Absence from School Policy

A learner may only be absent from school for a valid reason (illness, urgent affairs, etc).

  • If a learner is absent from school for one day only, the secretary need not be informed.   
    Upon his return, the learner’s absence should be explained by means of a letter from the parent(s).
  • If a learner is off for a second day, the secretary should be informed by telephone or WhatsApp EPS Absentee WhatsApp line: 0728913857 text only Learner’s name, class and reason for absence. This should be done at the outset if parents know that the learner is due to be off for more than one day.
  • Absence of more than three days must be supported by a doctor’s certificate.
  • In the case of absence through illness, the teachers will assist in efforts for the learner to catch up with missed work, get
    notes, etc.

The principal or any teacher may NOT give permission for any learner to miss school for any reason other than illness or urgent affairs.  Permission for travel, timeshare, modelling assignments etc. may not be given.

Should a parent decide to keep a learner out of school for reasons other than illness, it is their responsibility and not that of the teacher to ensure that the learner catches up missed work, obtains notes, gets up to date, hands in projects etc.

Absence for periods of a week or longer could seriously hamper the learner’s progress.

Academic Policies

Academic Matters

We believe in the education of the whole child – the development of academic, cultural, spiritual and physical aspects, in order to prepare our pupils for the demands that society will make on them in the future.

In our school we have excellent facilities which enable our learners to develop special interests and skills. It is our aim to provide a positive, calm working atmosphere at school and to achieve this, the home and school must work in close harmony and accord.

In order to meet the differing needs and levels of development of our learner body, we divide the functional working of the school into a Foundation and Intermediate/Senior phase.

The Foundation Phase

The guiding principal of the Foundation Phase is to develop a sound and balanced program for all our pupils. We believe that each learner is a unique individual, with special talents and needs.

The teachers strive to develop the full potential of their learners through a wide range of experiences, which will extend their understanding of themselves and the world.

Emphasis is placed on group work, allowing learners to progress at their own pace. Group work in literacy and numeracy is aimed at establishing the basic skills and work habits required for developing an enquiring mind and the capacity to reason and discriminate. Personal and social qualities such as tolerance, self-discipline and willingness to co-operate are fostered. Consequently the necessary values and attitudes that reflect their community are encouraged and developed.

Learning difficulties and specific areas of weakness are identified early in the Foundation Phase. Parents are offered advice and assistance with regard to remediation and corrective measures by a qualified team of experienced remedial teachers.

The Intermediate Phase

While the work ethic and basic work patterns are set in the learner’s formative (Pre-school and Foundation phase) years, in the intermediate phase time is spent on consolidation, extension and the building of a base on which the learner can develop according to our mission.

In the Intermediate Phase we are guided by three distinct aims:

  • To develop basic skills in listening, speaking, reading, writing, natural and human sciences, numeracy and information technology;
  • To introduce our learners to a broad range of concepts and interesting content spanning the subjects of the curriculum;
  • To promote positive attitudes to learning and by so doing, build on the foundation for future learning.


In the Foundation Phase, the purpose of homework is primarily to re-enforce and consolidate the work done in the classroom. A secondary purpose is to develop responsibility and good learning habits in the learners. It should also provide an opportunity for structured, quality time between parents and learners.

All grades address the issue of homework at the parent orientation evenings held at the beginning of the school year. The requirements and expectations are stated clearly.

1. A period of 20 – 30 minutes must be set aside on a daily basis for the completion of homework.
2. Ideally, both parents are to be involved in the activity, where possible.
3. Parents must assume ultimate responsibility for the checking of homework, regardless of whether it has been done at aftercare.
4. Homework diaries are to be checked daily by parents and teachers, as the diaries are used as a communication method between home and school and vice versa.
Although there are a number of common elements across the phase, a typical day’s homework for each grade, is outlined below.

Grade 1:
1. Reading
2. Flashcards
3. Activities to facilitate the development of phonic skills and maths concepts.

Grade 2:
1. Reading
2. Phonics
3. Memory sentence
4. Afrikaans vocabulary (oral only)
5. Maths activities (for very weak children)

Grade 3:
1. Reading
2. VAK (high frequency words)
3. Wordlist (phonic based words)
4. Maths (bonds and tables)
5. Afrikaans reading (from third term)

Untidy work, lacking in effort, is sometimes sent home to be re-done, by way of punishment.

Unfinished classwork is generally not sent home for completion, as this is evidence that the child is experiencing difficulty in some regard.

Intermediate Phase

Homework is REVISION AND CONSOLIDATION OF WORK already covered in class.

The purpose of homework is :

1. to provide essential practice in strengthening required skills.
2. to develop independent study habits, responsibility and self-motivation.
3. to increase and extend the school experience.
4. to help the learner manage his/her time.
5. to bring the learner into contact with out-of-school resource material.

Parents can assist their learner by :

1. providing reasonably good physical conditions for study, in good light and free from interference (e.g. at a desk in the bedroom away from others, radio, computer screens, digital devices and TV.)
2. a set routine. NO excuses or procrastination should be permitted.
3. giving the learner stimulation of sincere interest without nagging or extreme pressure (firm but reasonable).
4. making an effort to know the teacher and communicate regularly through the homework diary or personally.
5. helping the learner obtain the necessary resource materials, such as reference books, information technology or access to a library.
6. NEVER doing the homework for the child. If he/she does not understand a Mathematics sum, don’t do that sum, do a similar one.
7. checking that their child has done all the homework but don’t correct it as the teacher may set a homework task in order to establish the level of understanding.

We currently use an evaluation system which combines a formal evaluation component with a continuous assessment (tests, projects and tasks) component. This combined evaluation of each learner’s progress throughout the year enables us to determine progression to the following grade by the end of the year.

Intermediate Phase pupils currently write formal examinations in June and November.

Continuous assessment throughout the year forms the major part of the evaluation process. Learners should thus be encouraged to work consistently throughout the year.


Foundation Phase
The learners are assessed continuously, based on their performance in small groups on the mat, and formal tasks completed independently at their tables. A compulsory national rubric is applied for formal recording and reporting, where a learner’s performance is rated on a scale of 1-4.

Reporting takes place towards the end of term when parents may be invited to an interview with the class teacher and the learner’s progress can be discussed.

Written reports are issued during the last fortnight of the second and third terms and on the last day of the fourth term.

Parents are welcome to request an interview at any stage of the term.

Intermediate Phase
The progress of each learner is reported to parents at the end of :

The FIRST TERM – a general remark on the progress of each learner.

The SECOND TERM – a formal report.

The THIRD TERM – only issued to those learners whose progress is not yet at a satisfactory level.

The FOURTH TERM – a formal promotion report.

After School Policy

1.    All learners are to leave the school building and grounds quickly and quietly through their designated exits.

2.    No learner may remain on the school grounds for extended periods of time unless supervised by a teacher or coach.

3.    No learner may climb over the palisade fencing or any closed/locked gates to leave the grounds.

4.    Learners must leave the grounds through designated gates only.

5.    No learner may exit the school grounds through the main, front electronic gate.

6.    Learners may not interfere with the mechanism of the main, front electronic gate.

7.    Bicycles must be pushed from the lock up area to outside of the school grounds.

8.    Learners are to wait on the pavement area outside of the school grounds to be collected.

9.    No learner may be allowed back into any classroom or venue after school once the classrooms are locked.

10.    Learners may not ask workers or teachers to unlock classrooms or venues to collect homework etc. after school.

11.    Learners may not be inside the school building after school hours unless accompanied by a teacher or coach.

Aids Policy


•    All educators, learners and parents of this school undertake to uphold and support our school’s Aids Policy.
•    It is the policy of this school to implement Aids Awareness education in all our grades as an integral part of our Life Orientation learning area.

Policies Regarding Educators and Learners who are HIV Positive

•    There will be no discrimination against any learner or educator who is HIV positive.
•    Educators and learners who are HIV positive will be treated fairly and humanely.
•    Special circumstances required by a learner or educator who is HIV positive will be accommodated by this school to the best of our ability.

Aids Testing of Learners

•    No learner may be denied access to this school on the grounds that he/she is HIV positive.
•    No learner may first be tested for HIV before access to the school is granted.
•    No learner may be denied access to any academic, sporting of cultural participation because he/she is HIV positive.
•    No learner may be tested for HIV as part of the school programme.

Aids Testing of Educators & Non-Educators

•    No educator’s application may be turned down because he/she is HIV positive.
•    No educator or non educator may be asked to leave or terminate his/her contract with the school due to the fact that they are HIV positive.

This policy document is not discriminatory in any way.  It respects the rights of all individuals and takes into account all persons, including those with HIV/Aids.

•    No educator or non educator may be discriminated against because they are HIV positive.
•    No educator or non educator may be asked to undergo testing for HIV as a school requirement.

School Attendance of Learners who are HIV Positive

•    This school will accommodate learners who are HIV positive as far as practically possible.
•    Learners who are HIV positive will attend all academic classes at this school for as long as the learner can do so effectively.
•    Learners who cannot function effectively academically due to the progression of the HIV or illnesses relating to HIV may request to be exempt from school.
•    The principal must be supplied with a recent medical certificate if a learner is leaving the school due to HIV related illnesses.
•    The parents/guardian of the learner leaving school due to HIV related illnesses must inform the principal in writing of this intention.  (Section 4 Schools Act 1996).
•    Should any learner with HIV/Aids no longer be able to attend school due to illnesses the principal and relevant educators will supply the necessary work so that the learner can be educated at home.
•    The principal and educators must supply the necessary support to such a learner for as long as it is possible (Section 51 School’s Act 1996).
•    If a learner displays neurological or behavioural problems directly related to his/her illness, the principal must:
a)    Offer the learner special learning support, or
b)    Evaluate the learner through the School Clinic with the goal that the learner be accepted by a Special School.

Making HIV/Aids Status Public

•    No learner or parents of learners can be compelled to disclose that they are HIV positive.
•    No educator can be compelled to disclose that he/she is HIV positive.


•    No learner with an open wound is permitted to take part in any form of contact sport until the wound has healed.
•    Any learner who suffers a bleeding injury during a contact sport must be taken from the field immediately.  The wound must be bandaged effectively before the learner may continue participating in the sport.
•    No learner may play a contact sport in blood soaked clothing.
•    Learners who are HIV positive may participate in any sport provided that a medical report is received stating so.


•    All learners in the school will receive Aids/Awareness Education.
•    The content will be adapted according to the age of the learner.
•    Learners will receive Aids/Awareness Education as a part of Life Skills education.
•    Parents of learners must be informed as to the content of the Aids Education programme within every grade.
•    All non educators must also receive Aids/Awareness education at the school.
•    It is not the policy of this school to hand out condoms to learners as a preventative measure.
•    Educators must attend relevant seminars to learn and understand the terminology needed to effectively educate the learners.


Learners who refuse to attend the same class as a learner who is HIV positive will be given a Governing Body hearing. Parents of this learner will also be requested to attend such a hearing.

Learners or educators who refuse to participate in the school’s Aids/Awareness Education programme will also be given a Governing Body hearing.


Every grade in the school will have an educator appointed as an Aids Advisor.  These advisors together with the remedial teacher will constitute the school’s HIV?AIDS Committee.

  • Implementation of Aids/Awareness teaching within the grade.
  • Train fellow teachers within the grade in effective Aids/Awareness teaching.
  • Pass on any relevant documentation, pamphlets or policies to grade educators.
  • Evaluation and further planning of the Awareness programme.
  • Attend meetings with advisors from other grades.

Voluntary Disclosure

If any learner or educator voluntarily wishes to disclose the fact that they are HIV positive they are permitted to do so only to the principal.  The principal must at all times keep this information strictly confidential.
Should the principal wish to discuss the HIV/Aids of a learner with the relevant educator he/she must obtain written permission from the learner and his/her parents.

Safety Precautions

•    The parents of learners who have open wounds, open blisters or lesions are responsible for covering these areas with a waterproof bandage.
•    If this cannot be done by the parents the school will assume the responsibility of covering areas with waterproof bandages.
•    Educators who are treating learners must wear surgical gloves at all times.
•    Any surface that has been contaminated by blood must be cleaned and sterilized with a strong jik solution.
•    Personnel who are cleaning these areas must also be given surgical gloves to wear.
•    Instruments used during the treatment of a learner/educator or non educator must be disinfected immediately.
•    Any cloth or material used in the cleaning up of contaminated areas must be incinerated immediately.
•    Toilet paper and cotton wool contaminated with blood must be flushed down the toilet after usage.
•    Every classroom must have a set of surgical gloves and sterile cotton wool within easy access of the educator and his/her learners.
•    Every classroom must display a set of procedures showing learners how to deal with a “blood” injury in the classroom situation.
•    Educators must take a fully stocked first aid kit with them on any outing, camp or sporting fixture.

Assessment Policy – Intersen Phases

1.    Definitions

  • Formative Assessment refers to the tasks and activities completed during the course of the term or year.
  • Summative Assessment refers to the writing of formal tests and examinations during the term or the year.
  • CASS refers to Continuous Assessment. This form of assessment is ongoing and is undertaken throughout the academic year.
  • Assessment Task refers to an assessment that is designed to assess a range of skills and competencies through varied activities that a learner needs to complete.
  • Assessment Standard describes the minimum level at which a learner should demonstrate the achievement of a Learning Outcome. Assessment Standards are grade specific.
  • Recording Sheet means a record of learner performance in formally assessed activities and set tests.
  • Progression Schedule means a quarterly report of learner performance in Formative and Summative Assessments.
  • Report refers to the formal reporting of a learner’s quarterly summative and formative progress in assessments completed as well as a learner’s personal development during the course of a term.

2.   Formative Assessment

  • Consists of set tasks with a range of activities for every task.
  • Number of tasks to be completed during the term is stipulated in The National Policy on Assessment and Qualifications for Schools (2007). National Policy is as follows:

Number of Formal Recorded Tasks for Grades 4 – 6

Learning Area    Term 1    Term 2    Term 3    Term 4    Total
First Language         2            2            2             2            8
Additional Lang        2            2            2             2            8
Mathematics            2            2            2             2            8
Natural Sciences       1            2            1             2            6
Social Sciences         1            2            1             2            6
Technology             1            1            1             1            4
Economics               1            1            1             1            4
Life Orientation        1            1            1             1            4
Arts and Culture       1            1            1             1            4

Number of Formal Recorded Tasks for Grade 7

Learning Area    Term 1    Term 2    Term 3    Term 4    Total
First Language          3           2             3            2         10
Additional Lang        2           2             2            2          8
Mathematics             3           3             3            3         12
Natural Sciences        2           2             2            2          8
Social Sciences          2           2             2            2          8
Technology              1           1             1            1          4
Economics                1           1             1            1          4
Life Orientation         1           1             1            1          4
Arts and Culture        1           1             1            1          4

  • Activities for tasks should expose the learner to a wide range of skills and competencies.
  • Minimum number of activities for a task is two.
  • Activities must satisfy the assessment standards of the Learning Area and aim towards achieving the desired Learning Outcome of the Learning Area.
  • Tasks and activities completed by a learner will collectively form part of a learner’s CASS mark.
  • Learner achievement in activities and tasks will be reported to parents on a quarterly basis.
  • Formative Assessments will be combined with Summative Assessments to calculate the final percentage achieved for a
    Learning Area.

3.    Summative Assessment

  • Consists of all forms of formal testing and includes all class tests and examinations.
  • A class test can form an activity for a set task.
  • An examination can be considered a task due to the volume of work examined and the mark allocation.
  • Combined to Formative Assessment (CASS) when calculating learner’s final percentage for a Learning Area.
  • Summative Assessment total may not exceed 50% of the final total for a Learning Area.
  • Two formal examinations will be written during the course of the academic year; one in June and another in November.

4.    Recording of Assessment

  • Recording is done on a standardized recording sheet.
  • Formative and Summative Assessments are recorded onto the same recording sheet.
  • Recording is done for activities completed during the term as part of a set task.
  • Assessment of individual activities is recorded in the form of marks.
  • The final percentage for a Learning Area will be calculated by adding up the marks for all the activities and then
    converting the total to a percentage.
  • Recording sheet must reflect the following information: Learning Area being assessed, Class being assessed, Learner names and surnames, Learning Outcome addressed by each activity, Date of assessment, mark allocation for each activity, Names of tasks and activities being formally assessed.
  • Recording of assessment may be completed electronically.
  • All information on the recording sheet must be typed in.
  • Backing up and storage of data is the educator’s responsibility.

5.    Promotion and Progression Requirements

  • Intermediate Phase – at least a code rating of 3 for any 3 Learning Areas, one of which must be English First Language.
    A code rating of at least 2 for any 3 additional Learning Areas, one of which must be Mathematics. The 3 remaining
    Learning Ares can have any code rating.
  • Senior Phase – at least a code rating of 4 for any 3 Learning Areas, one of which must be English First Language. A
    code rating of at least 3 for any additional Learning Areas, one of which must be Mathematics. The three remaining
    Learning Areas can have any code rating.

6.    Progression Schedules

  • Completed quarterly, once at the end of every term.
  • Reflects the percentages and corresponding codes for every Learning Area.
  • Codes for percentages are acquired by consulting the National Coding framework as prescribed in the National Policy
    on Assessment and Qualifications.
  • National Codes are as follows:

Codes and percentages for recording and reporting Grades 4 – 6

Codes          Description of Competence                  Percentage
4                Outstanding/ Excellent Achievement    70% – 100%
3                Satisfactory Achievement                   50% – 69%
2                Partial Achievement                           35% – 49%
1                Not Achieved                                     1% – 34%

Codes and percentages for recording and reporting Grade 7

Codes         Description of Competence                  Percentage

7               Outstanding Achievement                    80% – 100%
6               Meritorious Achievement                      70% – 79%
5               Substantial Achievement                      60% – 69%
4               Adequate Achievement                       50% – 59%
3               Moderate Achievement                        40% – 49%
2               Elementary Achievement                      30% – 39%
1               Not Achieved                                      0% – 29%

  • Percentages for the Learning Areas are transferred to the Progression Schedule from the recording sheet.
  • Progression Schedules are completed electronically during the academic year and a hard copy is printed at the end of
    the fourth term.
  • Codes and percentages on the Progression Schedule will be used to determine if a learner is ready to progress to the next grade or not.
  • The Learning Area percentage and code for each term will not be added and averaged at the end of the academic year.
  • The educator will use his/her professional judgment, based on the performance of the learner across the entire academic year to indicate an overall Learning Area code for the year.
  • All information on the Progression Schedule must be typed in.
  • The following terminology must be used when completing the progression Schedule in the fourth term.

RP        Learner is ready to progress to the next grade
NRP      Learner is not ready to progress

7.    Reporting of Assessment

Parents will receive an academic report at the end of every term.

The final percentage for the report will be calculated by adding and converting all the marks received for activities to a final percentage for the term.

The learner’s code for each Learning Area will be reflected next to the final percentage for the term.

Termly reports will also report on the Personal Development of the learner during the term.

Reports will contain a personalized comment for every learner.

Once a term parents will be given the opportunity to discuss the assessment results with the class educator or Learning
Area educator.

Assignment and Project Policy

Setting the Assignment/Project Policy

1. Instructions are to be given in writing

2. Instructions are to be clear and should be explained fully

3. The marking rubric should be supplied

4. The date of issue and the due date should be supplied. The time granted for completing the assignment should be

5. The research required should be accessible to all. Materials required should have no or little cost and should be easily
obtainable to all.

Handing in of the Assignment/Project

1. The assignment must be handed in on or before the due date. Should this due date not be met, a zero (0) mark will be
registered subject to the following:

2. If the learner is ill on the due date, the assignment may be handed in on the day that he/she returns to school with no
penalty. This must be accompanied by a letter from the parent explaining the child’s absence.

3. Should the assignment not be handed in on the due date due to negligence only one day’s grace will be given. This late
handing in will result in the child forfeiting 20% of the marks.

4. This policy will be strictly enforced. No deviations will be permitted.

Examination Policy

Forms of Assessment

1.    Formative Assessment :- This form of assessment is ongoing and continuous in nature. It measures a learner’s performance in classroom tasks, projects, oral communications, essays and assignments. Learner achievement is measured and recorded in the form of marks and reported to parents in the form of a code and corresponding percentage. The Intermediate Phase uses a 1 –4 coding system and the Senior Phase uses a 1 – 7 coding framework. Formative coding and assessment is implemented as per the National Protocol on Assessment( 2005 ). Formative assessment runs parallel to the Assessment Standards of any given Learning Area.

2. Summative Assessment :- This form of assessment is specific in nature. It measures a learner’s understanding of knowledge and concepts taught through class tests and examinations. Learner achievement is measured, recorded and reported to parents in the form of marks, codes and percentages. The marks obtained for the examinations and class tests will be added to the marks obtained for the formative assessments to calculate a final percentage for the report.


1.Class tests may be assessed and recorded in the form of marks under Formative Assessment provided that the test has been designed to satisfy the Assessment Standard/s of a particular Learning Area. Class test will form part of the final percentage obtained for any Learning Area.

2. Class tests cannot be used to ‘write off’ a section of academic work. Only an examination can do this.

3. Class tests written may be combined with the examination results for the final percentage on the academic report, provided that the test totals do not exceed 50% of the final examination total.


Formal examinations are written twice during the academic year. Once in June and again in November.

Results achieved for examinations are combined with the learner’s Formative Assessments completed during that term for a final report code and percentage.

Examinations can ‘write off’ six months of academic work in all content Learning Areas but not in Mathematics and Languages.

In the Intermediate/ Senior Phases examinations will now play a role in the promotion and progression of a learner if the examination is combined with a learner’s Formative Assessment.

Final moderation of the examination question papers is the responsibility of the Learning Area Head of the school.

Homework Policy – Foundation Phase

In the Foundation Phase, the purpose of homework is primarily to re-enforce and consolidate the work done in the classroom.  A secondary purpose is to develop responsibility and good learning habits in the learners.  It should also provide an opportunity for structured, quality time between parents and children.

All grades address the issue of homework at the parent orientation evenings held at the beginning of the school year.  The requirements and expectations are stated clearly.

1.    A period of 20 – 30 minutes must be set aside on a daily basis for the completion of homework.

2.    Parents are to be involved in the activities, where possible.

3.    Parents must assume ultimate responsibility for the checking of homework, regardless of whether it has been done at aftercare.

4.    Homework diaries are to be checked and signed by parents daily. Diaries are used as a communication method between home and school and vice versa and are checked by teachers daily.

Although there are a number of common elements across the phase, homework varies from grade to grade.   

Examples of homework which may be given during the week are as follows:

Grade 1:
Activities to facilitate the development of phonic skills and numeracy concepts.

Grade 2:
Memory sentence
Afrikaans vocabulary (oral only)
Maths activities

Grade 3:
VAK (high frequency words)
Wordlist (phonics based words)
Maths (bonds and tables)
Afrikaans reading (from third term)

Careless work, lacking in effort, is sometimes sent home to be re-done.

Generally, unfinished classwork is not sent home for completion, as this is
evidence that the child is experiencing difficulty in some regard.

Homework Policy – Intersen Phases

The purpose of homework

• An integral part of the daily school programme, homework is an aspect of the learner’s education.

• It assumes that what is learnt at school is applied and practiced, so that a healthy approach to learning is inculcated.

• It reinforces the learner’s sense of worth by giving them opportunities to see what they can do, to learn their own possibilities and limitations.

• A completion and consolidation of work started in the classroom.

• Corrections of work evaluated in class.

• Research for projects and assignments set by the teacher.

• Revision of the work completed in the classroom.

• To identify academic problem areas.

• Developing the skill of time management.

• Consolidation of Mathematical Literacy concepts, tables and revision of Mathematical examples.

Homework and the learner

• Every learner is expected to copy down the daily homework in a homework diary.

• It is the learner’s responsibility to complete assigned homework and to meet the deadlines set by the teacher for projects and research tasks.

• Incomplete homework may result is a demerit and late projects and tasks will be penalized  by a loss of evaluation marks.

• Learners who are absent from school are responsible for catching up on all work and homework completed during their absence.

• Our education policy places a great emphasis on continuous assessment.  We encourage our learners to complete all projects and task to the best of their ability to attain maximum evaluation results.

Time Allocation

Grade Four
• Learners should spend at least half an hour on active homework or revision daily.

Grade Five
• 15 Minutes of reading daily.
• Three quarters of an hour on homework, tables reinforcement and study for weekly tests.

Grade Six

• 1 Hour daily to be spent on homework, consolidation of work and study for the weekly tests.

Grade Seven
• 2 Hours daily to be spent on homework, mathematics consolidation and study for weekly tests.

Parental Involvement

• We encourage our parents to take an active interest in their children’s academics but not to complete homework or projects for their children.  This may lead to a wrong impression of the learner’s level on the part of the teacher and will result in a loss of evaluation marks.
• We ask our parents to assume the responsibility of checking that all homework and projects have been completed.
• In some grades and classes parents will be required to sign the learner’s homework book and weekly test book.  In this way parents can follow through the academic year.
• The homework diary is an effective form of communication between the parent and the educators.

Language Policy

Language of Instruction

Edgemead Primary School, situated in the village of Edgemead, draws most of its pupils from within the local community and from the three Edgemead based pre primary schools.  The residents of Edgemead are predominantly English speaking whilst the pre primary schools are English medium.

Languages offered

English, is the language of learning and teaching (LOLT).  Four hours per week is allocated to this instruction in the Intermediate/Senior Phase. The First Additional Language (FAL) currently presented is Afrikaans.  Three hours per week is allocated to this language. (In the Foundation Phase, 40% of the notional time is allocated to Literacy).

It is the desire of many of our parents that we offer instruction in an African language.  This is supported by our Governing Body.

Our school has previously included the instruction of Xhosa.  This, however, was discontinued as it was found that a minimum of three hours per week was required to have meaningful results.  Because of time constraints, this is not feasible.  Should schools be permitted to choose their own second language, and should the logistics thereof be overcome (ie supply of competent teaching staff) our school will actively investigate the introduction of Xhosa.

Revision of Language Policy

Although restricted by legislation in that tuition in English and Afrikaans is compulsory, this language policy could be amended if required.

Rights of Pupils

Because of the demographics of the feeder area and the predominance of English speaking residents, it is unlikely that the medium of instruction will be required to change in the foreseeable future.  If, however, this should happen, the change will be gradual and children will be allowed to complete their phase in English.

Language of Assessment

Assessment is conducted in English.  As regards language, both English (LOLT) and Afrikaans (FAL) are assessed.

Communication with Parents

All communication is conducted in English.

Promotion of Literacy and Language development

  • SURE:  As part of our promotion of Literacy, every class has a reading period of at least 30 minutes every day where educators encourage learners creatively to read.
  • Resource Centre: Our school is privileged to have an extremely well stocked resource centre.  This centre is equipped with graded readers in both English and Afrikaans.  Teachers, mostly those in the Foundation Phase, use this facility on a daily basis.
  • Library:  We have a well-stocked library which learners use on a daily basis.  Both English and Afrikaans books are stocked.
  • Integrated Reading Programmes (IRP):  – Our Foundation Phase department has initiated a programme whereby a team of volunteer mothers come in every day to assist learners with individual reading.  The individual readers are taken home where the parents also assist their child.  This system has proved most beneficial and will continue to be implemented.
  • 100 Books Project:  These books in English, Afrikaans and Xhosa are in the classrooms and are used by the learners daily.

Plans for accommodating learners of other language groups:

We periodically have enrolments of pupils whose home language is other than English.  These have included French, Taiwanese, Korean and Xhosa speaking children.  These learners are well supported and encouraged by our competent educators.  In the past we have found that these children soon become fluent and competent in English and cope well.  Should these numbers increase markedly, our Governing Body will investigate the possibility of mother tongue instruction.  Once again, dependent upon the WCED ability to supply logistical and educator support.

Plans to encourage the recognition of all the SA official languages:

Although English is the predominantly spoken and heard language in our geographic area, respect and recognition of all official languages is encouraged and supported.

Plan of Implementation

All teachers appointed at our school should be competent in the speaking, reading and writing of English.  They should also be able to teach children the first additional language, Afrikaans. Should Xhosa be included in the curriculum we will make concerted efforts to employ Xhosa speaking educators.

We would be willing to adapt our policy should there be a need for this.  To date we have had no requests for instruction other than in English. Should we receive these requests, they will be recorded and if warranted, necessary changes will be investigated.

Plans to manage, monitor and assure quality of the languages policy.

Our policy is currently  implemented to the full satisfaction of all parties – educators, parents, the community and learners.  We shall remain flexible and are willing to adapt where necessary.

Learner Transport Policy

Learners are transported by the following means:

•    Public buses
•    School mini buses
•    Teacher’s private vehicles
•    Parents’ vehicles

Conduct of Learners

In all of the above cases, learners should be controlled and well behaved.

•    All learners must wear seat belts
•    Learners should not stick any objects or limbs out of the windows
•    The vehicle must be kept clean and tidy
•    The driver should ensure that the vehicle is left in a clean state

Public Buses

These should be rented from reputable companies.

School Mini Buses

All drivers conveying children must be in possession of a valid public driving permit.

Religious Policy

Although Edgemead Primary has a Christian ethos, we endeavour to treat each child with respect and dignity, irrespective of their religious background.  We acknowledge all children’s particular religious beliefs and practices and encourage all learners to accept each other’s religious differences.

Edgemead Primary pursues the Life Orientation syllabus as set out by the WCED and each grade is exposed to facets of religions other than their own.  Tolerance and acceptance undergird the material presented, encouraging children to be more accepting of other cultural and religious and groups.

Where days of religious significance are celebrated at school, objection on grounds of religion are acknowledged.  These learners may be excused.  Non-participation in singing religious songs outside of a particular child’s religious conviction is also permissible.  This also applies to the school song and the national anthem.  These learners are also permitted to take time off to celebrate the festival of their particular religion.

School assemblies are held once a week.  Topics shared with the learners are designed to instil Godly values such as honesty, generosity, kindness etc. and to encourage the learners to live effective, successful lives.

Sports Policy

Aim of the Policy

To align all sport with School Policy regarding participation, competitions and general points of importance


It is the policy of Edgemead Primary School that all learners are encouraged to participate in at least one summer and one winter activity of the extra-curricular activities offered at the school.  The focus is on mass participation while catering for the needs of each individual participant.  Competitions are entered into where strength opposes strength and sportsmanship and the activity itself is the winner.  Our sport policy  therefore focuses on participation with the objective of victory a secondary outcome.


Outside assistants are remunerated for their contributions during the school term.  Payment is calculated according to the amount of time offered to your particular activity.  Extra payment is made for matches.

Selections of Teams

Trials should be held at the beginning of the first/fourth terms (summer sport) and the second and third terms (winter sport).  First or A teams must be selected on merit and should be the strongest team.  Thereafter, B,C and further teams should be of relatively equal strength and a rotation system should be used to allow all participants the opportunity of matches or the participation in competitions or tournaments.
The selection and rotation policy should aim firstly at creating an equal participation opportunity, and then at winning the match.  It should also aim at recognizing development and improvement of individuals through rotation between teams.  (As appropriate, each sport code determines their selection & rotation policy).

All members of a team should belong to a particular age group for the activity, except for tennis (individual sport), u13 rugby (owing to the league structure) and u13 cricket (when a player demonstrates above average batting/bowling skills).The School Code of Conduct applies when Edgemead Primary School pupils participate in any competitions, presentations or fixtures. The badge and name of Edgemead Primary shall be worn with pride, even in defeat.  Strict adherence to the dress code will apply at all times.

Fixtures and Tournaments

It is expected that Edgemead Primary School will enter in to competitions, presentations or fixtures offered, that fall within the boundaries of the sport program.  A minimum of activities entered into is not set, but no child should be withheld the opportunity to participate as often as possible, and at the highest level possible.  In an effort to improve the competitiveness of our teams and groups, it is important that their skills and abilities are tested against other schools, especially those outside our region.

Learners, who are participating in fixtures or activities, should change into their appropriate clothes during second break or at the end of the school day depending on where they are playing away.  Learners may not leave their class early to participate in a fixture, unless the teacher has been informed.


It is the responsibility of the coach/es of a particular team, age group or code to arrange tours.  Once details have been finalized, the Head of Sport and Management Team must be briefed of the proposed tour. 


Teams and tours have been sponsored from time to time.  Careful discussion has to be entered into and the terms of the sponsorship must be strictly adhered to.  Any form of sponsorship must be communicated to the Head of Sport in order to ensure uniformity and consistent practice.

Weather Policy

In the event of inclement weather, the head of sport code must consult with the Head of Sport to cancel the organized practice/matches that day.
For Junior Phase Activities: Inform the parents by 12.30
For Senior Phase Activities: Inform the parents by 13.30

The changes of the Sport Program for that day are recorded on the telephone system.

Wet Weather:
If there will no longer be any educational value to continue with outside activities due to rain, wet fields or courts, the activities should be cancelled.

If it is raining at the above time, and the forecast predicts continued rain for the afternoon, cancel activity.

If intermittent showers are present and the forecast predicts that periods of clearing could be experienced, the activity should continue.

If the fields and courts are not suitable for use due to excessive water on them, the activity should be cancelled.

Hot Weather:
No activity should merely be cancelled due to excessive heat.  Preventative measures should be taken to avoid excessive exhaustion and dehydration.  The wearing of caps / hats, sunscreen and regular drinking of water together with periods of rest in shady places must be encouraged.

If the humidity level is so high that unnatural dehydration is possible, the activity must be cancelled.

In the event where an activity is cancelled, the learners who cannot go home at school closing time, must be supervised in a classroom until the ending time of the activity.  Other forms of preparation for an activity should also be considered instead of simply canceling an activity.

Transport of Learners in School Buses

It is the responsibility of the particular educator that all participants of an activity reach the venue for the activity.  Should the learner be unable to reach the venue by own means, school transport must be made available to him/her.  Parents are to be informed if private transport is used.

Any staff member driving the school bus must be in the possession of a valid Professional Driving Permit (PDP).  Where an external bus company is used the school will always endeavor to make use of appropriately registered and reputable companies.  Prior to departure the chosen bus company will be required to provide the PDP and driver licenses, the current service record, as well as the pre-trip check document, for each bus provided.

Eating in the buses is not permitted and buses are to be returned in a clean state.


The school Code of Conduct applies during all activities.  Learners who disobey school rules must be dealt with according to the school’s discipline policy.  Appropriate behavior on and off the field / court must be encouraged at all times.  No coach, parent or learner should be permitted to display gamesmanship at all times.  Edgemead Primary is gracious in victory and accepts defeat.  We do not indulge in a culture of blame and will at all times be worthy opponents.

The school code of conduct covering sport is:

Code of Conduct for Players
•    Play according to the rules and never question an umpire’s decision.  Leave any queries to your coach or team captain.
•    Control yourself at all times-never lose your temper with your opponents or fellow mates.
•    Maintain a high work rate!  This will benefit both you and your team.
•    Show respect to all players on the field.
•    Be sporting – acknowledge good play of both your team mates and opponents.
•    Play for the love of the game – not for the pleasure you think it gives parents and coach.
Remember: The aim of sport is enjoyment and to develop your skills.

Code of Conduct for Parents
•    Learners should learn best from example set to them.
•    Learners should never be forced to participate in any sport code.
•    Learners should be playing sport for their personal enjoyment, not their parent’s.
•    Never humiliate or shout at your child if he/she makes a mistake on the field or loses a match.
•    Encourage your child to play according to the rules and to co-operate with coaches and umpires.
•    Continually reinforce the fact that it is just as important to play your best as it is to win.
•    Change losing into winning: help your child develop his/hers skills and develop a spirit of sportsmanship.
•    Acknowledge all good play, no matter from which team.
•    Show respect for the opposing team, after all, without them there could be no match!
•    Set an example, please refrain from swearing or insulting coaches/umpires publicly.
•    Acknowledge and support our volunteer coaches and umpires.  They are offering their times and expertise for the good of the game.
•    Not every child is a future springbok, some children are simply participating in organized sport.
•    Aggression/violence on the field will not be tolerated under any circumstances.

Learner’s who repeatedly do not uphold the ethos, should be dealt with firmly. 

1.    Verbal warning and counseling of the learner.
2.    Learner is dropped or suspended if behavior continues and a discussion is held with the parent and learner.


The buying of new equipment must be done according to the school’s financial policy.

Care must be taken of all equipment.  New equipment must be added to the school’s assets register.  Repair of damaged equipment needs to be followed up on and budgeted accordingly.