|About||We are striving for excellence in the provision of quality and holistic education, thereby empowering our learners to make a meaningful contribution to the|
*Develop and implement systems for good discipline.
*Build upon existing infrastructure and resources.
*Encourage educator knowledge and skills development.
*Secure expert staff.
*Design and implement sound systems for accountability.
*Motivate learners to overcome the challenges of poverty.
*Instill in learners a thirst for knowledge.
*Inculcate in learners a sense of social responsibility.
*Encourage critical, creative and innovative thinking.
*Promote extra mural activities.
Research has shown Philosophy that learners in impoverished communities start schooling with major disadvantages and when they complete their schooling they leave with the same disadvantages.
To change the status quo and break the cycle of underachievement and poverty, we as management serving impoverished communities must strive first of all to ensure basic functionality which implies efficient management of: personnel, finances and resources. It is only when staff are deployed strategically that learners are properly managed and an ethos of order and discipline prevails. Sound financial practices and careful use of resources ensures that maximum value is derived from the limited finances and that existing resources are well maintained while additional resources are acquired. The effective management of these funds and resources ensures the establishment of an environment that is conducive to education, enables educators to implement systems that promote order and discipline and programmes that promote the holistic development of learners.
Order and discipline are the foundations on which skills, knowledge, a positive attitude and good values are built.
Secondly the policies, systems and procedures do not on their own make for a successful school, more important is the implementation of these policies, systems and procedures and the monitoring thereof. Of greatest significance are the systems for accountability in respect of curriculum delivery. Curriculum being the core function of the school, the systems for accountability ought to include instruments for monitoring of quality. These instruments ought to ensure accountability between educator and HOD and between HOD and Senior Management. Furthermore, these instruments need to be used on a regular basis to ensure quality teaching and learning is taking place. It is expected that if planning and preparation is of a high standard the quality of interaction between educator and learner in the classroom