apply.
• Help with Interview Preparation:
For programmes that require interviews as part of the selection process, parents can support their students by conducting mock interviews. Providing constructive feedback and helping refine communication skills can improve students’ confidence and performance during actual interviews.
• Stay Informed About the Process: Take time to understand the university admissions process, including the different systems across countries (e.g., US, UK, Canada). Familiarising yourself with the requirements for each application will allow you to better support your student and help them make the most informed decisions.
We encourage parents to visit our University Guidance tile on SaltusLive as we are using this more and more to house important information for both students and parents such as upcoming deadlines, university visits, scholarship opportunities etc. l
What steps do you recommend students take in the early stages of researching universities or colleges?
When starting to research universities or colleges, here is a step-by-step process we recommend students follow:
• Decide on Potential Country/Countries
Determine which country or countries you are considering for your education. Each country has its own application requirements and expectations regarding how specific your academic and career goals should be:
UK: You need a clear idea of what you want to study since applications are typically programme specific.
Canada: Have a general idea of your area of interest, such as Business, Sciences, or Social Sciences.
US: You don’t need a specific major right away, as most US universities allow exploration through their general education requirements.
• Define Career Aspirations and Academic Interests
Reflect on what you might want to study and how it aligns with your career goals. Even if you're uncertain, having a general direction is helpful, especially for countries like Canada and the UK, where this plays a key role in narrowing down your options.
• Narrow Down Regions
For countries with many institutions, like the US (with over 4,000 accredited colleges), deciding on a region, state, or city can simplify the search. Similarly, in the UK or Canada, considering geographic preferences can help focus your research.
• Identify the Type of School You Prefer (the kind of environment where you’ll thrive):
Campus vs. City University: Do you prefer a self-contained campus or an urban setting integrated with the city?
School Size: Decide if you want to attend a large university with extensive resources, a medium-sized institution for a balance of opportunities, or a smaller college with a tight-knit community.
Specialised Programmes: Consider schools that offer unique programmes or approaches (e.g., project-based learning or interdisciplinary opportunities like WPI’s “More in Four” initiative).
• Explore Institutional Strengths and Co-curriculars
Look for universities that align with your academic and co-curricular interests, such as robotics, engineering projects, or international service opportunities. This ensures the school fits your holistic needs.
• Seek Practical Information
Consider practicalities such as tuition, scholarships, visa requirements, and other country-specific details early to avoid unnecessary complications later.
By addressing these steps systematically, students can create a focused and effective college or university shortlist tailored to their preferences and goals.
Creative and Performing Arts
At any point on their Saltus journey, aspiring artists have a wealth of opportunities to explore their talents through music ensembles, drama, film and media arts, and visual arts.
Celebrating Nicole Chichon
28 Years of Dedicated Service
At the end of last year, after 28 years of dedicated service, Nicole Chichon, former Deputy Head (Student Life), retired from Saltus.
Nicole’s journey to Saltus began in 1996, when she sought a change from teaching French, Spanish, and Media Studies in East London. Inspired by her desire to live somewhere sunny and cheerful, Nicole spotted the Saltus job listing in The Times Educational Supplement and immediately declared, “That’s my job!” She interviewed in Knightsbridge, celebrated with a drink at Harrods, and told her parents she’d be in Bermuda for “just three years.” That three-year plan blossomed into a nearly threedecade career, one marked by significant contributions to Saltus and its students.
Nicole was one of seven UK teachers to join Saltus in 1996. The Bermuda of that time was bustling, with a thriving reinsurance industry and cruise ships docking in Hamilton. Saltus itself was undergoing transformation, recently becoming co-educational and expanding its offerings. Nicole embraced the challenge, teaching French, Spanish, and SGY Media Studies, while quickly stepping into leadership roles. She became Head of Darrell House in her
second year and later Head of the Modern Foreign Languages Department.
Always passionate about student wellbeing and engagement, Nicole’s greatest joy has been fostering the student experience at Saltus. She was one of the first Year Coordinators to guide a group of students from Year 7 through to graduation, a position she cherished. Her leadership extended to helping introduce the school’s forwardthinking laptop programme in 2001, ensuring Saltus stayed at the forefront of educational innovation.
Nicole’s career saw her progress to roles including Deputy Head of SGY, Head of SGY, and Director of Senior School. Her enduring focus has been on enhancing student life, from Spirit Weeks and talent shows to leadership opportunities and wellbeing initiatives. Most recently, she has worked closely with SGY students, helping them build memories and friendships they will carry with them for a lifetime.
Nicole has also been a driving force behind major initiatives at Saltus, such as introducing the school’s values of
belonging, respect, integrity, courage, and empathy, implementing the One Trusted Adult programme, and coordinating Saltus’ recent dual accreditation with CAIS and NEASC.
Reflecting on her time at Saltus, Nicole fondly recalls the friendships formed with colleagues, the students’ infectious enthusiasm, and memorable moments like Spirit Weeks, matching pajamas, tug-of-war contests, and yes –even an embarrassing tumble into the pool at a swim meet. She is proud of the relationships she has built, always striving to be a trusted mentor, a good listener, and a compassionate guide for her students.
“I think that’s always been the most important part of my job – making school an enjoyable place for the students. Yes, they’ll remember what they learned in their classes, but what they’ll truly carry with them are the memories: the tugof-war competitions, matching pajamas for spirit week, getting candy grams at Christmas. Those are the moments that make the Saltus experience special, and I’ve always wanted to ensure that students feel this is a place where they belong and can thrive.”
Nicole’s Saltus journey is deeply personal. She met her husband, Keith (’91), at Saltus, and her daughters, Maya (’19) and Alyssa (’22), are proud Saltus Lifers who thrived in school plays, sports, and leadership roles. Her niece and nephew are current Saltus students, ensuring her family’s legacy continues.
The Saltus community is grateful for Nicole’s dedication, kindness, and unwavering commitment to making school a joyful and meaningful place for all. Her contributions have profoundly shaped Saltus, and her legacy will be felt for years to come. l
L–R: Head Prefect, Katherine Bean Rosario, Nicole Chichon, Deputy Head of School (Student Life); and Leyla Ganal, Head Prefect.
Nicole pictured with her husband Keith and daughter Maya, Class of 2019.
Understanding ADHD and Executive Functioning
Parent the Child You Have
BY RENEE GILCHRIST, SALTUS LEARNING STRATEGIST
Parenting a child with ADHD (Attention Deficit Hyperactivity Disorder) can feel like navigating a winding road without a map. However, understanding ADHD and Executive Functioning (EF) and the significant impact on your child’s learning, motivation, and behaviour, can transform challenges into opportunities. Insights into ADHD and EF, providing practical strategies to help you, “Parent the Child You Have.”
What is ADHD? ADHD is REAL!
Imaging studies show differences in the structure and activity between the brains of people with and without ADHD.
The loading and releasing of the neurotransmitters Dopamine, Norepinephrine, and Serotonin in the brain's prefrontal cortex is inconsistent for people with ADHD. These neurotransmitters contribute to maintaining alertness, increasing focus, and sustaining thought, effort, and motivation.
Prefrontal cortex is thinner and matures more slowly.
Under-stimulation in the reward and motivation centres in the brain.
ADHD is a neurodevelopmental disorder affecting attention, impulsivity, and sometimes hyperactivity. It is not caused by poor parenting or lack of discipline, but is largely hereditary and often lifelong. According to the CDC, approximately 11% of children aged 2–17 are diagnosed with ADHD, with symptoms typically appearing before age 12.
ADHD manifests in three presentations:
ADHD is a disorder of performance, not knowledge. Children often know what to do but struggle with when, where, and how to do it. Dr. Russell Barkely, a leading expert in ADHD believes that ADHD is not a deficit in attention, but a challenge in regulating attention. Barkely suggests it should even be re-named Executive Function Disorder.
Often referred to as the CEO or the Orchestra Conductor of the brain
Initiation/ Activation
The ability to begin a task without undue procrastination
Executive Function
The Board of Directors that helps you do what you decide to do
Planning and Organising
Creating and prioritising organisation and structure
Working Memory
The ability to keep multiple bits of information in mind and apply them to a task
Attention
The ability to sustain focus for tasks that are challenging or uninteresting
Processing Speed
The time it takes to process and respond
Emotional Regulation
Managing frustration and modulating emotions
Flexible Thinking
The ability to take feedback and adapt
Self-Monitoring
Using “self talk” to monitor and regulate one's behaviour and direct future actions
Purple indicates a Measurable Cognitive Skill
Executive Functioning: The Brain’s CEO
ADHD is closely tied to challenges with executive functioning skills, the mental processes that help us plan, focus, manage emotions and follow through with tasks. An individual cannot have ADHD without having challenges with executive functioning skills. There is a tremendous overlap between the two. Children with ADHD often experience developmental delays in these skills, sometimes lagging as much as 30% behind their peers. The prefrontal cortex, which governs executive functioning, is thinner and matures more slowly in individuals with ADHD. This can make learning and performing everyday tasks significantly more difficult.
Key executive functions include (but are not limited to):
• Working Memory: Holding and manipulating information.
• Emotional Regulation: Managing frustration and stress.
• Task Initiation: Knowing how and where to begin.
• Processing Speed: Quickly interpreting and responding to information.
Strategies for Parents
Supporting a child with ADHD requires patience, empathy, and tailored approaches:
• Encourage Movement: Physical activity, fidget tools, and sensory breaks can improve focus by stimulating the brain's reward and attention centers.
• Use Visual Tools: Tools like Time Timers® can help children understand and manage time more effectively.
• Frame Positivity: Instead of saying, “Stop fidgeting!” try, “I see you’re full of energy. How about a quick stretch?”
• Structure and Routine:
- Create predictable daily schedules to reduce stress and confusion.
- Encourage a weekly workspace clean-up; weekly back-pack dump.
- Create a “Launchpad” in your home. A designated spot where your child places everything they need for the next day, ready to grab and go.
• Parent with Empathy: Understand that their struggles are neurological, not willful defiance.
By the age of 10, children with ADHD may have heard 20,000 more negative comments than their peers. Such criticism can erode self-esteem. Instead, focus on your child’s strengths, such as creativity, persistence, and curiosity. Build their confidence by celebrating effort over outcomes.
A Balanced Perspective on Medication
Medication for ADHD can help improve focus, emotional regulation, and impulsivity. However, it is not a cure. “Pills don’t teach skills,” but they can make it easier for children to learn and apply them. Medication can make it easier for children to learn and apply strategies, but a comprehensive approach, including behavioural supports and parent training is essential. Always consult a qualified professional to determine the best course of action. A thorough diagnosis and expert guidance are essential to finding the right treatment.
Parenting a child with ADHD is not about striving for perfection but fostering progress. Focus on helping your child develop the skills and confidence they need for the future. Parent the child you have today while nurturing the adult they will become tomorrow.
By arming yourself with knowledge and a supportive approach, you can help your child thrive despite the challenges of ADHD. Remember, it’s not about perfection – it's about progress. “Parent the child you have!” l
Recommended Resources
Websites
CHADD.org
ADDitude Magazine
Understood.org
ADHD Essentials
ADHD Dude –Ryan Wexelblatt
Books
Taking Charge of ADHD by Dr. Russell Barkley
The Explosive Child by Dr. Ross Greene
Driven to Distraction by Dr. Edward Hallowell and Dr. John Ratey
Smart but Scattered by Dr. Peg Dawson and Dr. Richard Guare
8 Keys to Parenting Children with ADHD by Cindy Goldrich
About Renee Gilchrist
Renee Gilchrist, Learning Strategist at Saltus Grammar School, recently received certification as a Teacher Trainer of ADHD and Executive Functioning through PTS Coaching. Renee holds a Masters Degree in Educational Psychology and Special Education, a Post-Degree Certification in Special Education, and over twenty years experience special-education, working across all grade levels. In addition, Renee is a parent of a child diagnosed with ADHD, so she brings an interesting perspective to the table Renee has offered school-wide Professional Development to Saltus teachers and continues to work with teachers and parents on how to best support our students.
Resources
Goldrich, C., & Wolf, C. (2019). ADHD, Executive Function & behavioral challenges in the classroom: Managing the impact on learning, motivation, and stress.
PESI Publishing & Media.
Goldrich, C., & Rothschild, Babette. (2015). 8 Keys to Parenting Children with ADHD. W.W. Norton & Company.
Unlocking Potential
The Heart of Learning Support at Saltus
Under the leadership and experience of Head of Academic Support, Andrée Dugal, the Saltus Academic Support Programme ensures every student is included, challenged, and successful through tailored, differentiated learning strategies. The team includes seven learning strategists: one at the Cavendish campus (Junior Kindergarten to Grade 1), two at the Upper Primary campus (Grades 2–5), and four at the Secondary campus (Middle and Senior students).
The programme provides academic intervention, literacy and numeracy support, and curriculum extension through a tiered model emphasising classroom interventions, small groups, and one-on-one support. Partnering closely with parents, the approach focuses on each child's wellbeing, fostering independence, self-advocacy, and lifelong learning skills.
Learning strategists collaborate with teachers and parents to deliver targeted interventions and accommodations via small group instruction, co-teaching, and integrated classroom support, tailored to each student’s needs.
If you would like to learn more about the support available for your child please contact Andrée Dugal, Head of Academic Support at andree.dugal@saltus.bm
Empowering Voices: Student Council Returns to Action!
BY LYNSEY TURNER, HEAD OF THE ENGLISH DEPARTMENT, TEACHER OF ENGLISH
The 2023–24 school year marked an exciting milestone at our school with the long-awaited return of the Student Council. After a few years of inactivity, the council was revived, bringing a fresh wave of student leadership, voice, and collaboration. Collaborating alongside Head 2023–24 Prefects Leyla Ganal and Katherine BeanRosario, SGY2 Prefect Brandon Sangster spearheaded the initiative, helping to rebuild a diverse and dedicated team of representatives with a shared vision: to empower students and create positive change in the school community.
Student Leadership
Student leadership is essential because it empowers our students to have a voice in shaping their school experience. Through platforms like the Student Council, students can express their concerns, share ideas, and play an active role in making decisions that directly affect their daily lives. It fosters a sense of responsibility, encourages democratic participation, and offers valuable leadership development opportunities. By being part of this process, students learn to collaborate, communicate,
and advocate for their peers, all while contributing to a more inclusive and responsive school environment.
How are Student Council
Members Different from Student Prefects?
While Student Prefects are SGY2 leaders responsible for various initiatives across school life, the Student Council is a broader, elected body representing students from Grade 6 through SGY2. Unlike Prefects, who focus on specific areas of student life, Student Council members act as the voice for the entire student body. They gather and present the views of their peers on issues that affect the whole school. This distinction allows the Student Council to provide a more diverse representation and encourage open dialogue across all year groups, promoting student expression and engagement in school governance.
A Platform for Student Voices and Real Change
Following a rigorous election process in the fall, representatives from each year group came together to discuss and
address a variety of important issues. The council quickly became a platform for empowering student voice and learning to work collaboratively with the Leadership Team to bring new ideas forward, address any concerns, and develop solutions to affect positive change. Throughout the year, the council worked hard to ensure collaboration between students and staff, making the school more inclusive and fostering stronger connections.
In the 2023–24 school year, the Student Council made significant progress on several key initiatives. They collaborated with the Tuck Shop to introduce new hot food options, with plans to expand variety and healthier choices next year. After gathering student feedback, the decision was made to reinstate school bells to assist with timing and organisation throughout the day. Additionally, the Council is engaging with staff to ensure a fair and consistent infraction system while advocating for the introduction of a merit system.
With the council now ready and set, the future looks bright for student leadership, and we can't wait to see where they take us next! l
2024–25 Student Council Representatives
Grade 6
Harlo Robinson
Grade 7
Jasmine
Reid-Rubaine & Leydi Raynor
Grade 8
Euan Forster & Lillian Masters
Grade 9
Jules Dickinson & Ben Steinhoff
Year 11
Christopher Madeiros & James Ganal
SGY 1
Asha Dunleavy & Tse Burgess
SGY2
Bert Stevenson & Kijali Jean-Marie
Head Prefects
Keira Burchall & Ella Newton
Cricket Legend
Lionel Cann
Director of Facilities & Maintenance
Saltus Grammar School was thrilled to announce the promotion of Lionel Cann in July 2024, one of Bermuda’s most celebrated cricketers, to the position of Director of Facilities & Maintenance. This marks another milestone in Lionel’s long and dedicated tenure at Saltus, where he has been a valued member of the community since 1999.
Lionel’s journey at Saltus began as a custodian, but his exceptional work ethic and leadership qualities quickly set him apart. In 2017, he transitioned into a more prominent role as Lenel Security Administrator, serving as Second in Command. In his newly appointed role, Lionel oversees the Facilities & Maintenance team, ensuring the smooth operation of the St. John’s and Cavendish campuses.
Reflecting on this well-earned promotion, Julie Rousseau, Head of School, praised Lionel’s exceptional contributions. “Lionel’s experience combined with his knowledge of our facilities makes him very well prepared for the increased responsibilities of this leadership role. The same attributes that made him a star cricketer in Bermuda for many years – commitment, dedication, and can-do attitude – are the same that make him shine at Saltus.”
A Legendary Cricket Career
Lionel’s name is synonymous with excellence in Bermudian cricket. Over a remarkable 35-year career, he carved out a legacy as one of the island’s finest players. Among his many achievements, he is one of only five cricketers to score over 1,000 runs in Cup Match, amassing an impressive 1,199 runs in 40 innings, including a top score of 104. His contributions extended beyond local rivalries. He was a pivotal member of the Bermuda cricket team that qualified for the 2007 Cricket World Cup, a historic moment for the island. After helping his team secure qualification in Ireland in 2005, he proudly represented Bermuda on the global stage in the West Indies.
Leadership On and Off the Field
As a cricketer, Lionel was known for his commitment, strategic thinking, and unwavering drive to succeed – qualities that have seamlessly translated into his career at Saltus. His rise through the ranks of the institution is a testament to his adaptability and dedication.
In his role as Director of Facilities & Maintenance, Lionel draws on his extensive experience at Saltus as well as the leadership skills honed over decades in sport to ensure that our facilities are safe and functional and support a positive environment for learning and growth.
Commenting on his excitement for this new role, Lionel shared, “I love that I am part of the Leadership Team now and that I can provide my input on the day-to-day operations of the school. I feel that it helps bridge the gap between the Facilities Team and all other departments within the school.
Managing the needs of nearly 1,000 students and employees across the St. John’s and Cavendish campuses can be challenging at times. We are regularly faced with ensuring that our facilities are well-maintained and systems are upgraded as needed. We also have to support multiple events at peak times of the school year. Despite the challenges, I am continually proud of the work the Facilities & Maintenance team does to showcase our amazing facilities and create positive learning spaces for our staff and students.”
Saltus proudly celebrates Lionel’s accomplishments and looks forward to seeing him bring the same level of excellence and determination to this pivotal leadership role. l
The Inspiring Journey of Alum Patrick Tannock ’78
BY SUSAN SIMONS, ALUMNI RELATIONS & ANNUAL GIVING COORDINATOR
In a world where success often seems reserved for the privileged, Patrick Tannock’s story stands as a beacon of possibility and perseverance. From mopping floors as a custodian at King Edward VII Memorial Hospital (KEMH) to steering AXA XL Insurance as CEO in Bermuda, Tannock’s ascent is a powerful narrative of resilience, ambition, and the relentless pursuit of dreams.
A Humble Beginning
Born into a blue-collar family, Tannock faced significant challenges. Upon graduating cum laude from the University of Hartford with a degree in business administration, he returned to Bermuda, hopeful for a position in the booming insurance sector. However, the recession had other plans. With the job market barren and opportunities scarce, Tannock took on a job as a custodian at KEMH. His brown uniform may have felt like a setback, but Tannock embraced it with pride. “Cleanliness and hygiene are critical in a hospital,” he recalls. “I performed my role with dignity, vowing to treat everyone equally, regardless of their position.” This foundational philosophy not only shaped his character but also laid the groundwork for his future leadership style.
Lessons Learned
Tannock’s time at KEMH was transformative. Starting as a custodian, he quickly advanced to a supervisory role, where he learned to unite a diverse team of individuals – varying in age and tenure – towards a common goal. “The skills I developed there, though seemingly unrelated, became invaluable in my later career as a leader,” he notes. His
experiences taught him that hard work and perseverance can break down barriers.
After nearly a year of mopping floors, Tannock began exploring career opportunities, leveraging his time at the hospital to network and enhance his knowledge. His breakthrough came when he joined Marsh as a broker, eventually taking on significant roles at ACE Bermuda (now Chubb) and the XL Group.
In 2011, he made history as the first Bermudian inducted into the University of Hartford’s Barney School of Business Hall of Fame.
The Path to Leadership
As the current CEO of AXA XL Insurance, Tannock is responsible for strategic direction and underwriting profitability in Bermuda. His journey from custodian to CEO is not just a personal triumph but an inspiration to others, particularly young people navigating their own paths. “Success isn’t always immediate,” he advises. “But with hard work, self-belief, and a commitment to lifelong learning, you can achieve your goals.”
His experiences at Saltus, attending as a scholarship recipient, played a crucial role in shaping his outlook. “The competitive environment fostered a passion for learning,” Tannock says. “It taught me the importance of collaboration and exposed me to diverse backgrounds, enriching my understanding of teamwork.”
Words of Wisdom
To current students at Saltus and beyond, Tannock emphasises the importance of resilience and community. “Follow your dreams, even if they seem distant. Keep learning and remain open to change. Knowledge is power, and as you grow, remember to share your success with others.”
His call to empowerment resonates deeply: “Take personal responsibility for your success. Remember, no one cares how much you know until they know how much you care.”
Patrick Tannock’s journey is a testament to the idea that success is not defined by your starting point but by your determination to rise above challenges. l
Class Notes
1970
In May 2024, Henry Zielger, a former employee of Saltus, met up with fellow retiree Jon Beard, and current teacher Steven Masters ’70 for a trip down memory lane right here on the Saltus Campus.
1971
Wendell Hollis ’71 was featured in a recent Royal Gazette article about living his best life at 70! In the article, Wendell recalls his second place finish during the 2023 Bermuda Day Marathon. What an accomplishment!
1976
Rick Wright ’76 and the Greenville Triumph football team secured a 5–2 away victory against the tenman Chattanooga Red Wolves on 14th September 2024, in the USL League One. Earlier, on 21st April, they won 3–0 against Tormenta FC, keeping them at the top of the league table.
1980
Paul Madden ’80 announced in February that he had been honoured with a Bermuda Government Literary Award for The Tipping Line (Templar Poetry, 2018).
The Bermuda National Trust elected Mark Orchard ’80 as president and Michael Leverock, current Saltus board chair, as vice president at their Annual General Meeting that took place on 1st July 2024.
Stephen Popper ’80 and his wife visited Saltus on 28th August 2024. Greeted by the legend himself, Jon Beard.
1981
Author Jonathan Evans ’81 released Flies in Amber: Selected Stories on Lulu on-line bookshop, featuring 33 stories in August 2024.
1982
Sean Lee ’ 82 has been appointed to a senior management position by The Bank of N.T. Butterfield and Son Limited. Sean will now be Group Head of Human Resources and joins the Executive Committee effective 1st October 2024.
1984
Stephen Davidson ’84 enjoyed the opportunity to speak for the sixth year at the DigiCert Management Circle 2023 in Munich held on 4th March 2023.
1985
Patrick Caton ’85 was recently honoured, and humbled to receive the Mellow Jones Fellow award for dedicated humanitarian services presented by the Lions Club International Foundation for his work on Beacon House.
Thomas Dunstan ’85 and Kyle James ’05 represented the Bermuda Aviation Authority at the Airline Economics Growth Frontiers conference in Dublin in February.
David Kendell ’85 was appointed to the post of Permanent Secretary to the Ministry of Health in June 2024.
1988
In June, Andrew Pettit ’88 was appointed to the post of Permanent Secretary for the Ministry of Home Affairs.
1989
Zach Moniz ’89 was appointed as board chairman for Friends of Hospice this August 2024.
1993
Michael M. Fahy ’93, and wife Elmear Fahy introduced their baby girl Eirinn Darcy Burke-Fahy to the world on 6th June 2024, weighing 8lbs 3oz.
1994
Meredith Andrews ’94 had her artwork showcased at the Atlantic Arthouse Boutique Art Fair during Miami Art Week 2024.
1996
Kevin Dallas ’96 expanded his responsibilities as Butterfield Bank’s group Head of Marketing and Communications by taking on the new prestigious position of Butterfield’s Group Chief Experience Officer. Kevin received this promotion in January 2024. Congratulations from the Advancement Team!
1997
AXA XL has promoted veteran cyber underwriter Noel Pearman ’97 to be Chief Underwriting Officer of the AXA XL Insurance in Bermuda.
1998
Aura Cassidy ’98 has been appointed by Governor Rena Lalgie to Magistrate, effective 1st February 2024. This appointment comes after a rigorous and competitive recruitment process, with a recommendation received from the Judicial and Legal Services Committee.
1999
Spencer Butterfield ’99 and Nhuri Bashir ’01, co-founders of Bermuda Walls, announced a debut mural festival that was held in Hamilton on 13th–14th April 2024. Alums Shanna Hollis ’14 and Robyn Hooper ’04 were among the local artists who graced “the walls” with their creations.
Shiona Turini ’99, a celebrated style expert, was named Stylist of the Year for 2024 by Harlem’s Fashion Row. She recently contributed to the Apple TV+ miniseries ’Lady in the Lake’ and styled Beyoncé for her Essence magazine cover in March/April 2024. In June, she received the Diamonds Do Good’s ’Diamond Influence Award’ in Las Vegas and was recognised as one of Hollywood’s top 25 stylists by Hollywood Reporter.
2000
Juliette Oatley-Baia ’00 has been named Executive Assurance underwriting manager at Arch Insurance. Congratulations from the Advancement Team.
2001
Nhuri Bashir ’01 and Spencer Butterfield ’99, co-founders of Bermuda Walls, announced a debut mural festival that was held in Hamilton on 13th–14th April 2024. Alums Shanna Hollis ’14 and Robyn Hooper ’04 were among the local artists who graced “the walls” with their creations.
Former Olympian Tyler Butterfield ’01 produced a sparkling performance to finish just outside the top 50 as a host of Bermuda citizens and residents competed in the Boston Marathon this past April.
2002
Alex Collis ’02 has returned to Bermuda to join Carey Olsen Bermuda Limited as a counsel in the corporate team. With over 10 years’ experience in London and Singapore, Alex has particular expertise in the investment and financing of large-scale renewable energy projects, infrastructure and real estate assets.
Congratulations to David Boyce ’02, James Cox ’09, and Katie White ’17, three alums who have started Front Street’s newest real estate firm Realestate.bm. We wish you all continued success!
Congratulations to Philip Sousa ’02 and Lizzy McManus on their marriage which took place this past June in Finnebrogue Woods, NI.
2003
Vashun Blanchette ’03, the Bermuda Under-14 boys’ football team coach, believes his young players have gained invaluable experience from their remarkable run at the Caribbean Football Union Under-14 Challenge Series in Trinidad and Tobago, placing second in a stacked tournament. OUTBermuda announced that Executive Director Tiffany Paynter ’03 will be leaving the organisation at the end of the May 2024 to pursue her personal passion for yoga and wellness. Tiffany said she is “grateful to the Board of Directors for giving me an opportunity to make a positive impact on our community.”
Good luck with what comes next for you, Tiffany!
Johanna Silva ’03 (nee Traxel) and husband Travis welcomed their baby girl, Skylin Praise Silva, to the world on 18th March 2024. We found out that Skylin’s big brothers are over the moon with her arrival!
2004
We are pleased to announce that Maia Francis ’04 and Vanaà Stallworth tied the knot in November 2023. Best wishes to you both.
Rachel Sawden ’04 was a double winner at the 2023 Rego Southeby’s International Realty Awards Ceremony held earlier this year.
Alum and current Primary Art Teacher Robyn Hooper ’04 was among the local artists who graced “the walls” with their creations during the Bermuda Walls mural festival that was held in Hamilton on 13th–14th April 2024, founded by alums Spencer Butterfield ’99 and Nhuri Bashir ’01.
2005
Alexander Brown ’05 and wife Mel welcomed baby Kane to the world on 24th December 2023. He could not wait to meet his parents and arrived two weeks early and just in time to be a wonderful Christmas surprise. Congratulations to Mum and Dad.
Kyle James ’05 and Thomas Dunstan ’85 represented the Bermuda Aviation Authority at the Airline Economics Growth Frontiers conference in Dublin in February.
2006
St. George’s Cricket Club announced that Oronde Bascome ’06 and Jonte Smith ’12 have made the St. George’s Team and will compete in the 2024 Cup Match Classic.
2007
Equestrian Raishun Burch ’07, in June of this year, coached the island’s representatives that competed in the Grand Caraibes Jumping Championship.
At an Outstanding Athletic Performance Incentive Presentation, Bermuda’s premier honored alumni Caitlin Conyers ’07 and Conor White ’17 for their bronze medals in cycling at the CAC Games held on 25th June to 27th July 2023, each receiving $2,500. Caitlin, Bermuda’s most decorated female rider, announced her retirement from elite competition in December but went on to win the women’s title in the 2024 Sinclair Packwood Memorial Race on Bermuda Day. Congratulations to both athletes!
Angela Dunstan ’07 has been selected as the only Bermudian umpire to serve during the Women’s Pan Am Challenge, held in Bermuda in October 2024.
Nick Jones ’07 fulfilled his ambition of earning a spot on the Advocates Professional Golf Association Tour in December 2023 after being granted full exemption to compete at that level next season.
2008
The Bermuda National Sports Centre bid Amy Harper (nee Fox) ’08 farewell after 11 great years at the NSC. Wishing Amy all the best in her future endeavours!
Jasmine Patterson ’08 announced in March that she will be moving from on-air newscasting with BBC to a new career path. We wish Jasmine all the best!
Richard Tucker ’08 has started a new position as General Manager at Arlo Hotels.
2009
Christopher Frith ’09 has received the Michael Johns Award for Outstanding Assistant Editor during the British Film Editor’s Cut Above Awards Ceremony held in February 2024.
Congratulations to James Cox ’09, David Boyce ’02, and Katie White ’17, three alums who have started Front Street’s newest real estate firm Realestate.bm. We wish you all continued success!
Matthew Stracquadanio ’09 announced in February that he started a new position as Principal Architect at American Airlines.
2010
Adriene Berkeley ’10 announced her new role as Council Chair for the Bermuda Psychologist Council in March. In June, she returned to Harvard Medical School to participate in a series of lectures addressing issues specific to women with neurological and psychiatric diseases.
Dante Leverock ’10, the Bermuda defender and founder of DaRock Elite Football Academy, led a group of young footballers on an enriching tour of Scotland, in August 2024, where they gained valuable experiences both on and off the pitch.
Somerset Cricket Club and St. George’s Cricket Club have announced their teams for the 2024 Cup Match Classic. Terryn Fray ’10 will captain the Somerset team, while Oronde Bascome ’06 and Jonte Smith ’12 will compete for St. George’s.
2011
Ryan Benevides ’11, in January 2024 was recognised as a GrowthCap Top 40 under 40 Investor!
Heading into 2024, Jessica Lewis ’11 is ranked in the top 10 globally for three distances: fifth in the T53 women’s 100m, seventh in the 400m, and tenth in the 800m. She served as Bermuda’s flag bearer at the Paralympics opening ceremony in Paris in September. In June, she broke the T53 100m Americas record at the World Para Athletics Grand Prix in Nottwil, finishing in 16.12 seconds. Lewis has also qualified for the Paralympic Games in Paris, making her set to become a four-time Paralympian.
Aislinn Maiden ’11 and Bryce Gonsalves ’17 had the opportunity to partner with Sail GP in Christchurch, New Zealand this past March. What a brilliant opportunity for these two!
2012
St. George’s Cricket Club announced that Jonte Smith ’12 and Oronde Bascome ’06 have made the St. George’s Team and will compete in the 2024 Cup Match Classic.
William Gardner ’12 was awarded the 2023 Hon C. Eugene Cox Post Graduate Environmental Studies and Sustainability & Development Scholarship. William plans to study toward a joint Master of Business Administration & Master of Forestry at Yale University.
Matthew Hollis-Smith ’12 secured pupillage at Marshall Diel & Myers and will continue his legal training with the firm.
Zeiko Lewis ’12 had an impressive performance for Sacramento Republic, scoring twice in a 5–4 victory over Crossfire in the 2023 Lamar Hunt U.S. Open Cup and adding a goal in a 2–1 win against Las Vegas Lights FC. He also scored his first goal for Union Omaha during a penalty shootout against Forward Madison. Union Omaha has announced his signing, pending league and federation approval.
In October 2023, Nick Smith ’12 and Georgé Wilson were married! We wish you both all the best.
2013
Nahshon Hollis ’21 has been awarded the 2023 Charman Prize by the Master Works Foundation for his portrait titled A Colourful Neighbour, oil on canvas.
Eliot Lamb ’13 was selected as one of the 2023 Hotel Management Magazine Thirty Under 30 winners!
In May 2024, Ryan SpencerArscott ’13 and Taylor Railton ’15, now Mrs. Spencer-Arscott, tied the knot! Congratulations to you both!
Leandra Stracquadanio ’13 is very excited to have started a new role as Head of Biodiversity Research at Lilongwe Wildlife Trust in Malawi!
2014
Shanna Hollis ’14 designed the detailed artwork in King’s Square, which was commissioned by the Bermuda Tourism Authority in partnership with Norwegian Cruise Lines. Shanna was also among the local artists who graced “the walls” with their creations during the Bermuda Walls mural festival that was held in Hamilton on 13th–14th April 2024, founded by alums Spencer Butterfield ’99 and Nhuri Bashir ’01.
Walker Zupp ’14 has had his essay about Wittgenstein and St. Augustine’s views on time written within the pages of the Time and Propinquity anthology of fiction and philosophy which will be published soon.
2015
Liam Evans ’15, a Bermuda national team footballer and certified strength and conditioning coach, has launched a podcast for coaches, athletes, and parents interested in learning more about improving athletic performance. Check out The Athletic Edge podcast!
Engineering company iEPC Limited on 20th June 2024, congratulated Ricardo GrahamWard ’15 on being promoted to Senior Engineer Team Leader.
GOAL!!! Kennesha Nanette ’15 got her name on the scoresheet in Cardiff Metropolitan Women’s 10–0 home win over Coed Duon on 15th October 2023 to advance to the quarter-finals of the Genero Adran Trophy.
Kathryn O’Connor ’15 and Ryan Roberts were married on New Years Day 2024! All the best to these two newlyweds!
Kurt Repose ’15 has moved on from his two and a half years at Airbus to a new role at Mercedes-AMG Petronas F1 working in their Applied Sciences division as a Fluid Dynamicist to help Sir Ben Ainslie and INEOS Team Britannia bring the America’s Cup back to the UK.
2016
Eva Frazzoni ’16 scored in AFC Sudbury Women’s impressive 11–1 victory over Stowupland Falcons in the MH Goals Suffolk Cup final at Portman Road on 21st May 2024. Additionally, she was recognised as the Manager’s Player of the Year at AFC Sudbury’s recent awards ceremony, where she serves as captain of the Bermuda women’s national team.
Nathan Trott ’16, a Bermudian goalkeeper, signed with Danish SuperLiga club FC Copenhagen in June, transferring from West Ham United, which also extended his contract until 2026. He showcased his talents by keeping a clean sheet in a 1–0 victory over Banik Ostrava on 7th August 2024, and later helped the team win 2–1 in a penalty shootout on 15th August. Trott also played a key role in FC Copenhagen advancing to the
UEFA Conference League after a 3–1 aggregate win against Kilmarnock on 29th August 2024.
2017
Adam Hall ’17 contributed to the Biloxi Shuckers’ 4–2 victory over the Rocket City Trash Pandas. His efforts also helped the team reach the Southern League Playoffs for the first time since 2019. Additionally, Hall has been transferred from the Goldeneyes INF to the Milwaukee Brewers.
Bryce Gonsalves ’17 and Aislinn Maiden ’11 had the opportunity to partner with Sail GP in Christchurch, New Zealand this past March. What a brilliant opportunity for these two!
Robin Horsfield ’17 achieved the top spot at the Ontario Cup No. 3 in Sudbury in July 2023. He then competed in Ontario Cup No. 5 in July 2024, finishing in second place after a sprint finish. Additionally, Horsfield hosted the second annual Fat Tire Massive Junior MTB Skills Camp in December 2023.
A new scratch card game launched by advertising agency Top 10 Bermuda is proving a hit with advertisers and tourists at the Royal Naval Dockyard. Daniel Marshall ’17, the owner/ operator of the firm, aims to distribute 100,000 cards evenly throughout the season to passengers disembarking from cruise ships at Dockyard. Ten advertisers with operations in the West End venue are featured on the card, which offers a prize when an advertiser’s winning symbol and a symbol on the player’s card match.
Milaun Perott ’17 has been called to the Bar!
Haley Sullivan ’17 has welcomed baby Kash Clark Hamilton who was the biggest baby at IKW, weighing 10lbs 14 oz!
Congratulations to Hayley and Matt on the birth of their son.
Addi Teye-Botchway ’14 was awarded a BHB Scholarship in June and intends to study toward a doctorate of medicine at the Royal College of Surgeons in Ireland.
Conor White ’17 represented the Austin Outlaws in Spain, finishing second in the Cassa De La Selva with a time of 1:51:59, matching the winner’s time. He also secured third place in the Men’s Cycling time trials in St. Davids and finished 20th in the Men’s Pro Division at the 2023 Tulsa Tough Stage, clocking 1:10:38 in the McNellie’s Blue Dome Criterium.
Congratulations to David Boyce ’02, James Cox ’09 and Katie White ’17, three alums who have started Front Street’s newest real estate firm Realestate.bm. We wish you all continued success!
2018
Julian Grant ’18 has earned his Masters Degree in Investment Analysis with a merit! He now holds a first class honours degree in Economics on top of this achievement.
Kaden Hopkins ’18 had a remarkable series of performances in 2024. He won the Most Combative Rider award in the second stage of the Essor Basque on 4th February, and on 17th February, he helped his team Vendée U win the Beauvoir-sur-Mer team trial. Named a team leader in January, he also finished seventh in the first stage of a race in France. Hopkins earned his third national time-trial title in January with a time of 39:38 for a 19.2-mile course. He secured fifth place in the Grand Prix Cycliste De Doue En Anjou and
won the eighth stage of the Tour of Guadeloupe. He also claimed a first-place finish overall at the Tour of Guadeloupe and was crowned the male winner at the Bermuda National Road Race Championships on 23rd June 2024. Most impressively, he won the green jersey at the Tour of Guadeloupe in September 2024, finishing second in the opening stage with a time of 5:52, just two seconds behind the stage winner.
Cricketer Cameron Jeffers ’18 helped lead Marshfield CC to a 160-run victory over Swindon CC Wilts this past June.
Bermuda sailors Adriana Penruddocke ’18 and Campbell Patton, as of 30th October 2023, were both in seventh place in the ILCA6 and ILCA7 Divisions at the Pan Am Games in Chile.
Kenni Thompson ’18 signed with AFC Bournemouth Women in January 2024 and made a stellar debut, scoring in a 3–0 victory against Swindon Town on 14th January. Throughout the season, she continued to shine, scoring in several matches, including a 5–0 win over Torquay United on 14th April, a 4–2 victory against Bridgwater United on 17th April, and a 7–0 triumph over Portishead Town on 31st March. By May, her team was just two points behind league leaders Exeter City after a 2–1 win against Money Fields, with four matches remaining.
2019
LeiLanni Nesbeth ’19 achieved significant milestones with the Chicago Red Stars in 2024. She made her first start on 5th May in a 2–1 victory against Bay FC. Later, she scored her first professional goal in stoppage time during a 4–2 loss to the Washington Spirits after coming off the bench in the 78th minute. Additionally, she was drafted 10th overall by the Chicago Red Stars in the first round of the National Women’s Soccer League, marking a remarkable accomplishment in her career.
Bermuda looked like a cloud on the horizon when Zoe Skinner ’19 sailed into her home port in July, on board a 150ft sail-training vessel, Picton Castle. This was a stop just before finishing her 14-sail around the world.
2020
Natalie Lightbourne ’20 announced in May that she has received a fully funded scholarship for her doctoral research degree by the South Eastern Network of Social Science division of the Economic and Social Research Council.
Nicholas Narraway ’20 has had an impressive year in cycling, winning the BBA Cycling Race and the Banbury Time-Trial. He also secured a silver medal at the Pan American Cycle Championships in Brazil in May. Additionally, he was announced in December 2023 as the newest member of Team California’s under-23 development squad, highlighting his rising profile in the sport.
Ryan Topple ’20 surprised his parents at his graduation this June by earning the University Silver Medal. To their surprise they were escorted to front row seats to find that Ryan had ranked number one out of 3,976 Dalhousie students. Ryan received a standing ovation for his efforts towards his Bachelor of Medical Science (HONS), a perfect GPA of 4.3/4.3, and an A+ in every class over his four years. Well done Ryan!
2021
Max Blakeney ’21 has earned his Law degree from Buckingham University, UK in June 2024.
Ywione Darrell ’21 achieved 85% honours for his undergraduate dissertation on Institutions and Acculturation: How British Colonialism Created Tax Havens. He has also accepted an offer to pursue an MSc in Economics for Development at the University of Oxford’s Department of International Development, starting September 2024.
Sedona-Sky Duffy ’21 is to play high school senior Heather Duke in Heathers the Musical.
Jaden Malpas ’22 bumped into former teachers Nicole Chichon and Jon Beard during their trip to Edinburgh this past February. Jaden is currently playing volleyball for Bournemouth University.
Caleb McDowall ’21, a defender who currently attends Anderson University, has been called up to the Bermuda Men’s National Team to participate in the World Cup Qualifiers 2024.
Za’Kayza Parsons ’21, and her three teammates represented UMBC at the Penn Relays, finishing 16th in the College Women’s 4×100m Championship Preliminaries with a time of 46.42 seconds. Additionally, Za’Kayza earned a Silver Medal in the Women’s Track and Field event at the Towson Opener in March, achieving a leap of 5.36m.
Brianna Ray ’21 a cricket player for the British University women’s champions Loughborough University, was selected for England and featured on a poster in Abu Dhabi for International Women’s Day!
Nirobi Smith-Mills ’21 began his Indoor Season competing at the Manchester Indoor Open Meeting at the Manchester Regional Indoor Arena this past December 2023. Nirobu competed in the Men’s 600m and crossed the line in fourth, clocking a time of 1:20.28, breaking Bermudian Nathan Simons’ record of 1:21.30.
2022
Vincent Darrell ’22 has been selected for an internship with Argus’ 2023 Summer Internship Programme and will work to enhance his experience in various departments across the company.
Alyssa De Silva ’22 lead her Loughborough field hockey team into the England Hockey Cup Final this April.
Jay Dunleavy ’22 attended the BFIS 2024 London Internships Conference.
Chubb Bermuda welcomed Alexis Lodge ’22 to their annual Chubb Select Internship Programme.
Meron Simons ’22 has been awarded an ABIC Scholarship and will pursue a Bachelor’s Degree in Marketing and Communications at Nottingham Trent University in the UK. Sancho Smith ’22 and his Clayton State University track and field teammates competed at the KMS Invitational in Birmingham, where Smith excelled. He won the 600m run, breaking his school record with a time of 1:22.23, ranking sixth in Division II this season. Additionally, he placed fourth in the 800m run with a time of 1:58.76.
2023
Jake Brislane ’23 picked up Bermuda’s first track and field medal at the 2024 Carifta Games in Grenada. Jake won bronze in the under-20 boys 1,500m in a pulsating finish in which the first three home were separated by just 0.7 seconds.
Sebastian Kemp ’23 participated in the men’s ILCA 7 Championship in March, where he finished 14th overall, accumulating 171 net points despite placing 22nd in the final race. He also excelled at the ILCA UK Open and National Championships in Weymouth, England, securing a secondplace finish in the U21 Division.
Aiden Kendall ’23 headed to Langford, BC this summer as part of the Bermuda Sevens Rugby Squad to take part in the Olympic Qualifiers.
Honor Minors ’23 has received a scholarship graciously sponsored by “The Christian Humann Foundation in honor of former NDFB Fund Honorary Board member, Mrs. Georgine Mary Russell Hill in the amount of $7,500.
2024
Katherine Bean-Rosario ’24 and her Leeward Islands under-19s women cricket teammates defeated the Barbados under-19s women by 19 runs this past July. Sachiel Ming ’24 made his debut for the Bermuda Men’s Football Team in a World Cup qualifier against Antigua & Barbuda in June. As a striker, he was called up to the senior squad for the first time and is eager to gain experience during the FIFA Series in Saudi Arabia, which includes five under-20 players. Ming showcased his talent in high school football with Northwood School, helping his team reach the Prep Premier League Championship finals and earning MVP honors in the High School All-American game. Next summer, he will play for semi-professional Vermont side Black Rock FC in the USL League D2 and has also secured a scholarship to Syracuse University, a notable NCAA Division I programme.
We are sorry if we have missed any of your news in this issue of Saltus Magazine. If you would like to share news, milestones, or photos, please email advancement@saltus.bm.
@SaltusAlumni @saltusalumni
Double Your Impact
Give to the Saltus Alumni Scholarship Fund Today!
Right now, your donation to the Saltus Alumni Scholarship Fund will be matched dollar for dollar!
What does this mean for you?
A $100 donation becomes $200
A $500 donation becomes $1,000
Every gift grows, thanks to the generosity of Saltus alumni who established this fund in 2019 to inspire fellow alumni to give back to the Saltus community.
The Alumni Endowed Scholarship Fund, created during the 130th Anniversary Gala, is a permanent fund that provides financial support to deserving students entering Grades 6 or 9. Special consideration is given to legacy applicants (applicants with a parent who went to Saltus) with demonstrated financial need, ensuring that a student’s journey through Saltus is supported all the way through their education.
Today’s Saltus students are striving for greatness, and your contribution – no matter the size – can help make that possible.
Double your impact. Donate to the Saltus Alumni Scholarship Fund today!
SAVE THE DATE: Friday, 2nd MAY 2025
12 pm Registration 1 pm Shotgun Start
Saltus Grammar School
Introducing Katie Kostiuk, Director of Advancement
Katie joins Saltus with over 20 years of experience in fund development and donor communications, including 10 years as Director of Advancement at The Study, an independent allgirls school in Montreal, Canada. During her time at The Study, Katie successfully launched and completed its most ambitious comprehensive campaign, Dare to Dream, while also reframing the role of Annual Giving into a participation-focused approach. Katie is a Certified Fundraising Executive (CFRE) and has consulted for many small and medium-sized organisations helping them with strategic fundraising, community relations, board governance, and donor communications. She is excited to begin a new adventure in Bermuda with her husband Dominic and their children Sophie (Grade 6) and William (Grade 9) who have joined Saltus this year as well.
Can you tell us more about your experience at The Study in Montreal and some of the highlights from your tenure there?
I spent 10 wonderful years at The Study as Director of Advancement. The Study, an all-girls’ school, is near and dear to me as I am also an alumna and a past parent – my daughter Sophie also went to The Study.
I am proud to say that at The Study, I worked with an amazing team of staff, faculty, board members, parent volunteers, and alumnae to mobilise and nurture community-based philanthropy, and I am proud of my work in building the annual fund as a place for everyone to participate. The annual fund at The Study became an inclusive and wonderful space where everyone knew that their gift, regardless of size or amount, was celebrated. I was also very lucky to be at the centre of the school’s transformational Dare to Dream Campaign which, over six years, showed
impressive major gift commitments and deep grassroots support combined to ultimately help us surpass our goal.
The Dare to Dream Campaign sounds impressive. What were some key strategies you used to make it successful?
Communicate, engage, repeat.
I think that whenever a school is trying to raise significant funds, the community needs to know about it, understand the purpose and the vision, and be given the chance to take ownership of its success.
So, with the Dare to Dream Campaign, a major part of our focus was on finding authentic ways to develop meaningful relationships with our community members, our donors and our campaign leaders by sharing impact stories, providing important campaign updates, and even talking through challenges. With that ongoing engagement, our community felt a deep sense of ownership of the Campaign, ultimately resulting in a strong surge of community support.
How do you plan to apply your experience in fund development and donor communications to your new role at Saltus?
I love stories. I believe that stories bring people together and create common ground. I think there’s a wonderful opportunity at Saltus to tell meaningful and authentic stories about how our donors have had a true and profound effect on the life at Saltus – stories on the impact of donor gifts that support deserving students, best-in-class programmes and facilities, as well as the school’s vision for the future and its impact on generations of Saltus students to come.
Stories are at the heart of our school and I look forward to the honour of sharing those stories with our community.
What do you see as the biggest opportunities for Advancement at Saltus Grammar School?
I see the role of Advancement to be deeply noble – it prioritises the enrichment and growth of our entire school community, ensuring Saltus students receive the best possible education and school experience. Advancement is dedicated to nurturing relationships while securing resources that benefit not just our present students but future generations of students as well.
With this, I feel like there are tremendous opportunities to deepen relationships with our community. As I said when I first met our amazing Head of School and Leadership Team,
the first thing I hope to do is meet everyone. I want to get to know who is in our community, how people like to get involved, and most of all, what makes people proud of their school!
You have a wealth of experience in strategic fundraising. What are some innovative fundraising approaches you’re excited to bring to Saltus?
That's a great question! Strategic fundraising might not be the most visible part of fundraising – it's not the flashy part that immediately grabs donor attention. But it's incredibly important because it’s based on the philosophy that there is a deep connection between a donor's engagement and their ability and willingness to contribute. One of the approaches I look forward to introducing is 'moves management,' which carefully guides donors on their philanthropic journey with the organisation, ensuring that their involvement is both meaningful and impactful. This strategy lies in how we tailor these journeys, creating personalised, curated experiences that deepen our donors' connection with our school’s mission and vision.
How do you envision enhancing the Annual Giving programme at Saltus with a participation-focused approach?
What we will focus on is participation, not gift amount. I am genuinely excited by the potential of our annual giving programme! It is a fantastic opportunity for every member of our community to get involved in the lives of our students, staff and the future of the school, and to know that all contributions, big or small, combine with other gifts ultimately resulting in something very powerful.
In other words, the power of annual giving is in the combined result of a collective effort from everyone in our community. I just love that notion because it means that we get to make a positive impact on our school and students together!
So, I aim to invite our entire community to participate in annual giving at Saltus, regardless of the amount. High participation will indeed translate into something huge for our school!
Your work has also involved community relations and board governance. How important are these aspects in the context of school advancement, and how do you plan to engage with them at Saltus?
Community relations are absolutely key to any successful fundraising. At the heart of it, fundraising is all about relationship building. Without strong relationships, we just don’t have the right foundation for raising funds. Board governance really shines in the context of a school, particularly because effective major gift fundraising relies so much on the Board’s keen understanding and active participation. The Board sets the fundraising tone for the school, and while it can be quite a challenge to juggle strategic guidance and fiduciary duties with active fundraising, I’ve seen many boards step up wonderfully to this task. I’m genuinely looking forward to working closely with the Saltus Board building a solid relationship where trust and confidence in our fundraising efforts are front and centre.
What are your initial goals for your first year at Saltus?
My first goal is to get to know the Saltus culture and community and to have the chance to meet everyone. We have lots of coffee in the Advancement office –please come by for a cup and a chat!
I’m also eager to share with our community how truly noble and beautiful the advancement role is within our school. It plays a vital part in positively impacting our students' lives by linking our community with essential resources, which then enable our students to reach their fullest potential. Being at the heart of this is truly an honour for me.
On a personal note, what are you and your family enjoyed most about your first few months in Bermuda and getting to know the Saltus community?
Coming from Canada, we were really looking forward to this new adventure! And it has been amazing! We have jumped in and immersed ourselves in life at Saltus – with William playing volleyball and Sophie playing football. We have enjoyed connecting with the wonderful students, staff, and parents and have been welcomed so warmly by everyone. Insofar as living on this beautiful island, we have managed to spend a few lazy days on the beaches and in the water, trying out our new paddleboards, while also learning about the rich Bermudian context and history. We feel so grateful that everyone around us is willing to share their stories and their love for this island. l
Katie paddle boarding this summer in Bermuda with her son William, husband Dominic, and daughter Sophie.
Your Saltus Association
The Saltus Association (SA) is Saltus’ Parent/Teacher Association, which is an energetic parent volunteer group welcome to all parents and staff. This energetic parent volunteer group has three main initiatives in order to enhance the educational experience of Saltus students and to promote the well-being of the school:
• Build a sense of community throughout Saltus by hosting events for our students, teachers and Saltus families and friends to enjoy together. Some of these include the inaugural Back to School BBQ, which was a collaboration with the Saltus Leadership Team this past September, our inaugural New Family Coffee Social, Quiz Night and of course the Family Picnic to name a few.
• Create forums where parents have an open platform to collaborate with school administrators and teachers to have an informed community about events and school initiatives. Through the Class Parent Programme in the Primary Department and our Parent Department Representatives across the school, the Saltus Association is committed to having open lines of communication both with families and with the Saltus Leadership Team to help foster a well informed community.
• Help raise funds for the school that will ultimately enhance all students' experience at Saltus. During the last school year, the Saltus Association launched its first Read-A-Thon at Upper Primary with an overwhelming positive response. As a result of this initiative, over 60,000 minutes were read by Upper Primary students and the successful fundraising was in support of a newly refurbished Upper Primary Library.
This fall, the Read-A-Thon expanded to Lower Primary and the PTA is planning to continue this initiative again in Upper Primary this coming January.
Further, we will be kicking off the first ever Math-A-Thon in Upper Primary and Middle School this Spring in support of the Math Department. This year, our Charleston Wrap fundraiser and the popular Saltus Run/Walk event are in support of a new 14-seater Saltus activity bus. It is initiatives like these, that the Saltus Association is able to support all that we do across the school.
Much of what we do depends on you and your support. There are many ways to be involved in the Saltus Association whether it is as a part of the Class Parent Programme, volunteering at an event, attending our monthly meetings, or bringing a new idea to life. We would love to hear from you and have you join us! If you are interested in getting involved in any way, big or small, please email pta@saltus.bm.
Please watch for our social media posts and in The Week Ahead as to the many events we host and how you can get involved. @SaltusAssociation
Saltus Association Executive
Amy Jagoda
President
Shakia Webb
Secretary
Kathy Grainger
Treasurer
Carole Collard
Assistant Treasurer
Latoya Simons
Assistant Treasurer
Rebecca Davies
Marketing & Communication
Eva Wheeler
Marketing & Communication
Clinisha Hayward
Social Media
Liz Simmons
Senior School Representative
Patrika Dill
Middle School Representative
Katie Troughton
Upper Primary Representative
Louise Lister
Lower Primary Representative
Front Row (L–R): Latoya Simons, Patrika Dill, Amy Jagoda, Louise Lister, Katie Troughton Back Row (L–R): Clinisha Hayward, Carole Collard, Kathy Grainger, Eva Wheeler, Rebecca Davies, Shakia Webb, Liz Simmons
A Fresh Approach to Giving: Introducing New Funds at Saltus
Saltus’ new impact funds make it easy to direct your donation to the area that matters most to you, fueling opportunity, growth, and excellence across our community.
Together, let’s ensure that Saltus students, teachers, and programmes all have the resources they need to thrive!
Join us and make your gift to Saltus today: www.saltus.bm/giving
Or scan the QR code below.
Support What Inspires YOU at Saltus! Programme Innovations
All gifts are made through our Bermuda registered charity, The Saltus Foundation #970.
For more information about these giving opportunities and other ways to support Saltus, please contact the Advancement Office at 441-292-6177 ext. 6264 or email the Advancement Office at advancement@saltus.bm.
Thank you for your support!
Head’s Discretionary
Supports the school’s most pressing needs, providing flexibility for the Head of School to address key strategic priorities and advance the school’s vision.
Financial Assistance
Ensures a Saltus education remains accessible by providing scholarships, bursaries, and supporting students’ essential needs like uniforms, technology, and school trips. This fund reflects Saltus’ commitment to reducing financial barriers and empowering students to thrive.
Supports programming that enhances student learning through innovative teaching approaches and unique learning opportunities. This fund also empowers faculty development as well as enrichment of student learning experiences such as international competitions, artistic showcases, and transformative educational initiatives.
Campus Improvements
Enhances our campus into dynamic, inspiring learning spaces that spark curiosity, foster growth, and fuels a passion for learning.
“At Saltus, we believe in giving our community the opportunity to make a meaningful impact where it resonates most with them. These new funds reflect our commitment to supporting our students, teachers, and programmes at every level, in ways that are immediate and enduring. I am thrilled to invite our Saltus community to be part of this journey –to help us innovate, uplift, and create new possibilities for our students. Together, we are investing not only in their education but in a future filled with promise.”
– Julie Rousseau, Head of School
Support What Matters Most to You at Saltus
At Saltus, you can direct your gift to the area that resonates with you. Our Direct Funded Initiatives provide crucial support to meet the school’s most immediate needs and exciting new opportunities.
Ensure flexible support for urgent needs by contributing to the Head’s Discretionary Fund in order to offer immediate assistance where it’s needed most.
Provide access to educational opportunities and essential resources by contributing to our Financial Assistance Fund for scholarships and bursaries, regardless of financial circumstances.
Fuel innovation and extraordinary student opportunities at Saltus by supporting our Programme Innovations Fund.
Transform our learning environments by giving to the Campus Improvements Fund.
Give to Saltus today, and make an impact where it matters most to you.
Join the 1888 Legacy Society
–
Leave a Lasting Impact at Saltus
Since 1888, Saltus has been shaping future leaders, and now, through the 1888 Legacy Society, you can help secure that legacy for generations to come. By including Saltus in your estate plans, you ensure that future students will benefit from the exceptional education, opportunities, and experiences that set our school apart.
Your legacy gift will help us continue to innovate and grow, supporting scholarships, academic programmes, and state-of-the-art facilities that foster excellence and leadership. Whether it is providing financial aid to deserving students or investing in cutting-edge educational tools, your generosity will leave an indelible mark on Saltus.
Be part of Saltus’ enduring legacy.
Join the 1888 Legacy Society and make a lasting difference in the lives of future Saltus students. Your gift today will shape tomorrow’s leaders.
Contact Katie Kostiuk, Director of Advancement at katie.kostiuk@saltus.bm for more information.
Your Gifts At Work
Technology in the Classroom
VR Goggles for Modern Foreign Languages
Thanks to a generous donation from our Saltus Association, Saltus is thrilled to introduce Virtual Reality (VR) glasses in our Modern Foreign Language (MFL) department, bringing global experiences directly into the classroom. With these VR sets, students can virtually explore French- and Spanish-speaking countries, immersing themselves in cities, landmarks, and everyday life. This innovative technology enhances speaking and listening skills through simulated real-world conversations, allowing students to practice in a pressure-free environment. It also boosts student engagement and motivation by offering dynamic, interactive experiences tailored to different proficiency levels, with immediate feedback to help improve pronunciation and comprehension.
Your generosity has a profound impact at Saltus, enriching our students' experiences, empowering our teachers with essential resources, and making our school a vibrant, inspiring place to learn and grow. Here are some recent ways your support has made a difference:
“ With these VR glasses, our students can truly experience language learning like never before, engaging in real-world scenarios that make every lesson come alive!”
– Jihane Boussoufa, Head of MFL
Magical Makeover
Our Upper Primary Library Transformation
The Saltus Association’s dedication to fundraising last school year has created something truly extraordinary! Their generous support helped transform our Upper Primary Library into a magical readinghaven. With new flooring, fresh paint, beautiful murals, an array of new books and games, cozy shelving and inviting floor cushions and bean bags, this space has been completely reimagined to inspire joy and creativity. Adding to the magic, there is also a creativity table where students can write their own stories sparking imagination and self-expression. We can’t wait for our young students to dive into their next adventure here!
“ The Saltus Association was thrilled with the overwhelmingly positive response to the Upper Primary Read-A-Thon last year. The students who participated collectively read over 60,456 minutes, which is 1,007.6 hours! The wholehearted enthusiasm for this initiative inspired us to expand the Read-A-Thon to include Lower Primary this year, as well as introduce a Math-A-Thon to the Upper Primary Department, Middle School Department, and Grade 9. We can’t thank the parents, teachers and students enough for their support in these new academic fundraising endeavors.”
– Amy Jagoda, SA President
Creative Comfort
A Fresh Look for Our Lower Primary Art Room
The Lower Primary art room at our Cavendish campus has been beautifully transformed thanks to a generous donation from the Dodwell Family! With brand-new furniture, our youngest artists can choose their favourite spot to get comfy and let their creativity soar. This inspiring and comfortable studio is the perfect setting for our little Picassos to bring their artistic visions to life.
“ The Lower Primary Art Studio is such a beautiful and welcoming space where students are free to express themselves creatively, both independently and collaboratively. We are so thankful for this generous gift, as this wonderful learning space will be used by hundreds of students in the years ahead.”
– Liz Dowdell, Assistant Director of Lower Primary
Ready, Set, Future Focused
Amy Jagoda, President of the Saltus Association
Amy Jagoda was voted in as the Saltus Association President at the start of the 2024–25 school year. Here is what she had to say about her experience at the school, the priorities for the Saltus Association, how you can get involved, and of course… what keeps her and her family of five busy.
Congratulations on becoming the new president of the Parents Association, Amy! What inspired you to take on this leadership role?
I have always had the mindset of being an agent for positive change and believe that a positive school community is essential to fostering a healthy and productive learning environment. My children have always taken pride in having me involved at the school and by actively participating in their school community, I am not only being a role model to them, but demonstrating the importance I place on education.
Can you tell us a bit about your background and your family?
How long have you been part of the Saltus community?
I relocated to Bermuda in 2011 from Chicago, with my husband, Nick as we were both taking on new career opportunities. At the time, I joined PwC’s Asset & Wealth Management Group working primarily with private equity companies. I worked at PwC for a few years before shifting gears to focus on my family.
Nick and I have three children, Roman, in Grade 5, Sienna, in Grade 3, and Catalina, in Grade 1. I have been an active member of the Saltus community since 2018, when Roman
started Junior Kindergarten, formerly known as Foundation.
Over the years, I have had various volunteer roles within Saltus, including Lower Primary and Upper Primary Class Parent, Lower Primary Class Parent Coordinator, Saltus Association’s Lower Primary representative and I am honoured to now serve in the Saltus Association President role. I have also been a part of multiple committees and initiatives over the years, including the Holiday Shopping Fairs, the School Picnic, and various Advancement initiatives.
With three children at Saltus, what are some of the things you love most about the school?
My children LOVE going to Saltus and are excited to go to school each day. From the moment they get out of the car, they feel welcomed by everyone and I truly believe the warm and special atmosphere provides a positive place to learn.
I love that the school places a high emphasis on fostering an environment of critical thinking and problem solving both independently and collaboratively, skills of which are essential for the real world.
This year I have been pleased with the introduction of more accountability measures in place around my children’s education. I truly believe education is a partnership between the student, the parents, and the school.
What are your main goals and priorities as the new president of the Parents Association?
As I embarked on my new role, I thought a lot about the Saltus theme for the year of “READY, SET, FUTURE” and how this theme could be incorporated as a focus of the Saltus Association (SA).
As a result, it is a priority of mine to focus on the future sustainability of the Saltus Association, the future of the school and most importantly our childrens’ future. Everything we do as a parent association has a direct impact on the future of these three things and it is important to me that we are mindful and meaningful with our initiatives.
How do you plan to engage more parents in the activities and initiatives of the Parents Association?
It is important to me to create a space of collaboration, transparency, and approachability so together with the school and the Saltus community we can successfully enhance the future of the three things I previously mentioned: The future of the SA, the school, and our children. Our school community has always had a robust Class Parent Programme, but it is important to me that these class parents truly feel a part of the broader parent volunteer network
that is the Saltus Association. Our class parents and assistant class parents, together with the Lower Primary, Upper Primary, Middle School and Senior School representatives are critical to being a parent voice that help foster the collaborative relationship we have with the Leadership Team.
Further, we have planned and created a diverse calendar of community and fundraising events in an effort to appeal and include the whole Saltus community.
In what ways do you think the Parents Association can enhance the overall experience for students and families at Saltus?
The Saltus Association has the ability to enhance the school experience for students, families, and staff by fostering open lines of communications between home and school ensuring we have a well informed school community. Further, we are dedicated to creating opportunities through our events for families to connect and create a sense of community. Some of these events allow for fundraising opportunities, which allow us to provide additional resources to the school that the parent community feels passionate about.
Can you share some of the key events or projects the Parents Association is planning for this school year?
This year, through collaboration with the school, we have identified that the school is in need of a new 14-seater Saltus activity van. The school activity van would be used across the school for academics, sports, music, drama, debate and public speaking, and much more and is essential to providing enhanced student experiences. As such, our Charleston Wrap fundraiser and the funds from the Saltus Run/Walk community event, to name a few, are focused on fundraising.
After taking a year off, the Saltus Association is incredibly excited to welcome families back to the Saltus Family Picnic on Saturday, 31st May. This community event has been a long standing tradition of being a family fun favourite!
How can parents who are new to Saltus get involved with the Parents Association and connect with the school community?
All parents are welcome and encouraged to be a part of the Saltus Association. As a new parent, the Saltus Association is a great way to not only meet other families in the community, but also an opportunity to connect directly with your respective parent representative for your child’s department, who can be an invaluable resource to help new parents navigate joining a new school. This year, we introduced and hosted our first New Family Back to School Coffee Social on campus. It was a great opportunity to learn about volunteer opportunities and community events, connect with other new families, meet class parents, parent department representatives, the Leadership Team and even the IT department. I also am planning to work with our Enrolment Team on providing new families with information on the Saltus Association as part of a new family welcome packet.
On a personal note, what do you and your family enjoy doing in your free time, both within the Saltus community and beyond?
We are an incredibly busy family of five. With three kids, our weeks and weekends are filled with lots and lots of soccer, baseball, tennis, gymnastics, and dance. If we had more time, we probably would be at the rink more for roller hockey as well. A few years ago I started coaching girls football and am now an active coach with BFLA, where I coach U9, U7 and U5 girls multiple times a week. On Saturdays, you typically will find me either coaching girls football or watching my son play.
When we are not running from sporting event to sporting event we love hitting up the beach, exploring Bermuda by boat, visiting with friends, playing Phase 10 or Clue, and of course travelling to the United States to visit our family. l
Amy pictured with her husband Nick, her son Roman, and daughters Sienna and Catalina.
The Year in Numbers
$673,035
Amount raised for direct-funded bursaries, financial aid and awards
$43,294
Amount raised (net proceeds) at the Saltus Golf Tournament for the Stephenson Bursary Fund
$108,665
Amount raised (net proceeds) at the biannual Summer Soirée for Saltus scholarships and bursaries
$381,748
Amount raised for the Saltus Fund 2023–24
$141,169
Amount raised during House Match
334
Saltus community members who supported Saltus last year
19%
Saltus students who received financial support, awards, and scholarships
100%
Students who benefited from the generosity of our donors
241
Supporters who gave gifts of between $5 and $500
Thank You to Our Donors
We would like to recognise the extraordinary generosity of the Saltus Community. Every gift makes a difference and has an impact on our students, programmes, and facilities. We are truly grateful for your support.
The following lists gratefully acknowledge donors to Saltus during the 2023–24 fiscal year.
SAMUEL SALTUS CLUB
Diana and Lars Bergquist
The Green Family
Carla and Neil Stempel ’80
Ernest E. Stempel Foundation
Vallis Educational Testamentary Trust
FOUNDERS’ CLUB
Bank of N.T. Butterfield & Son Ltd.
Cary and Spencer Butterfield ’99
Clarien Foundation
Judy and John Collis ’76
David Dodwell ’66
Dana and John Melsom
TRUSTEES’ CLUB
Appleby
Freisenbruch Insurance Services Ltd.
Louise and Michael Freisenbruch ’69
Vanessa Hardy Pickering ’94 and Mark Pickering
Saltus Association
HEAD OF SCHOOL’S CLUB
Anonymous
Arch Reinsurance Ltd.
Butterfield & Vallis
Butterfield Bermuda Championship
Caroline and Graham Collis ’77
Linda and Will Cox ’80
Peter Cundill Foundation
Britt and Jonathan Reiss ’87
Sacha and Penny Simmons* ’54
Beverley and Gil Tucker ’71
BENEFACTORS’ CLUB
Mr. James F. Amos, M.B.E.
Cortney and Andrew Bernstein
Buchanan Foundation
Deborah and James Butterfield
Candice and Chris Coleman
Kevin Dallas ’96 and Sean Masters
David Ferreira ’99
Pam Ferreira
Emily Hopkin ’97 and Adam Hopkin
Kristen and Brant Kizer
Maria and Andrew Marsh ’83
Douglas Mello ’90
Neptune Group Management Limited
Orbis Investment Management Ltd.
Gemma and Gregory Roberts
Amanda and JP Skinner ’84
Robert Steinhoff ’65
Katie and Andrew Tudor-Thomas
KNIGHTS CLUB
Anonymous
AON
BAC Universal Electric Ltd.
Bermuda Pest Control
BF&M Insurance Group
CHUBB Charitable
Foundation Bermuda
Angie and Bob Cooney
Carmen Patricia Zevallos and Rodrigo Cortez Olórtegui
Jennifer and Alfred Cresswell
D & J Construction Co. Ltd.
Digicel
Nicole and Andrew DiLoreto
Amy and Nick Jagoda
Tina and Mike McGuire
Yemi and Richard Oduntan, Ph.D.
Tara and Andrew Phelan
Kathleen and Pat Reardon
The Hon. Everard T. ‘Bob’ Richards
and Mrs. Pauline Richards
Heidi and Sean Ringsted
Rebecca and Colm Singleton ’94
Kelsey Case and Price Smith ’00
* Remembered fondly and with appreciation
Christine and David Soutter
Christina Westholm-Schroeder and Henrik Schroeder
FRIENDS CLUB
Anonymous Takara Dill
Kelly-Ann Robinson and Nikai Albuoy
Danita and Denzel Allen
Gina and Chris Anderson
Anna Boden Anthony ’97 and James Anthony
Beverlyann Arorash and William Correia
Aspen Bermuda Limited
AWAC (Allied World Assurance Company Limited)
Giechyne Cabeliza-Balderas and Henry Balderas
Rosalind and Matthew Ball
Rebeca and Paul Barker
Sally-Anne and Andrew Baron
Jessica Shakir-Barritt and Justin Barritt ’98
Philippa and Joe Barrowclough
Annatasha Bartel
Melody and Paul Bassan
Lisa and Phill Beach
Bermuda Community Foundation
Bermuda Pacers Track Club
Jillian Brydon and Richard Biram
Lisa and Gavin Bishop
Kaitlin and Matt Bishop
Susan Black
Marcia De Jesus P. Da Silva Blake and Nicholas Blake
Natalie Steinert and Maik Bock
Jihane Boussoufa
Bregitta and James Boyce ’99
Hilary and Steven Brown
Katie and Martin Brown
Trudy and Larry Bucher
Elicia Bullock
Carly Bush
Maria Butrón Torreblanca
Francesca Cacace ’08 and Jason Lawrence
Andrea and David Cahill
Kanika Cameron and Cavon Burchall
Shay-Coy and Audley Campbell
Gena and Lionel Cann
Jennifer and James Cappadona
Cathy and Tony Carreiro
Caroline and John Henry Carty
Faith and Stephen Caton ’89
Nicole Chichon-De Silva and Keith De Silva ’91
CHUBB Bermuda Triangle Challenge
Claudia and Scott Cobon
Yvonne and Paddy Cole
Zara Ward ’01 and Dave Collins
Linda and Ian Cook
Lucy and Nicholas Cook
Chris Cooper
Annabel and Guy Cooper ’95
Tanya and Kevin Copeland
Christine and James Cornes ’87
Margaret and Colin Couper ’57
Lesley and David Cox ’82
Cripps Foundation
Aisha and Janson Cross
Maureen Cross
Vivian and Craigin Curtis, Jr. ’74
Wendy Lee and Joel Czember
Tara Miller and Mark Da Ponte
Christianna and Kris Dakin ’02
Fiona Holmes ’95 and Adam Davis ’94
Cordelia and Shamark Davis
Janie-Elizabeth and Durnferd Davis
Alison and Paull Davis
Jennifer and Fritz de los Santos
Thank You to Our Donors
GIVING TAKES MANY FORMS
An Ode to
Saltus Volunteers
At Saltus School, your hearts are here, In every smile, in every cheer. Through time and effort, freely shared, You make this place one deeply cared.
From hands that help, to voices kind, In all you do, bright gifts we find. Our halls are warmed by all you bring, A bond that makes our spirit sing.
For every moment, small and grand, With open hearts and helping hand, We’re grateful, more than words can say –You make Saltus shine each day.
We are immensely grateful to our Saltus volunteers, whose time and dedication bring so much warmth and spirit to our school community. Thank you!
Laura and Danilo De Shields
Elizabeth and Jeremy Deacon
Hannah and Andrew DeCosta ’90
Katie and Jesse DeCouto ’95
Laura Rego and Graham Dick
Patrika Dill
Courtenay and Charles Dort
Soumya and Aditya Dutt
Safiya Dyer
Tania Esdaille and Windol Thorpe
Chris Estwanik
Jennifer Walder and Matthew Evans
Robyn and Deon Eve
Jamie and Adam Farrell ’94
Danielle Farrington and Duncan Wilson
Marie Humphrey Fay ’00 and James Fay ’99
Victoria and Paul Fedden
Ieva and Craig Ferguson
Ashleigh Moffatt Fiedler ’03 and Reimar Fiedler ’02
Laura and Tom Finch
Vanessa Fine and Jason Boorman ’00
Annette Fitzmaurice
Aisling Foote
Aine and David Frawley
Carter Frith ’88
Kalpana Gangwani and Nick Daswani
Amy Terceira and Anthony Garzia ’99
Ana Maria and Gunther Gerber
Renee and Ronald Gilchrist
Migle Girule and Thomas Girulis
Jennifer and Charl Goodey
Diliana Tihanova-Gormley and Thomas Gormley
Jennifer and Shannon Gosse
Kathryn Fear and Nicholas Grainger
Stacie Gregorius
Emilie Deschenes and Israel
Guzman Thiboutot
Hilary and Jesse Haldeman
Jutta and John Harvey
Cynthia and Jeremy Hassell
Darcy Hausselman
Alex and Brian Hayne
Clin Hayward
Fiona Herring ’98
Phoebe Heslop ’16
Tara and Anthony Hidalgo
Richard Hillen ’04
Leigh-Ann Bezuidenhout and Richard Hobday
Lauren and Ben Hollinger
Cindy Hooper
Robyn Hooper ’04 and Alex Hooper
Gemma and Grant Hopkins
Gail and Tom Horrell
Jing Li and Niels Huisman
Elizabeth and Thomas Hunter
Kristen Hutchings and Taj-Raé Outerbridge
Romana and Paul Ivey
Jennifer and Christopher James
Helen and Colin James
Kristine and Colin James ’05
Marie Claire and Kalon Jarvis
Olga Jones
Jennifer and Todd Kearns
Jill and Brendan Kemp
Michael and Tanja Korff
Sharon Lynch and Alex Kronenberg
Susan Lagoni
Claire and James Larner
Emma Holmes Law ’99 and Geoffrey Law ’99
Yuan Zhu and John Le
Lisa LeBlanc ’94 and Gary LeBlanc
Jennifer and Justin Levine
Helen and Andreas Lewin
Sara Lewter ’94 and Robert Lewter
Vicki and Brian Lightbourn ’86
Heather and Daniel Linden
Maria and Michael Lingham
Sara-Jean Tamen Lipmen and Eli Lipmen ’00
Louise and Stephen Lister
Thembekani Gwegwana and Mesuli Lobese
Rebecca and Andrew Locke
Clindel and McLaren Lowe III
Carol Lavin and Brian Lynch
Sarah and Graham MacDonald
Patrick Mahon
Karen and Simone Maranzana ’92
Sarah and Robert Marcotte
Kim Martins
Naomi and Peter Mason
Steven Masters ’70
Denise and David McAdoo
Deb and Malcolm McBeath ’78
Tracy and David McComas
Apryle Oswald and Mike McCrimmon
Susannah and Christopher McDowell
Gemma and Kevin McGeever
Erin and Chris McGregor
Cooper McGuire ’24
Audrey McLean-Brangman
Joanne and Colin McQueen
MEF Limited
Ben Mello ’24
Kerri and Desmond Mello ’95
Eureeka and Leron Minors, Sr.
Nea and Nathan Moore ’99
Lauren and Jeffrey Morash
Marie Voysey-Moss and David Moss
Kathleen and Darren Mowat
Rebekah and Nick Nebard
Nguyen Huynh and Hien Ngo
Jennifer Toope and Jonathon Noseworthy
Alexis and John Nusum
Joy and Alan Oatley
Jules Oatley-Baia ’00
Alexandria and Julius Ondoy
Brita and Johann Oosthuizen
Tracy and Raymond Packwood
Sophie Laganiere and Henry Paddison
Victoria Rodriguez and Stephen Palmer
Paradise Hitters
Martina Minarik and Tom Parcell
Saltus Employees
Anna Boden Anthony ’97
James Anthony
Jeanne and Anthony Bean
Jihane Boussoufa
Trudy and Larry Bucher
Elicia Bullock
Carly Bush
Maria Butrón Torreblanca
Gena and Lionel Cann
Cathy and Tony Carreiro
Nicole Chichon-De Silva
Chris Cooper
Aisha and Janson Cross
Christianna Dakin
Alison and Paull Davis
Gretchen and Jamie Pedro
Jennifer and Drew Pettit ’88
Sophie Campeau and Nicholas Pettit ’92
Patra and Wesley Phillips
Crystal and Alan Pittendrigh
Samantha Willis and Spencer Quarterly
Alexis and Jordache Rawson
Jennifer and Neil Redburn
Renaissance Reinsurance Ltd.
Tammy Richardson-Augustus, J.P. ’89
Trista and Samuel Riihiluoma ’03
Eliza and Andrew Riker ’93
Anna and Charles Robinson
Oliver Robinson
Carrie and Brian Rosorea ’84
Hannah and David Ross
Sarah and Adam Rossides
Claire and Richard Sammons
Samantha and Jeff Sangster
Vanessa Younger-Scott and Shayne Scott
Lorraine and Andrew Shailer ’96
Marina and Andrew Shaw ’00
Danielle and Jesse Sheppard
Mee Kyung and Jae Hong Shin
Leslie and Jeremy Shrubb ’04
Monique and Jacqui Simons
Lisa and Pete Simons
Susan Simons
Takara Dill
Liz Dowdell
Safiya Dyer
Vanessa Fine
Aisling Foote
Margaret Fox
Kalpana Gangwani
Renee Gilchrist
Stacie Gregorius
Cynthia Hassell
Darcy Hausselman
Phoebe Heslop ’16
Andrew Hook ’07
Robyn Hooper ’04
Emma Holmes Law ’99
Gail and Edward Simpson
Amarendra and Priya Singh
Joanne and Scott Slater
Sompo International Holdings Ltd.
Liz and Tim Southern
Samantha de Putron Spencer and Matthew Spencer
Cécile and Mario Spescha
Emily Steinhoff ’98 and Rob Steinhoff ’93
Lori and Russell Steinhoff
Val and Paul Stevenson
Susan and Dan Sullivan
Elizabeth and Gregory Summers ’88
Sarah Cooper Summersgill ’03 and John Summersgill
Heather and Robert Super
Amanda and Adam Szakmary
Rosemary and John Talbot ’55
Lorin Tannock ’08
Christine Da Costa and Gareth Tavares
Kelley Taylor
Carrie and Jimmy Thatcher ’91
The Estate of Leslie Outerbridge
Joanna Geneve and David Third
Michelle and Calvin Thomas ’98
Sarah and John Thompson
Gelena Thompson ’01 and Tony Thompson
Belinia Drogba and Issouf Traore
Haley and Martin Trott
Katie and James Troughton
Alisha Tucker
Lynsey Turner
Danielle Morin and Brent Twidale
Jessica and Tim Usher-Jones
Validus Reinsurance Ltd.
Anna Varn and Robert Holden
Yvonnei and Stephen Velotti
Heather Gowing and Kenneth Vevers
Mary and Edouard von Herberstein
Mandy and Jason Wakeford
Cindy and Michael Walsh
Tiffany Wardman
Aliki Watson-Jones
Gemma and James Webster
Jane and Stephen West ’60
Louise and Britten West ’95
Neville Weston
Ashley and Alexander White
Jinky and Alex Whittaker
Alexandra and Benjamin Wilson
Megan and Wayne Woloshyn
Caroline Black ’97 and Anthony Wright ’93
Wyndham Worldwide Corporation
Karla and Ryan Yarde
Carole Collard and Marc Zinsmeister
Zurich International (Bermuda) Ltd.
Sara Lewter ’94
Vicki Lightbourn
Patrick Mahon
Kim Martins
Steven Masters ’70
Denise and David McAdoo
Deb McBeath
Kerri Mello
Nea Moore
John Nusum
Joy Oatley
Lyn Pantry
Jennifer Pettit
Patra Phillips
Trista Riihiluoma
Oliver Robinson
Sarah Rossides
Julie Rousseau
Alisa Sadeh
Shayne Scott
Jesse Sheppard
Leslie Shrubb
Lisa Simons
Susan Simons
Amanda Skinner
Emily Steinhoff ’98
Lorin Tannock ’08
Kelley Taylor
Haley Trott
Nadia Tuckett Robinson ’95
Lynsey Turner
Aliki Watson-Jones
Lesley White
Lisa Willis ’98
Sam Willis
Karla and Ryan Yarde
Vanessa Younger-Scott
Thank You to Our Donors
Trustees Soirée
Cortney Bernstein
Chris Coleman
Ian D. Cook
Robert Cooney
Kevin Dallas
Alexander Green ’96
Vanessa Hardy Pickering ’94
Doug Mello ’90
Jonathan Reiss
Tammy Richardson-Augustus, J.P. ’89
Sacha Simmons
Gil Tucker ’71
Grandparents
Mr. James F. Amos, M.B.E.
Susan Black
Deborah and James Butterfield
Judy and John Collis ’76
Margaret and Colin Couper ’57
Maureen Cross
David Dodwell ’66
Pam Ferreira
Jutta and John Harvey
Helen and Colin James
Susan Lagoni
Sacha and Penny Simmons ’54
Gail and Edward Simpson
Robert Steinhoff ’65
Jane and Stephen West ’60
Gifts in Kind
Kristen and Brant Kizer
Island Restaurant Group Ltd.
Lisa LeBlanc ’94 and Gary LeBlanc
Nancy and Nathaniel
Butterfield, Jr. ’73
Karen and Stephen Robinson
Organisations Matching Gift Companies
Arch Reinsurance Ltd.
Aspen Bermuda Limited
AWAC (Allied World Assurance Company Limited)
Butterfield Bermuda Championship
CHUBB Bermuda
CHUBB Charitable
Foundation Bermuda
Renaissance Reinsurance Ltd.
Sompo International Holdings Ltd.
Validus Reinsurance Ltd.
Wyndham Worldwide Corporation
Zurich International (Bermuda) Ltd.
Golf Sponsors and Underwriters
LEAD SPONSOR
Freisenbruch Insurance Services Ltd.
GENERAL SPONSORS
AON
BAC Universal Electric Ltd.
Bank of N.T. Butterfield & Son Ltd.
Bermuda Pest Control
BF&M Insurance Group
Butterfield & Vallis
CHUBB Bermuda
D & J Construction Co. Ltd.
Digicel
MEF Limited
TOURNAMENT DONORS
Barritts
BF&M Insurance
Bermuda Pest Control
One Comm
Digicel
Port Royal Golf Course
Hamilton Princess
Butterfield Bank
Tasting Room
Eventive
Three Graces Spa
TOPS Ltd.
Freisenbruch
BAC
AON
Appleby
Arch Reinsurance Ltd.
Aspen Bermuda Limited
AWAC (Allied World Assurance Company Limited)
BAC Universal Electric Ltd.
Bank of N.T. Butterfield & Son Ltd.
Bermuda Community Foundation
Bermuda Pacers Track Club
Bermuda Pest Control
BF&M Insurance Group
Buchanan Foundation
Butterfield & Vallis
Butterfield Bermuda Championship
CHUBB Bermuda Triangle Challenge
CHUBB Charitable
Foundation Bermuda
Clarien Foundation
Cripps Foundation
D & J Construction Co. Ltd.
Digicel
Ernest E. Stempel Foundation
Freisenbruch Insurance Services Ltd.
MEF Limited
Neptune Group
Management Limited
Orbis Investment Management Ltd.
Paradise Hitters
Peter Cundill Foundation
Renaissance Reinsurance Ltd.
Saltus Association
Sompo International Holdings Ltd.
The Estate of Leslie Outerbridge
Validus Reinsurance Ltd.
Vallis Educational Testamentary Trust
Wyndham Worldwide Corporation
Zurich International (Bermuda) Ltd.
DIAMOND SPONSOR
Hamilton Princess & Beach Club
PLATINUM SPONSOR
Bank of N.T. Butterfield & Son Ltd.
GOLD SPONSOR
Butterfield & vallis
SILVER SPONSOR
D&J Construction
SOIRÉE DONORS
Rustico Restaurant
Aqua Designs
Yoga Flow
Play Pen
MEF
Tangles Bermuda
BUEI
The Loren Shamana Circle
AOK Fitness
Dolphin Quest
BZS
Bermuda Bonfires
Deborah Matarazzo
Executive Choice Tranportation
Surf Bda
Bacardi
Kristen & Brant Kizer
El Zorro
Yvonne Velotti
BIOS
Inspirato
Intrepid
Hamilton Princess & Beach Club
Lusso
Captain Paddy Mahon
Dana & John Melsom
World Rugby Classic
Ian Cook
The Botanist Cafe and Garden Lounge
The Reefs
Restless Native
Surf Bermuda
Stowe n’ Stowe Tennis & Pickleball
Deborah Matarazzo
Parents by Class
CLASS OF 2024
Kendra Mello
Tanya and Kevin Copeland
Elizabeth and Jeremy Deacon
Hannah and Andrew DeCosta ’90
Sarah and Robert Marcotte
Douglas Mello ’90
Tracy and Raymond Packwood
Samantha and Jeff Sangster
Lori and Russell Steinhoff
Elizabeth and Gregory Summers ’88
Heather and Robert Super
Anna Varn and Robert Holden
CLASS OF 2025
Annatasha Bartel
Lisa and Gavin Bishop
Lesley and David Cox ’82
Robyn and Deon Eve
Maria and Andrew Marsh ’83
Samantha Willis and Spencer Quarterly
Jennifer and Neil Redburn
Heidi and Sean Ringsted
Carrie and Brian Rosorea ’84
Liz and Tim Southern
Val and Paul Stevenson
Megan and Wayne Woloshyn
CLASS OF 2026
Sally-Anne and Andrew Baron
Tanya and Kevin Copeland
Vivian and Craigin Curtis, Jr. ’74
Victoria and Paul Fedden
Tara and Anthony Hidalgo
Tina and Mike McGuire
Tara and Andrew Phelan
CLASS OF 2027
Jessica Shakir-Barritt and Justin Barritt ’98
Lisa and Phill Beach
Cortney and Andrew Bernstein
Gena and Lionel Cann
Wendy Lee and Joel Czember
Fiona Holmes ’95 and Adam Davis ’94
Annette Fitzmaurice
Vanessa Hardy Pickering ’94 and Mark Pickering
Sharon Lynch and Alex Kronenberg
Karen and Simone Maranzana ’92
Sophie Campeau and Nicholas Pettit ’92
Kathleen and Pat Reardon
Alisa and Nir Sadeh
Katie and Andrew Tudor-Thomas
CLASS OF 2028
Kelly-Ann Robinson and Nikai Albuoy
Rosalind and Matthew Ball
Kanika Cameron and Cavon Burchall
Christine and James Cornes ’87
Aisha and Janson Cross
Victoria and Paul Fedden
Cynthia and Jeremy Hassell
Emily Hopkin ’97 and Adam Hopkin
Maria and Andrew Marsh ’83
Apryle Oswald and Mike McCrimmon
Audrey McLean-Brangman
Yemi and Richard Oduntan, Ph.D.
Sophie Laganiere and Henry Paddison
Heidi and Sean Ringsted
Susan Simons
Christine and David Soutter
Emily Steinhoff ’98 and Rob Steinhoff ’93
Susan and Dan Sullivan
Amanda and Adam Szakmary
Anna Varn and Robert Holden
CLASS OF 2029
Cary and Spencer Butterfield ’99
Annabel and Guy Cooper ’95
Chris Estwanik
Ana Maria and Gunther Gerber
Jennifer and Shannon Gosse
Ika and Alexander Green ’96
Vanessa Hardy Pickering ’94 and Mark Pickering
Michael and Tanja Korff
Emma Holmes Law ’99 and Geoffrey Law ’99
Karen and Simone Maranzana ’92
Susannah and Christopher McDowell
Kerri and Desmond Mello ’95
Dana and John Melsom
Sophie Laganiere and Henry Paddison
Gretchen and Jamie Pedro
Kathleen and Pat Reardon
Tammy Richardson-Augustus, J.P. ’89
Monique and Jacqui Simons
Emily Steinhoff ’98 and Rob Steinhoff ’93
Michelle and Calvin Thomas ’98
Sarah and John Thompson
Katie and Andrew Tudor-Thomas
Louise and Britten West ’95
Caroline Black ’97 and Anthony Wright ’93
CLASS OF 2030
Anonymous
Anna Boden Anthony ’97 and James Anthony
Jessica Shakir-Barritt and Justin Barritt ’98
Andrea and David Cahill
Linda and Ian Cook
Tara Miller and Mark Da Ponte
Katie and Jesse DeCouto ’95
Patrika Dill
Tania Esdaille and Windol Thorpe
Marie Humphrey Fay ’00 and James Fay ’99
Hilary and Jesse Haldeman
Tara and Anthony Hidalgo
Gail and Tom Horrell
Sara Lewter ’94 and Robert Lewter
Maria and Michael Lingham
Kathleen and Darren Mowat
Alexis and John Nusum
Crystal and Alan Pittendrigh
Marina and Andrew Shaw ’00
Samantha de Putron Spencer and Matthew Spencer
CLASS OF 2031
Giechyne Cabeliza-Balderas and Henry Balderas
Rosalind and Matthew Ball
Shay-Coy and Audley Campbell
Zara Ward ’01 and Dave Collins
Annabel and Guy Cooper ’95
Wendy Lee and Joel Czember
Courtenay and Charles Dort
Jennifer Walder and Matthew Evans
Renee and Ronald Gilchrist
Jennifer and Charl Goodey
Jennifer and Shannon Gosse
Kathryn Fear and Nicholas Grainger
Ika and Alexander Green ’96
Cynthia and Jeremy Hassell
Clin Hayward
Emily Hopkin ’97 and Adam Hopkin
Jennifer and Christopher James
Michael and Tanja Korff
Rebecca and Andrew Locke
Clindel and McLaren Lowe III
Joanne and Colin McQueen
Kerri and Desmond Mello ’95
Dana and John Melsom
Jennifer Toope and Jonathon Noseworthy
Brita and Johann Oosthuizen
Jennifer and Drew Pettit ’88
Sophie Campeau and Nicholas Pettit ’92
Eliza and Andrew Riker ’93
Gemma and Gregory Roberts
Claire and Richard Sammons
Joanne and Scott Slater
Christine and David Soutter
Emily Steinhoff ’98 and Rob Steinhoff ’93
Sarah and John Thompson
Gelena Thompson ’01 and Tony Thompson
Danielle Morin and Brent Twidale
CLASS OF 2032
Bregitta and James Boyce ’99
Katie and Martin Brown
Katie and Jesse DeCouto ’95
Migle Girule and Thomas Girulis
Alex and Brian Hayne
Cindy Hooper
Amy and Nick Jagoda
Jennifer and Christopher James
Emma Holmes Law ’99 and Geoffrey Law ’99
Heather and Daniel Linden
Carol Lavin and Brian Lynch
Sarah and Graham MacDonald
Tracy and David McComas
Rebekah and Nick Nebard
Yemi and Richard Oduntan, Ph.D.
Crystal and Alan Pittendrigh
Tammy Richardson-Augustus, J.P. ’89
Hannah and David Ross
Lorraine and Andrew Shailer ’96
Katie and James Troughton
Alisha Tucker
Heather Gowing and Kenneth Vevers
Ashley and Alexander White
Caroline Black ’97 and Anthony Wright ’93
Thank You to Our Donors
Parents by Class (continued)
CLASS OF 2033
Beverlyann Arorash and William Correia
Lisa and Phill Beach
Cortney and Andrew Bernstein
Jillian Brydon and Richard Biram
Natalie Steinert and Maik Bock
Shay-Coy and Audley Campbell
Faith and Stephen Caton ’89
Yvonne and Paddy Cole
Linda and Ian Cook
Annabel and Guy Cooper ’95
Jennifer and Fritz de los Santos
Soumya and Aditya Dutt
Jennifer Walder and Matthew Evans
Marie Humphrey Fay ’00 and James Fay ’99
Laura and Tom Finch
Vanessa Fine and Jason Boorman ’00
Aine and David Frawley
Amy Terceira and Anthony Garzia ’99
Hilary and Jesse Haldeman
Romana and Paul Ivey
Olga Jones
Jill and Brendan Kemp
Nea and Nathan Moore ’99
Alexis and John Nusum
Brita and Johann Oosthuizen
Martina Minarik and Tom Parcell
Hannah and David Ross
Marina and Andrew Shaw ’00
Joanne and Scott Slater
Samantha de Putron Spencer and Matthew Spencer
Cécile and Mario Spescha
Amanda and Adam Szakmary
Belinia Drogba and Issouf Traore
Jessica and Tim Usher-Jones
Gemma and James Webster
Carole Collard and Marc Zinsmeister
CLASS OF 2034
Danita and Denzel Allen
Anna Boden Anthony ’97 and James Anthony
Zara Ward ’01 and Dave Collins
Lucy and Nicholas Cook
Alison and Paull Davis
Laura and Danilo De Shields
Nicole and Andrew DiLoreto
Courtenay and Charles Dort
Ana Maria and Gunther Gerber
Migle Girule and Thomas Girulis
Alex and Brian Hayne
Gemma and Grant Hopkins
Amy and Nick Jagoda
Yuan Zhu and John Le
Heather and Daniel Linden
Sarah and Graham MacDonald
Kerri and Desmond Mello ’95
Claire and Richard Sammons
Mee Kyung and Jae Hong Shin
Leslie and Jeremy Shrubb ’04
Lisa and Pete Simons
Kelsey Case and Price Smith ’00
Carrie and Jimmy Thatcher ’91
Joanna Geneve and David Third
Katie and James Troughton
Mandy and Jason Wakeford
Cindy and Michael Walsh
Tiffany Wardman
Caroline Black ’97 and Anthony Wright ’93
CLASS OF 2035
Gina and Chris Anderson
Rebeca and Paul Barker
Kaitlin and Matt Bishop
Bregitta and James Boyce ’99
Francesca Cacace ’08 and Jason Lawrence
Claudia and Scott Cobon
Yvonne and Paddy Cole
Christianna and Kris Dakin ’02
Fiona Holmes ’95 and Adam Davis ’94
Alison and Paull Davis
Laura Rego and Graham Dick
Jamie and Adam Farrell ’94
Danielle Farrington and Duncan Wilson
Ieva and Craig Ferguson
Ashleigh Moffatt Fiedler ’03 and Reimar Fiedler ’02
Laura and Tom Finch
Aisling and Mario Foote
Aine and David Frawley
Kathryn Fear and Nicholas Grainger
Emilie Deschenes and Israel
Guzman Thiboutot
Leigh-Ann Bezuidenhout and Richard Hobday
Elizabeth and Thomas Hunter
Jill and Brendan Kemp
Kristen and Brant Kizer
Lisa LeBlanc ’94 and Gary LeBlanc
Helen and Andreas Lewin
Thembekani Gwegwana and Mesuli Lobese
Naomi and Peter Mason
Gemma and Kevin McGeever
Erin and Chris McGregor
Joanne and Colin McQueen
Eureeka and Leron Minors, Sr.
Marie Voysey-Moss and David Moss
Nguyen Huynh and Hien Ngo
Jennifer Toope and Jonathon Noseworthy
Victoria Rodriguez and Stephen Palmer
Martina Minarik and Tom Parcell
Rebecca and Colm Singleton ’94
Cécile and Mario Spescha
Sarah Cooper Summersgill ’03 and John Summersgill
Jessica and Tim Usher-Jones
Mary and Edouard von Herberstein
CLASS OF 2036
Philippa and Joe Barrowclough
Jennifer and James Cappadona
Caroline and John Henry Carty
Tara Miller and Mark Da Ponte
Nicole and Andrew DiLoreto
Robyn Hooper ’04 and Alex Hooper
Jing Li and Niels Huisman
Kristen Hutchings and Taj-Raé Outerbridge
Amy and Nick Jagoda
Olga Jones
Michael and Tanja Korff
Jennifer and Justin Levine
Louise and Stephen Lister
Naomi and Peter Mason
Lauren and Jeffrey Morash
Alexis and Jordache Rawson
Trista and Samuel Riihiluoma ’03
Anna and Charles Robinson
Leslie and Jeremy Shrubb ’04
Rebecca and Colm Singleton ’94
Kelsey Case and Price Smith ’00
Haley and Martin Trott
Cindy and Michael Walsh
CLASS OF 2037
Melody and Paul Bassan
Kaitlin and Matt Bishop
Marcia De Jesus P. Da Silva Blake and Nicholas Blake
Hilary and Steven Brown
Carmen Patricia Zevallos and Rodrigo Cortez Olórtegui
Jennifer and Alfred Cresswell
Janie-Elizabeth and Durnferd Davis
Laura Rego and Graham Dick
Ashleigh Moffatt Fiedler ’03 and Reimar Fiedler ’02
Emilie Deschenes and Israel
Guzman Thiboutot
Tara and Anthony Hidalgo
Lauren and Ben Hollinger
Kristine and Colin James ’05
Kristen and Brant Kizer
Claire and James Larner
Yuan Zhu and John Le
Nea and Nathan Moore ’99
Lauren and Jeffrey Morash
Alexandria and Julius Ondoy
Sarah and Adam Rossides
Mee Kyung and Jae Hong Shin
Amarendra and Priya Singh
Sarah Cooper Summersgill ’03 and John Summersgill
Joanna Geneve and David Third
Yvonnei and Stephen Velotti
Jinky and Alex Whittaker
Alexandra and Benjamin Wilson
Carole Collard and Marc Zinsmeister
Alumni Parents
Anonymous
Mr. James F. Amos, M.B.E.
Jeanne and Anthony Bean
Diana and Lars Bergquist
Trudy and Larry Bucher
Deborah and James Butterfield
Nicole Chichon-De Silva and Keith De Silva ’91
Candice and Chris Coleman
Judy and John Collis ’76
Angie and Bob Cooney
Linda and Will Cox ’80
Cordelia and Shamark Davis
David Dodwell ’66
Liz Dowdell and Wayne Washington
Safiya Dyer
Pam Ferreira
Margaret Fox
Louise and Michael Freisenbruch ’69
Diliana Tihanova-Gormley and Thomas Gormley
Helen and Colin James
Jennifer and Todd Kearns
Vicki and Brian Lightbourn ’86
Joy and Alan Oatley
Britt and Jonathan Reiss ’87
The Hon. Everard T. ‘Bob’ Richards and Mrs. Pauline Richards
Sacha and Penny Simmons* ’54
Amanda and JP Skinner ’84
Robert Steinhoff ’65
Carla and Neil Stempel ’80
Rosemary and John Talbot ’55
Christine Da Costa and Gareth Tavares
The Estate of Leslie Outerbridge
Beverley and Gil Tucker ’71
Jane and Stephen West ’60
Christina Westholm-Schroeder and Henrik Schroeder
Neville Weston
Lesley White
Alumni
1954
Penny Simmons 1955
John Talbot 1957
Colin Couper 1960
Stephen West 1965
Robert D. Steinhoff
1966
David Dodwell
1969
Michael Freisenbruch
1970
Steven Masters 1971
Gil Tucker
1975
Cragin Curtis, Jr.
1976
John Collis
1977
Graham Collis
1978
Malcolm McBeath
1980
Will Cox
Neil Stempel
1982
David Cox
1983
Andrew M. Marsh
1984
Brian Rosorea
JP Skinner
1986
Brian Lightbourn
1987
James Cornes
Jonathan Reiss
1988
Carter Frith
Drew Pettit
Gregory Summers
1989
Stephen Caton
Tammy Richardson Augustus, J.P.
1990
Andrew DeCosta
Douglas Mello
1991
Keith De Silva
Jimmy Thatcher
1992
Simone Maranzana
Nicholas Pettit
1993
Andrew Riker
Rob Steinhoff
Anthony Wright
1994
Adam Davis
Adam Farrell
Vanessa Hardy Pickering
Lisa LeBlanc
Sara Willis Lewter
Colm Singleton
1995
Guy Cooper
Jesse DeCouto
Fiona Holmes
Desmond Mello
Nadia Tuckett Robinson
Britten West
1996
Kevin Dallas
Alexander Green
Andrew Shailer
1997
Anna Boden Anthony
Caroline Black
Emily Black Hopkin
1998
Justin Barritt
Andrew Green
Fiona Herring
Emily D’Alessio Steinhoff
Calvin Thomas
Lisa Willis
1999
James Boyce
Spencer Butterfield
Alex Fay
David Ferreira
Anthony Garzia
Emma Holmes Law
Geoff Law
Nathan Moore
Mark Henderson
Fiona Herring
Stuart Kriendler
Calvin Thomas
Stephen Troake
Lisa Willis
* Remembered fondly and with appreciation
2000
Jason Boorman
Marie Humphrey Fay
Eli Lipmen
Jules Oatley-Baia
Andrew Shaw
Price Smith
2001
Gelena Thompson
Zara Ward
2002
Kris Dakin
Max Fiedler
2003
Ashleigh Moffatt Fiedler
Sam Riihiluoma
Sarah Cooper
Summersgill
2004
Richard Hillen, C.F.A.
Robyn DeSilva Hooper
Jeremy Shrubb
2005
Colin James
2007
Andrew Hook
2008
Francesca Cacace
Lorin Tannock
2016
Phoebe Heslop
2024
Cooper McGuire
Community Events
Coming together as a community strengthens our bonds and reflects our school value of belonging, reminding us how essential connection is for our vibrant, thriving school.
House Match
Summer Soirée
Alumni Easter Egg Hunt
Saltus Golf Tournament
Financial Summary
We are pleased to provide the financial summary for Saltus Grammar School for the fiscal year ending June 30, 2024. We would like to update you on our financial position and the steps we have taken to ensure Saltus continues to deliver educational excellence.
For the financial year ending June 30, 2024, total revenue reached $24.3 million, up from $23.3 million in 2023. Tuition contributed 86% of revenue, totalling $20.2 million (2023: $19.9 million). The increase was largely due to the net gain on the sale of investments during the year of $863k. Total expenditure amounted to $24.9 million, decreasing by $421k (2%) from the prior year, resulting in an operating loss of $573k. Despite the rising cost of living in Bermuda and increased demand for financial assistance, Saltus has continued to ensure efficient expense management, contributing to this year’s reduction in expenses. This focus on effective cost control has helped mitigate financial pressures and decrease expenditures from prior year levels. Salaries and payroll benefits, which comprised 67% of total expenses (2023: 65%), continue to be the largest cost category, a common trend in educational institutions.
Saltus remains deeply committed to delivering an exceptional educational experience, as demonstrated by the successful introduction of the BC Curriculum. Our focus on financial assistance remains a priority, ensuring that students from diverse backgrounds and financial circumstances have access to a Saltus education.
The generosity of our donors and the wider Saltus community has been critical in sustaining our financial health. We will continue to monitor our financial position closely and make adjustments as needed to ensure the school’s long-term sustainability.
Our approach reflects a careful balance between offering an affordable education for families, securing the institution’s financial well-being, and maintaining the highest educational standards in Bermuda.
We express our deep gratitude to the entire Saltus community – our dedicated staff, generous donors, and supportive families – for their continued commitment to our mission.
Sincerely,
Liam Mohoney Chair, Saltus Finance Committee
Saltus Grammar School Statement of Financial Position
Unaudited data from 1st July 2023 to 30th June 2024
Saltus Grammar School Statement of Operations and Changes in Net Assets
For the Period 1st July 2023 to 30th June 2024
Unaudited data from 1st July 2023 to 30th June 2024
The
Learning Journey:
Saltus is a premier co-educational, independent day school educating students between the ages of 4 and 18. Founded in 1888, Saltus Grammar School is built on a tradition of progressive education, where students “Prepare to Meet the World.” As a BC Offshore School, we follow the internationally recognised British Columbia (BC) Curriculum. Our focus is on developing foundational literacies, social and emotional competencies, and the future-ready skills that will equip students to thrive.
