Pupils
Student progress the Wynberg way Ben Thompson discusses the mix of timehonoured and more modern ways in which his school supports, challenges and boosts every student’s performance At Wynberg Boys’ High School in Cape Town, South Africa, we pride ourselves on really knowing and understanding our students. We’ve had a lot of experience having just celebrated our 175th anniversary, making us the second oldest school in South Africa. While we’ve grown since opening our doors to sixteen students in 1841, we’ve always valued our heritage and traditions. But we also embrace new technology, ideas and innovative ways to help each of our boys achieve their full potential. Blending the old and new helps us keep expectations of both behaviour and achievement high, with a central focus always on motivating all our students to strive for excellence. Here’s how we do it.
We aim high…
In South Africa, the government pass level is at 30% or 40%, depending on the subject, before a child can progress in grades 10 to 12. However, we’ve introduced a ‘Wynberg Pass’ of 55%. This is the minimum level we encourage students to work towards on any test, examination, project or assignment – it exceeds what is expected as a baseline to apply for university too.
…but we also give our students autonomy
We recognise that our students have a variety of abilities and
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potential routes they wish to follow after school. So, we have a unique approach to target setting. At the start of his high school career, each student selects an individual Minimum Performance Level (MPL) for themselves. Boys are held to account for achieving this as they move through the school, although it can be adjusted at set points during the year. Certain privileges are awarded for consistently achieving an MPL. These are influenced by a boy’s willingness to risk setting a high standard, as well as for achieving the necessary level, which adds aspiration to the mix.
We encourage teachers to share information…
Teachers have always talked to each other about their students, and these conversations can often be hugely beneficial. A quick chat in the staff room about a boy struggling in maths might reveal difficulties in other subjects, for instance. Teachers can then work together to put interventions in place that boost the child’s achievement across the curriculum.
…but we also push student information to staff.
It’s not enough for key information such as details of a student’s attendance, homework marks or test scores to sit in a filing cabinet or on the school’s computer system. Our staff have
