1916 - 2018
All of us at St John's R.C. Primary School extend a warm welcome to you and we wish you a happy and rewarding association with our school. Our philosophy is to offer all children equal access to quality education.
We acknowledge that children come from diverse family backgrounds, we incorporate and expand on this knowledge, offering all children the chance to gain a better understanding of those around them while still acknowledging the similarities and differences.
This is achieved by having an open and accessible enrolment policy, where families with diverse backgrounds and needs are all welcome. We, therefore, offer a learner-orientated environment that encourages learners’ initiative, independence and self-esteem.
The Staff of St John's
At St John’s R.C. Primary School, we are committed to providing a safe, nurturing, enriching learning environment that will empower children to become creative problem solvers, and critical thinkers who are prepared for high school and life in the twenty-first century.
Primary school is a time of growth and change. It is an exciting but also challenging time, with the increased workload and the social adjustment of having multiple teachers and many new subjects. Communication is essential in order to progress.
Therefore, we encourage children to:
Please make time to:
Once again, welcome to St John’s R.C. Primary School! It is a privilege and an honour for me to serve as your principal.
Always Aim High!
Ms C. Hans
St John's R.C. Primary School
In 1916 Father Luke O’Reilly bought an old tin shanty and erected it for use as a church. A portion of the tin shanty he partitioned off for use as a Presbytery. At the same time the rest of this shanty was being utilised as the first ‘non-European’ school for Catholic children which in turn, was the origin of the present St John’s RC Primary School.
The school, though not recognised by the Education Department, boasted only one teacher, Sister Hilary. She was assisted, whenever possible, by Fr Luke. The old tin shanty continued to serve as a church and school until 1926.
By now, the number of parishioners in Maitland parish had greatly increased and the tin shanty could no longer accommodate them satisfactorily. Fr Luke felt that the provision of education facilities for the children was as great a need as the building of a new church.
In 1926 the new church was completed and Fr Luke turned his attention to the need of the school children. Fr Luke again appealed to his congregation for donations and in the same year, the hall was built which was used both as a parochial centre and as a school. At the same time, Sister Adelrica arrived as an assistant to Sister Hilary. She remained only a short time. Later, two lay teachers were appointed to assist Sister Hilary. Not long after this, the school was officially recognised by the Department of Public Education.
In 1929 the problem of an extension to the church rose again. This time a wing as added to the church. The new wing provided much sought after space as an additional classroom on weekdays. By this time the school roll stood at 118.
In his Annual Inspection for the Department of Public Education, Mr A. L. Young, noted in his report of 1929: "The present enrolment should not be exceeded until more accommodation is provided. The report also observed that the school has "only two proper blackboards" and suggested that at least two more was needed and that some fifty pupils have only seats. That is, there were no tables or desks for them. Mr Young also recommended that Afrikaans "must now be taught properly throughout the school." The report, entirely void of any positive comment, claimed that there was "a great lack of accuracy and thoroughness noticeable in the work of all the classes." The following year, the same 'inspector' wrote: "It was clearly understood at the time that that this wood and iron shanty could only be used temporarily. Provision must be made without delay for better quarters."
By this time it seemed that the official name for the school had not been established. In the report on the Annual Inspection 1929, the school is listed as Maitland (R.C.). The 1930 report refers to Maitland, Kensington Estate (R.C.). After 1932 the education authorities seemed to have settled on Maitland, Coronation Road (R.C.).
The number of learners continued to increase and in 1931 two Holy Cross Sisters were appointed. Sister Hilary retired in that same year. Fr Luke’s health began to fail and Bishop Henneman sent him an assistant priest, Fr Stubbs, who was replaced by Fr McManus.
In sharp contrast to the Annual Inspection of 1929, the report of 1933 was positive and complimentary. The inspector, J.F. Lighton, had this to say: "The accommodation is satisfactory. Three classrooms are in use. The pupils are neatly dressed and nicely behaved and the tone of the school is good." The report suggested that the school re-looks at its medium of instruction and it ended with: "The work was being done efficiently and conscientiously by all the teachers, and it was a pleasant school to inspect."
Ten years had elapsed since the erection of the wing to the church and since the number of school children had increased it was necessary to extend the school again. By 1935 the roll of the school stood at 224 and the report of the Annual Inspection of 1936 was merciless about the over-crowding at the school.
"Sub-standards A and B: Although the classrooms can accommodate only 50 pupils at a pinch, 78 have been squeezed into it. Several of the pupils have to sit on forms [long benches without a backrest, about 0,3m high and 3 - 4m in length]. This should on no account be allowed."
"Sub-standard B and Standard 1: This room can only be regarded as a makeshift, as it is far too small for the number on the roll. …"This teacher has too heavy a charge."
"Standards 1 and 2: The room will hold 40 pupils comfortably but there are 60, and the teacher cannot be expected to do justice to do justice to the work."
"Standards 3 and 4: This room is also overcrowded."
In 1936, five classrooms were added which was authorised and financed by His Grace, Bishop Henneman. This necessitated the appointment of additional teachers.
After many months in hospital, Fr Luke passed away and his assistant since 1939, Fr Burke, took over his duties as Priest-in-Charge.
Isaac Daniels: 1946 -1979
Isaac Daniels did his teacher training at Wesley Training College in Salt River. He secured a post at St Agnatius Primary School in Claremont where he taught for a number of years. In 1946 he was appointed principal at St John’s – the first lay principal since the inception of the school in 1916. He served as Chairperson of the Principal’s Association in the Kensington/Maitland area. He was also elected as Chairman of the Maitland School Sports Union. Isaac Daniels served as a deacon at St Joseph’s Catholic Church in Goodwood. After retiring from teaching, he performed duties in the Archdiocese and also served on the Peace and Justice Council. He emigrated to Australia in 1990. Sadly, he passed away in 1994, aged 75 years.
Henry Felix: 1979 -1993
Henry Felix completed his teaching course at St Augustine’s in Parow in 1955. In 1956 he became a member of staff at St John’s. He later furthered his studies at Hewat College of Education and UWC. After serving as vice-principal for a number of years, he succeeded Isaac Daniels as principal in 1980. Henry Felix served the school well over a period of 37 years. He retired in 1993 and Herbert Stanley Johnson filled his position.
Herbert Johnson: 1994 - 1996
Herbert Johnson, Deputy Principal for a number of years, succeeded Henry Felix in 1994. He furthered his professional studies at Hewat College of Education we he attained his Primary Teachers’ Diploma in 1979 and thereafter went on to complete a BA Degree and an BA Honours Degree at the University of the Western Cape. Mr Johnson, retired at the end of 1996.
Roy Thuynsma: 1997 - 1997
Nadia Phillips: 1997 - 1998
Gerry Hendricks: 1998 - 2014
Nadia Phillips: ...
Charlene Hans: ....
Parent Teachers Association (PTA)
The St John’s Parent Teachers Association was formed at a meeting in March 1981. Mr L Bailey who served the school for many years, was its first chairperson. He generated the support of other parents who saw a need to raise funds and assist in the maintenance and upgrading of the school. The Executive Members were Messrs Jacobs, Laurings, Ismail, Groenewald, Mouton, Sadan, L Bailey (Chairman), A Joseph, H Felix (Principal), H Johnson, M Finnan and R Thuynsma, Mrs R Londt and Mrs R Petersen.
The first executive meeting of the PTA was held on 30 April 1981and the very first function of the PTA was a fete held on 7 November where an amount of R4 746-36 was raised. The PTA has brought about a good working relationship between the parent and the teachers.
The Chairpersons for the last 15 years were: Mr L Bailey, Mr A Joseph, Mr J Mouton, Mr C Permall, Mr D Lakay and Mr R Emmanuel.
Treasurers were: Mr P Sadan, Mr R Thuynsma and Mrs B Tungcheun.
The last serving PTA is comprised of: Father C Myerscough (School Manager); Mr R Emmanuel (Chairman); Mr L Bailey (Vice-Chairman); Mr H Johnson (Secretary); Mrs B Tungcheun (Treasurer); Mrs T Hartogh (Assistant Treasurer).
Other Parent Representatives: Mr G Daniels, Mrs B Boise, Mr L Smith, Mr J Rutgers, Mr D Lakay.
Teacher Representatives: Mrs I Johnson, Mrs V Robertson, Mrs H Phillips, Mrs E Hectare, Mrs M Stanfield, Mr G Hendricks, Mr M Finnan (recording Secretary), Mr R Thuynsma (assistant Secretary).
The Purchase of Additional Playground Facilities
On 25 September 1991, the Archdiocese of Cape Town received final clearance from the City Treasurer to purchase McManus Street and a portion of the adjoining land (Erf 21967 and Erf 21968) for the school. This brought an end, a matter which was initiated as early as 1982, by way of numerous telephone calls, interviews and correspondence with the relevant authorities.
SCHOOL MANAGEMENT TEAM
PRINCIPAL: Charlene Hans
DEPUTY PRINCIPAL: ....
HEADS OF DEPARTMENT: Denise Allen
Grade R Estelle Heckrath and Natalie McGregor
Grade 1 Jenny Steenkamp and Nicole Kendall
Grade 2 Joanne Daniels and Yvette Van Tonder
Grade 3 Charlene Hans and Natasha Hartogh
Grade 4 Suzanne Beck and Jackie Henney
Grade 5 Patrick Hutton and Tahira Omar
Grade 6 Deborah Van Willingh and Mr Dennis
Grade 7 Denise Allen and Jackie Swartz
Assistant Teacher: Lauren Gertze & Mrs Butler
Sports Coach: Nathan Goldman
Administration: Natashe Brown
Support Staff: Paul Bowers, Kevin Van Wyk and Ilhaam Herne
Support Staff: Ahmed Fransman and Ilhaam Herne
Our school is open to all those who seek an education in harmony with the vision and the ethos of the school. Parents who commit themselves to St. John's are affirming their belief that they are in a partnership with their child/children's school in maintaining our Catholic ethos and a nurturing and challenging educational environment.
The admission of learners shall also comply with the requirements and guidelines as set out by the education department. Our school embraces the principles of inclusive education.
We believe that:
We aim to develop the whole child – for this we need parental support. We therefore insist on a partnership between the home and the school to create an environment of mutual respect and co-operation.
Our school emblem is an eagle with outstretched wings and our motto is ‘AIM HIGH.’
Soaring to Greater Heights:
Our vision statement is ‘Soaring to greater heights,’ which encompasses our mission statement and reminds us that we will strive to be even better and reach even higher than before. It represents our school philosophy and it reflects our school motto.
This powerful vision is a continuing message for the entire school community which includes past and present teachers, learners, parents; the school’s governing body and the wider community who share in our vision and mission statement.
Home and School: Supporting and Collaborating:
Our vision is also to bridge the gap between the home and the school. We do this by encouraging partnerships between learners, teachers and parents in which each compliments the work and effort of the other in an atmosphere of mutual trust and appreciation.
We believe that strong support and collaboration between the home and school can have a great impact on the achievement and adjustment of our learners.
The strength of our school community lies in the strength of each individual within it. We salute all those who were responsible for the school's early success as well as those who have contributed to its development over the past 96 years.
OUR MISSION STATEMENT
The parents, guardians and educators of St John’s commit ourselves to making our school a place of teaching and learning where every child can learn and is respected, happy and safe.
We aim to develop within our children a passion for learning, encouraging them to soar to greater heights.
We shall achieve this by:
SCHOOL GOVERNING BODY
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COMING TO SCHOOL PREPARED
By organising themselves the night before, learners need to be prepared for each day with pencil case, pens, ruler, the correct books and a diary. Teachers will expect this organisation as well as neat, organised work in books and the wearing of the correct uniform.
IF YOUR CHILD ARRIVES LATE
Learners who arrive after the 7.45am bell must report to Mrs Brown first. A record of late arrival is maintained. If learners are late after the fourth time, they will receive a demerit.
We start at 7h45 sharp, every morning and we expect all our learners to arrive on time.
When learners come late to school:
Moreover, if left unchecked, chronic late-coming can develop and be a problem throughout a child’s school life. It can also spill over throughout the school. Punctuality is an essential part of our school’s discipline.
Please support us by preventing your children from dying their hair during the school holidays. These children often return to school with traces of blond or orange dye in their hair. And please boys, no funny haircuts! No faders or zigzag designs.
We do not allow any extreme hairstyles of any description at the school. We are a high-achieving school with high standards and we are very strict on appearance.
TOYS AND CELL PHONES
No toys or cell phones are allowed at school. Too much teaching time is lost trying to sort out which toy belongs to whom and complaints about lost or stolen toys. Then there is the abuse of cell phones at schools that will not be tolerated. Cell phones, which often cost more than our school’s annual fees, are being confiscated and parents (only parents), are expected to make an appointment for its collection.
Please assist us in creating a safe learning environment by taking up these issues with your child.
IF YOUR CHILD IS ABSENT
Regular attendance and punctuality are essential for progress at school. After each absence, a note signed by the parent or guardian explaining the absence and stating the dates of absenteeism must be presented to the teacher when the learner returns to school. The note from parents must clearly explain the reason for the absence and a parent contact number for verification of details. If a learner is going to be away for more than three days, please telephone the school.
IF YOUR CHILD HAS TO LEAVE EARLY
Parents must inform the school in writing (not telephonically) when a learner has to leave earlier and state the time that they will be collected at school. When such a request is made, parents must please ensure that the child or children are collected at the school. Should the parent not be able to collect the child personally, then the name of the person that will be collecting him or her must be forwarded to us in writing (not telephonically).
Parents are requested to make appointments for the doctor, dentist or orthodontist outside of school hours, as far as possible.
The school uniform is compulsory. Wearing the school uniform fosters pride, personal discipline and a sense of unity in the school. When our pupils represent our school outside the school premises, they must wear the full uniform, according to the season. Please mark all items of clothing clearly. The school cannot accept responsibility for lost articles of clothing. The uniforms for our boys and girls, which must be strictly adhered to, are as follows:
BOYS SUMMER UNIFORM
Khaki shorts/Black shoes
Khaki shirt [short sleeve]
Plain long grey school socks
GIRLS SUMMER UNIFORM
Green & Yellow school dress
Short white socks
Black (school) shoes
BOYS WINTER INFORM
Khaki shirt/Green tie
Black school shoes
Green rain jacket
GIRLS WINTER INFORM
Yellow or Khaki shirt/Green tie
Black school shoes
Green rain jacket
PHYSICAL EDUCATION (BOYS AND GIRLS)
Black (rugby) shorts and a plain white T-Shirt
Our school’s Uniform Shop has second-hand uniforms that are still in a good condition. We appeal to parents, to donate unused uniforms. This will be sold at a nominal fee. Besides assisting parents who are experiencing financial difficulty, some parents might want to purchase a spare uniform or even exchange a smaller uniform for a bigger one.
The school tracksuit is available from Mrs Philand at 083 328 5377.
School shirts (khaki and yellow), the shorts, tie and tracksuits are available from Mrs Davids 021 593 9030 | 0732318895
The Department of Basic Education has published the
school calendar for 2018.
1 January: New Year’s Day
21 March: Human Rights Day
30 March: Good Friday
2 April: Family Day
27 April: Freedom Day
30 April: School holiday
1 May: Workers' Day
16 June: Youth Day
9 August: National Women’s Day
10 August: School holiday
24 September: Heritage Day
16 December: Day of Reconciliation
17 December: Public holiday
25 December: Christmas Day
26 December: Day of Goodwill
LEGAL FRAMEWORK OF WORD DEFINITIONS
Code: A set of rules to prevent inconsistency.
Behaviour: How you conduct yourself and (re) act towards others.
Code of Conduct: General code of conduct as stipulated in the SA Schools Act of 1996, Section 8.
Learner: As defined in the Schools Act of 1996.
Educator: As defined in the Educators Employment Act of 1994.
Parent: As defined in the Schools Act of 1996.
Suspension: The temporary ending of a learner’s right to attend a particular school.
Expulsion: The permanent ending of a learner’s right to attend a particular school.
1. Purpose and Importance of Code of Conduct
1.1 To provide a set of rules to avoid inconsistency.
1.2 To promote a disciplined and purposeful environment.
1.3 To guide the behaviour of the learners and those responsible for their conduct at school.
1.4 To encourage corrective action in the event where the learner’s behaviour or performance proves to be unsatisfactory or unacceptable to the code of conduct.
1.5 To promote civic responsibility.
1.6 To empower learners in terms of the school’s Mission Statement and set of core values.
2. Obligations and Responsibilities
2.1 To adhere to the Code of Conduct and the school’s rules and regulations.
2.2 To respect and maintain the school’s resources.
2.3 To respect the inherent dignity of others
2.4 To respect the convictions and cultural traditions of others.
2.5 To respect one’s own property and the school’s property
2.6 To wear the prescribed uniform and to be adequately prepared for each day
3.1 The appropriate St John’s uniform is to be worn.
3.2 The appearance of learners in uniform must promote a good public image of the school.
3.2 All items of clothing must be marked with the learner’s name. The school cannot be accepting responsibility for lost articles of clothing.
3.4 The summer uniform must be worn during the first and last terms. The winter uniform (tracksuit) can be worn during the second and third terms. The green school tie should also be worn.
4. Hair and Jewellery Regulations
4.1.1 Hair must be neatly tied back with green or yellow fasteners (ribbon)
4.1.2 Earing-only one small gold or silver stud in each ear is permitted.
4.1.3 The following are forbidden: nail polish, make-up and jerseys tied around the waist.
4.1.4 Alice bands- only green or yellow are acceptable.
4.1.5 All hair longer than shoulder length should be tied back.
4.2.1 Hair must be neat and cut reasonably short. (When standing in an upright position the hair should not touch the collar).
4.2.2 Jewellery confined to a wristwatch only.
4.2.3 No earrings.
4.2.4 The hairstyle of the learner should at all create a neat impression.
5. Boys and Girls
5.1 Any artificial colouring mousse, gel, dyes, highlights etc. is not allowed in the hair.
5.2 The wearing of caps, colourful scarves, polo necks, sweatshirts, duffel coats, and windbreakers and cycling shorts are not allowed.
5.3 For formal occasions the learners will wear the full uniform as decided.
5.4 Learners must be in their full school uniform to and from school.
5.5 Unless the principal makes a concession, learners are to wear the full uniform whenever they are present at school or during and after school hours.
5.6 All uniforms must be in good repair.
5.7 School bags must not display and graffiti or stickers.
6. To arrange temporary permission for unavoidable uniform or appearance deviation:
6.1 A note signed by parents/guardian must be presented to the class teacher first thing in the morning on the day the deviation occurs.
6.2 A date by which the deviation will be corrected must be indicated in the parents’ note.
6.3 The learner will carry the note and will present it to any staff member on request.
6.4 An extension date can be negotiated (if items in for repair have not yet been returned) with the class teacher.
7. Community/ Interpersonal Conduct
7.1 Classroom Rules
7.1.1 Learners should show respect for the teacher and each other by:
18.104.22.168 Being obedient
22.214.171.124 Exercising good manners
126.96.36.199 Speaking politely – not back-chatting
188.8.131.52 Not eating in class
7.1.2 Learners should have respect for school property in the classroom i.e. desks, textbooks, stationery, classroom equipment and property belong to other learners.
7.1.3 Learners must keep the classroom clean and tidy.
7.1.4 Teachers in conjunction with learners may draw up their own additional rules and regulations for their respective classrooms at the beginning of each new school year, in keeping with the spirit of the general code of conduct.
7.2.1 All learners are to show a commitment to the educational programme.
7.2.2 The correct books and equipment must be brought to school in accordance with set timetable.
7.2.3 Homework must be thoroughly prepared. Parents must check and ensure that the homework is done neatly and sign it off.
7.2.4 All work, projects and assignments must be done and handed in on time.
7.3 Late Comers
7.3.1 Learners must be punctual.
7.3.2 Latecomers must be reported/excuse themselves to the class teacher.
7.3.3 The teacher will record late arrivals.
7.3.4 Continuous latecomers will receive warning letters.
7.4.1 The school must be advised verbally on the day of absence.
7.4.2 On the day that the pupil returns to school, a letter or doctor’s certificate explaining the absence must be handed to the teacher.
7.5 Early Departures
7.5.1 Parents must inform the school in writing when a learner has to be dismissed earlier than thenormal school hours. In such cases, we advise, for their safety, that they be collected at the school. Where the parent will collect the child the school must be informed beforehand of the identity of the person collecting the child.
7.6 Parent Visitations
7.6.1 Parents/guardians are not allowed to visit teachers during teaching time.
7.6.2 Nobody may visit teachers in the classroom without the consent of the principal. A visitor to the school must first report at the office.
7.6.3 Parents/guardians must make appointments with the class teacher to discuss their child’s progress.
7.6.4 All parents and guardians are welcome to visit the principal at mutually agreed times.
7.7.1 Learners must speak courteously and be considerate at all times.
7.7.2 No chewing of gum is allowed in the classrooms.
7.7.3 Learners must be quiet and attentive during lessons, assemblies and during reading of messages/notices over the intercom.
7.7.4 No toys, weapons or objects, which may cause bodily harm may be in the possession of a learner.
7.7.5 While a learner is under the supervision of the school, that learner may not injure or endanger the physical welfare of another learner.
7.7.6 Learners are not allowed into the classrooms, the balcony, or on the staircase during breaks, before school or after school.
7.7.7 School property, including textbooks, or anything in the school which is the property of someone else, may not be damaged or defaced or removed without permission of the owner.
7.7.8 Should a learner damage school property, either purposefully or through careless behaviour, the parent will be held responsible for covering the cost.
7.7.9 Toilets are to be kept clean and the facility respected and no loitering are permitted in and around the toilet area.
7.7.10 Running on the stoeps and balcony is not allowed.
7.7.11 Littering in an offence – all papers and rubbish must be placed in the bins provided.
7.7.12 The driveway and parking areas are out of bounds.
7.7.13 To avoid congestion in the playground in the morning and in the afternoon, parents are requested not to enter the school gates (in McManus Street) with your car. Your co-operation is necessary to ensure the safety of our pupils.
7.7.14 Learners must proceed to their assembly points when the first bell has rung. After the second bell all talking must stop.
7.7.15 Learners may not leave the school premises during school hours without permission of the principal.
7.7.16 Learners may not ride their bicycles, rollerblades or skateboards on the school grounds.
7.7.17 No circular, notice, pamphlet or poster may be distributed on the school or be displayed on any notice board or anywhere in the building without the permission of the principal.
7.7.18 Learners must co-operate with the appointed monitors and treat them with the necessary respect.
7.7.19 The public telephone may only be used for emergencies. When a learner is indisposed, the secretary will contact the parents.
7.7.20 Without the prior consent of the principal, no person may enter the school grounds outside the normal school hours, or use any facilities and equipment of the school, either for sport or otherwise.
8. Disciplinary Procedures
8.1 The teaching staff commits themselves to the motivation of learners to stay with the acceptable norms of behaviour.
8.2 Educators employ different motivational techniques in the classroom.
8.3 During assemblies mention is made of special awards received by learners.
8.4 Learners who excel or who need special motivation are sent to the principal.
8.5 An award is made to the class group in each grade who judged as displaying the best co-operation.
8.6 Parents are urged to scrutinise books and motivate the learner at home as well.
8.7 It is our policy that punitive measures are applied such that they are correctional and should not be seen as retribution. That is, it should benefit the transgressor and the other learners. The co-operation of the parents is of utmost importance.
9. Possible Punitive Measures
9.1 Should a learner be guilty of any transgression as mentioned in this policy, various disciplinary measures may be applied in a responsible manner. These measures are based on the following principals: they must be lawful, fair and reasonable and take the learner’s age, and physical and mental condition into consideration.
9.2 Counselling: A counselling session will include the learner and either the educator(s) the parent(s), the head of department, the deputy principal or the principal. The seriousness of the matter will decide who will be present.
9.3 Detention: A learner may be placed into detention after four category 1 and/or two category 2 transgressions. Each case will be discussed by the Disciplinary Committee at our weekly meetings. The parents must sign the ‘detention letter’, which he/she should receive at least 24 hours before the date of detention. The detention class varies 1 hour for the first offenders to 2 hours for repeated offenders and is supervised by an educator. A learner, who disrupts a detention class, must repeat it the following week. Detention will be on Friday afternoons, after school.
9.4 Penalisation: The continuous evaluation mark of learners, who hand in tasks late or not at all, without valid reason, will be influenced negatively.
9.5 Special Tasks: Special Tasks, which may include research, may be used as a corrective measure. These tasks must correlate with the curricular ability of the pupil and must be meaningful.
9.6 Withdrawal: This is the temporary removal of a learner who disrupts a class to another place of supervision in the school. This may only be done with permission of the principal or deputy principal. The parents will be advised of such disruptive behaviour.
9.7 Withholding of Privileges: Certain privileges like going on excursions and taking part in extra-mural activities may be withheld from a learner. The Disciplinary Committee will make the final decision in this matter.
9.8 Suspension: This sensitive issue should be referred to the Governing Body for investigation and possible further action. The parents will be called in. The natural rule of justice must apply, namely the Audi alteram partem (hear both sides) rule. This means that a learner is excluded from and may not return to school for a period of not more than one week. The learner’s academic work must stay up to date. He/she may not take part in any extra-mural activity. If the learner is suspended whilst waiting for a decision on whether he/she is to be expelled from school. The parent must immediately be notified in writing and the nature of the transgression must be stated. The parent must be given the opportunity appeal against the decision. Due procedure will be followed.
9.9 Expulsion: This means the permanent ending of the learner’s right to attend the school, in other words the learner is removed from the school permanently. Expulsion is preceded by suspension. This will only happen when the offence is of such a nature that the continued presence of the learner is not in the best interest of the school and the other learners.
10. Categories of Transgressions/Offences
10.1 Category 1 Transgressions:
10.1.1 Forgetfulness (books, notes, PT clothes etc)
10.1.2 Neglecting of homework
10.1.3 Handing in tasks late
10.1.4 Late arrival at school
10.1.5 Wearing improper/ incomplete school uniform
10.1.6 Neglecting to have test, notices, letters, reply slips signed by parent or guardian
10.1.7 Untidy appearance
10.1.9 Swearing/using foul language (may in serious cases also be Category 2 Offence)
10.1.10 Disregarding rules as stated in the school rules or explained orally in an adhoc basis
Disciplinary procedures as explained in 9.1-9.7 the serious and frequency of the misconduct will determine the punishment.
10.2 Category 2 Transgressions:
10.2.1 Arrogance/rudeness/disrespectfulness towards adults
10.2.2 Disrupting class routine
10.2.3 Insubordination (refusal to perform reasonable instructions)
10.2.4 Absent from school or extra-mural activities without permission or valid reason.
10.2.5 Absent from school or leaving school grounds during school hours
10.2.6 Vandalism-school or property of others
10.2.7 Fighting with or bully other learners
10.2.8 Intimidation/threatening/extortion of other learners
10.2.9 Dishonesty/lies/signing of tests, reply slips, detention letters, etc. on behalf of parent.
10.2.10 Sexual harassment by word or deed
10.2.11 Possession or exhibition of pornographic material
10.2.12 Repetition of category 1 offences, despite disciplinary actions.
Disciplinary Procedures: as explained in 6.1-6.8, including suspension and/or suspension awaiting expulsion decision (this can only be recommended by the Disciplinary Committee after thorough investigation and a fair hearing). The seriousness and the frequency of the misconduct will determine the punishment.
10.3 Category 3 Transgression:
10.3.1 Assault: An offence attack, physically or with a weapon with the intention of causing Injury (not confined to school grounds)
10.3.2 Smoking on school grounds or in public places when in school uniform
10.3.3 Alcohol and Drugs: The possession, distribution, concealment of, use of or exhibitionof these substances (including dagga) during school hours, or when a learner represents the school or when a learner is recognised as a learner of the school.
10.3.4 Theft: Theft of school or staff property or the property of other learners
10.3.5 Gang-related activity: Any action in terms of threats, recruiting, or intimidation, which may be connected to gang activities.
10.3.6 Unlawful Action: This includes criminal offences, which have to be reported to the police and/or to be found guilty of an offence by a court of law.
10.3.7 Bomb threats/False alarms: The possession of any explosive device. Raising a false alarm with regard to bombs on the premises, or false alarms with regards to fires
10.3.8 Disruption of school routine: Any disorderly behaviour, which disrupts the school routine
10.3.9 Violation of Human Rights: This includes intolerance towards others on the grounds differences in race, language, culture and religion.
10.3.10 Possessions of dangerous weapons: Knives, firearms and any other articles, which may be classed as dangerous
10.3.11 Sexual harassment and related misdeeds: this includes indecent assault
10.3.12 Dishonesty: During tests and/or examinations
10.3.13 Grave misconduct: Any behaviour, which are contrary to the accepted norms and moral convictions of the society and may prove to be detrimental to learner and the image of the school i.e. satanistic rituals, graffiti etc.
A learner who is found guilty of category 3 offences may be requested by the disciplinary committee to leave the school immediately for a maximum period of 1 week.Recommendation for expulsion will be the only alternative in most cases, provided that it has been classed as serious misconduct according to the guidelines set by the MEC.
Curriculum Assessment Policy Statements (CAPS)
A National Curriculum and Assessment Policy Statement is a single, comprehesive, and concise policy document, which will replace the current Subject and Learning Area Statements, Learning Programme Guidelines and Subject Assessment Guidelines for all the subjects listed in the National Curriculum Statement Grades R - 12.
CAPS form part of the National Curriculum Statement Grades R-12, which represents a policy statement for learning and teaching in South African schools and comprises the following:
Parents are provided with a report of their child’s progress each term. We use continuous evaluation to evaluate the learner’s progress. Everything a child does is evaluated and this is then included in the child’s report.
Grades 4-7 write examinations in June and November and Foundation Phase learners write “big tests”. These are structured in such a way as to prepare them for examinations in the InterSen Phase.
Homework is an extension of the learning process that takes place in the classroom.
Homework should establish independent work habits, provide practice in skills already learned, teach responsibility, and prepare the learner for full classroom participation.
Unless specifically requested or directed by the teacher, parental assistance with homework is discouraged as it will likely give the teacher a misleading impression of the child’s skills or understanding of the material.
Parental supervision, however, is encouraged.
We realize that homework and assignments can sometimes cause parents more grief and conflict than almost any other aspect of school life. However, homework is a necessary part of learning. When children get into the ‘homework habit’ they learn more than just mathematics or language. They are learning study skills, self-discipline and independence. These are lessons that will last a lifetime. When learners review material at home, they remember it longer and understand it better. Homework teaches learners to use their time wisely and to consolidate the work they have learnt in the classroom.
Homework reinforces what your child is learning in school. It also gives you a chance to become involved in the learning process.
Research shows that good links between you and your child’s school improve their enjoyment and chances of doing well. The more you know about what your child is learning, the more you can offer support.
Our resident Occupational Therapist is available to take children in small groups to develop any weak areas learners may have in their cognitive development. A nominal fee is charged.
It is human desire to create, embellish and decorate in order to beautify our surroundings. This is a desire of our self-expression.
A child’s education would be incomplete if not given the opportunity to explore and express his/her feelings and desires. This happens through experimenting and discovering different techniques of materials, media and methods.
The arts and craft programme at St John’s aims to educate the learner as well as allow them to express their personal vision. This ensures that our learners never cease to dream and wonder. The skills learnt might form the basis of a productive career or hobby for our learners in their future.
The Art and Craft programme aims to enable learners to:
communicate effectively with others
develop a sense of self
occupy leisure time in beneficial pursuits
develop an awareness and appreciation of the cultural arts through active participation
Peter Clarke Art Centre (formally known as Frank Joubert Art Centre)
St John’s learners attend the Peter Clarke Art Centre (http://www.frankjoubertartcentre.co.za/index.php) annually. The Art Centre allows our learners an opportunity to express themselves in a vibrant and nurturing environment.
St James Beach
Grade 7 learners attend an excursion to St James beach where they study the ecosystem, tides and waves on the rocky shore. This excursion consolidates what the learners have been taught in the classroom.
The school recognizes the need to go forward into the twenty-first century, embracing the challenge of future technology. We must equip our learners with the anticipated technical skills to compete in tomorrow's world of information and technology.
It is our belief that not only must our learners develop basic computer skills but that computers are a vital educational resource which can be used to construct knowledge and therefore, a tool to deliver the curriculum. That is, learners should also develop skills by means of the software that can stimulate reading, writing, numeracy and so on. This less intrusive approach to teaching encompasses a multi-sensory approach and the use of the multi-media computer is an excellent channel for this approach.
The distinctive Catholic character of St John's
PASTORAL CARE IN CATHOLIC SCHOOLS
has the individual as its focus
permeates all aspects of the curriculum
is exercised mutually by all members of the school community; and
promotes respect for the rights of every person.
THE DISTINCTIVE RELIGIOUS CHARACTER OF THE SCHOOL
It includes the following aspects:
A community whose values are based on those of Jesus Christ
A school that strives to offer excellent, holistic education
Values based religious education is timetabled and delivered
Planned care and concern for all members of the school community, but especially the vulnerable, is integral to school life
Openness to all regardless of status, race or religion
Promoting and developing learners to take their place as responsible citizens
Service to both the Catholic and the wider community
Commitment to working in partnership with the department, the parents and the wider community
The life of the school is celebrated in assemblies and religious observances in accordance with the national policy on Religion and Education (2004, Clause 16)
We play sport for healthy recreation and enjoyment. Physical activity stimulates growth and leads to improved physical and emotional health. Sport is much more than just exercise because it also contributes to a child’s development, both psychologically and socially.
The sport field also creates an all-important learning environment for our learners where they can learn to cope, adapt and function in a team environment.
These are all important skills which our learners will need to acquire and apply in adult life.
St John’s offers Athletics as a summer sport during the first term only. We hold annual eliminations a few weeks after the start of the school year.
Following the elimination, the best athletes are selected to train for and participate in the annual Inter-school Athletics a few weeks later. The other participating schools at this event are from the surrounding area.
A chess club is offered at school to both boys and girls. All are welcome! Learners play during interval and in Term 3, chess will take place every Wednesday afternoon.
We encourage any parents who might have expertise or knowledge of the game to come and assist.
Soccer is a popular winter sport offered at our school.
Soccer requires quick thinking, fast action and the ability to work as part of a team. Soccer helps learners build other valuable skills as well. It teaches them the importance of attitude, and how a good attitude can invigorate others as well as themselves.
Soccer is an aerobic sport, and getting children involved in playing a game that involves as much cardiovascular exercise as soccer does will help them to maintain a healthy heart and lungs as they grow and develop.
Netball is a popular winter sport offered to the U/13 girls.
At weekly practices, players enjoy developing footwork, shooting and defence techniques while learning the value of teamwork and good
Table tennis is a skill that can only improve through practice. It develops the learner’s hand-eye co-ordination, which is necessary in all ball games. It also teaches them gamesmanship, co-operation, discipline and self-discipline.
Mondays to Thursdays
Fridays - 7:45 - 12:30
All learners will be dismissed at 12:30
FEES FOR 2018
Grade R: R---- (R--- x 10 months)
Grades 1 - 7: R---- for the first child (R--- x 10 months)
R---- (R--- x 10 months) for the second and subsequent children.
Note: A discount of 10% will be offered to all parents who settle their first child's annual school fees on or before 28 February
For security reasons, we want to discourage the payment and handling of cash at the school. We would be grateful if you could please pay the fees into the school’s account.
Credit and Debit card holders can come in and swipe their cards at school to pay their school fees. Quick and easy on budget or straight.
If you are not paying the full amount in advance, then please pay off the fees in monthly instalments. This allows the school to have the necessary cash flow throughout the year for the usual running expenses, including the salaries of the additional teachers who we employ.
7:45 - 13:00
Grade 1 and 2
7:45 - 13:30
7:45 - 14:00
Grades 4 to 7
7:45 - 14:30
Simply complete this form online and we will respond as soon as possible.