Siphosethu Primary School Profile

Page 1


SIPHOSETHU PRIMARY SCHOOL WARD: NTUZUMA

LOCATIONAL AREA: NTUZUMA E

CIRCUIT: DURBAN NORTH WEST

DISTRICT: PINETOWN

YEAR STARTED: 1986 EMIS NO: 267769 QUINTILE RANKING: 4 STATUS OF THE SCHOOL: SEMI-SECTION 21 E1253 Ntuzuma T/Ship P.O. Box 27076—KwaMashu—4360 TELEFAX: 031 509 3776 Cell: 082 961 9264 Email: siphosethuntuzuma@gmail.com Website: www.siphosethu.org

Facebook: Siphosethu Primary School

Unsustainable dependency on social grants.

Child-headed household.

Orphans and vulnerable children—due to HIV and Aids etc.

School nutrition programme (DOE)

The school was known as Bhekisisa High before it became Siphosethu Primary after the same high school had to vacate the buildings to occupy the new structure across the formally known as Dalmeny Road. This swap was executed as an alternative after the local the community felt it was unsafe for young learners to cross the main road to the new buildings.

1.

BRIEF OVERVIEW

Siphosethu Primary has tremendously developed in

Siphosethu Primary School was founded in 1985 as

various spheres since the year 2004 after Mr. T.C.

the lower primary catering for grades one to four only.

Sokhabase took over as the Principal. The develop-

Only female educators were allowed to teach at the

ment that have been implemented at school level

school at that time. The community surrounding the

have had and will continue to have a positive impact.

school comes from a legacy of underdevelopment characterized by; 

Poverty and hunger.

High levels of illiteracy.

Lack of skills necessary for active participation in the economy.

High unemployment rate


4.

1003

26

R—7

2012

1076

27

R—7

2013

1176

27

R—7

2014

1241

30

R—7

2015

1383

29

R—7

2016

1434

35

R—7

2017

1562

37

R—7

2018

1677

37

R—7

2019

1580

39

R—7

1562 1580 1600 1400 1241 1600 14341176 1383 LEARNERS TEACHERS 1076 1400 1200 1003 1400 922 9651241 856 1176 1000 1200 731 1076 1200 800 9651003 1000 558 1000 600 443 512 856922 731 800 800 400 600 200 512558 600 443 400 0 400 200 200 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 2004

3.

CHALLENGES

To add to the challenge, many children come to school hungry and tired. To address the problem, teachers introduced programmes, such as: 

Adopt a child

Food parcels

Breakfast

1383

2011

SIPHOSETHU PRIMARY SCHOOL 1562 1800 1600 ENROMLENT GRAPH 1677 13831434 1800

LEARNERS LEARNERS EDUCATORS EDUCATORS 29

R—7

2015

23

1241

965

30

2010

2014

R—7

1176

21

27

922

2013

2009

1076

R—7

27

19

2

856

1003

2008

26

R—7

1

17

965

731

23

2007

0

R—6

922

15

21

558

9

2006

856

R—5

19

12

8

512

731

2005

There are thirty (30) qualified and dedicated teachers employed at Siphosethu Primary—of which, nineteen (21) are females and nine (9) males, they are all state paid educators. NB. There are no SGB paid educators. (Refer to the Organogram on the next page).

17

R—4

7

9

558

443

15

2004

6

GRADES

512

EDUCATORS

12

LEARNERS

9

YEAR

Siphosethu Primary Schools is at an important juncture. The school’s work has tremendous potential to catalyse change in the public education system nation-wide. As a result, Siphosethu honed its strategy to reflect its refined views on what is needed to create change in South Africa and what the role will be in that change. 5. NUMBER OF TEACHERS

5

This is sad, but perhaps not surprising, given the state of our school and the complexity of educating the children of Ntuzuma and the surroundings. Siphosethu Primary School is overcrowded and faces lack the funds to repair basic infrastructure, let alone to build libraries, administration block or install computers.

SIPHOSETHU STRATEGY FOR IMPROVING EDUCATION

2004 200 2005 2006 200 2007 2008 200 2009 2010 200 2011 2012 200 2013 2014 201 2015 2016 2017 201 2018 2019 201

ENROLMENT

443

2.

Adopt a child - teachers identify needy children, divide them amongst themselves and parent them accordingly, as their own. Food parcels - teachers identify children who come to school with empty stomachs all the time and buy food parcels and hand over collectively to the learners to take home (this is also made possible by Chelsea Primary School in Durban North)

6.

SECURITY

The school is guarded by three security personnel hired from the community. Our aim is to have 24hour

security to ensure maximum protection.


ORGANOGRAM TEACHING STAFF

1. THE PRINCIPAL MR. T.C. SOKHABASE

1. DEPUTY PRINCIPAL

1. DEPUTY PRINCIPAL

MR. Z.D. MLAMBO

MRS. DLAMINI

FOUNDATION PHASE

1. SENIOR TEACHER MRS. F.N. MARIE

INTERMEDIATE PHASE

2. HOD

SENIOR TEACHER

3. HOD

4. HOD

MRS. S.D. RAMNATH

MRS. N.O. KUMALO

Mrs Sangweni

MR. MOHLAKOANA

INTERMEDIATE PHASE EDUCATORS

FOUNDATION PHASE EDUCATORS 1.MRS. E.N. NGCOBO

9. MISS S. SOLOMON

2. MRS. S.C. BUTHELEZI

10. MISS K.F. NTULI

3. MRS. N.D. MNTAMBO

11. MISS P.F. SIBIYA

4. MRS. B.B. KHUMALO

12. MRS. G.N. SHEZI

5. MISS. E.P. MZOBE

13. MISS Z. NGCOBO

6. MR. T.G. KHUMALO

14. MRS C.N. SIMELANE

7. MISS. T.D. NDLOVU

15. MISS N.J. THABETHE

8. MRS. N.E. DLADLA

16. MISS A. S. SIBEKO

1. MISS S. DLAMINI

10. MISS Q.P. ZUNGU

2. MR. S.P. NGCOBO

11. MISS MNYANDU

3. MRS. N. NODUNYELWA

12 MR S.S. MZOTHO

4. MRS. K. JOSEPH

13. MISS N.P. MTSHALI

5. MISS. F.D. MKHIZE

14. MISS N.S. NXUMALO

6. MR. T.S. KUNENE

15. MR. W.M. MTHETHWA

7. MR. S.W. DLUNGELE 8. MR. M.R. ZONDI 9. MRS. B. NDABA

NON-TEACHING STAFF

SECURITY MR. NTULI/MR. NKWANYANE

CLEANER

INTERNS

CLERK MRS N. MLAMBO

MISS. G. BUNELI


7. VISION STATEMENT

There are two steps to achieve that vision:

SIPHOSETHU PRIMARY SCHOOL EMPOWERS AND CREATES OPPORTUNITIES FOR EDUCATIONAL AND PERSONAL EXCELLENCE.

1)

AT SIPHOSETHU WE ASPIRE TO CREATE AND MAINTAIN

2)

A CULTURE OF LEARNING AND TEACHING, WHICH WILL PREPARE OUR LEARNERS TO BECOME RESPONSIBLE AND ACTIVE MEMBERS OF SOCIETY BY WORKING TOGETHER WITH ALL STAKEHOLDERS AND COMMUNITY AT LARGE.

-Reviving the culture of teaching and learning and instilling discipline by active involvement in co-curricular and extracurricular activities

-Developing a learner friendly school

-Cultivate a positive environment for the learners in school. -Creation of community demand for the school.

Siphosethu must provide real choices for learners and demonstrate superior academic achievement in the school, taking into account different learners capabilities. Siphosethu’s “Theory of Action” describes the activities required to achieve this direct impact in targeted communities.

MISSION STATEMENT

Theory of action

THE THEORY OF ACTION, DIRECT IMPACT, THEORY OF CHANGE AND ULTIMATE GOAL

Then, Siphosethu must leverage its success to improve learners’ achievement for all learners in Ntuzuma. This impact would be indirect, but broader. The “Theory of Change” describes how Siphosethu plans to translate its direct impact into systemic change.

Theory of change

Direct impact

-Demonstration of superior achievement,

-Building capacity

-Developing independent, critical and creative learners that can express themselves in English.

Ultimate goal

-Improving learner performance, more learners successfully completing their primary stage education and ready to face secondary and high school education challenges.

-Preparing responsible and active members of the so-

8.

ADDRESSING KEY CHALLENGES

In a bid to address the legacy of underdevelopment this school’s Management Team in consultation with the staff and Governing Body adopted the following as its growth and development priorities; 

Removing all barriers that limit the ability of learners to physically locate themselves at Siphosethu Primary School. The provision of access to quality education and skills for all, and in particular the poor.

Ensuring quality service delivery by embracing the principles of Batho Pele.

Strengthening governance through transformation.

Investment in the school’s infrastructure and environment.

Development of educator capabilities, and the appointment of two Indian educators,

Developing a comprehensive response to HIV and Aids.


Fighting poverty especially amongst orphans and vulnerable children.

Transformation of the curriculum to address the barriers that limit the ability of learners to acquire relevant knowledge and skills (ILST).

Focusing on reading, writing and numeracy.

Linking with other government departments such as South African Police Services, Social Security Service Agency, Department of Health and Home Affairs to provide access to government resources at school level.

Establishing guidance and counselling services to respond to psychological, psychopathological and social needs of our learners and our community. 

We use teaching time optimally and we ensure that all extra/co-curricular activities are held outside teaching time, such as: debate, math Olympiad, Youth Festival. (PICTURES)

Parents meetings are held on Saturdays between 09h00 and 11h00 to ensure that we meet the majority of our parents.

We encourage qualified educators to study, and we monitor their development and we have succeeded in attaining a highly efficient and professional workforce.

The school admits any learner, irrespective of race, gender, age or disability.

Involvement of NGO’s, such as Toyota Teach, DBN North Rotary club and twining with Chelsea Primary School, Glenashley Senior Primary School.

In order to turn challenges into opportunities we add quality and dignity to our parents’, learners’ and educators’ lives: 

We strive not only to provide education but to add value to our children’s lives by letting them experience most things we, as communities, take for granted.

As practitioners of Batho Pele we readily deal with all complaints and complainants.

We consult and provide regular opportunities for parents to rate our performance and we utilize these inputs to influence strategic planning.

EXECUTIVE SUMMARY  Siphosethu Primary School is a pioneer and a leader in this time age to mould, develop and produce vivacious, dynamic and independent learners that can freely express themselves in English without hesitation.


INFRASTRUCTURE  NO.

CONDITION

1.

CLASSROOMS

17

FAIR

2.

PRE-FEBS

3

GOOD

3.

LIBRARY

1

POOR

4.

KITCHEN

1

FAIR

5.

TOILETS TEACHERS MALES

1

FAIR

6.

TOILETS TEACHERS FEMALES

1

FAIR

7.

TOILETS LEARNERS MALES

14

POOR

8.

TOILETS LEARNERS FEMALES

16

POOR

9.

OFFICE PRINCIPAL

1

FAIR

10.

OFFICE ADMIN CLERK

1

POOR

11.

STAFFROOM

1

FAIR

12.

PLAYGROUND

1

POOR


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