About Us
Olifantsfontein Primary was found in 1913. The area was then little more than a farm on the railway line between Johannesburg and Pretoria. As far as we could ascertain, there was only one factory in the area at that time. Conrand Factory, which was founded by Thomas Major Cullinan. Thomas planted a vast number of blue gum trees in the area to help improve the dusty conditions around the factory.
The name Olifantsfontein was given to the area by an early farmer who found the skull of an elephant (olifant) near a fountain (fontein) on the Sterkfontein farm here in Olifantsfontein.
The first principal of our school was Mr Carr, who tragically died in a train accident in August of 1913. He was then followed by Mrs D van Schalkwyk who served as principal from August 1913 to December 1930.
In 1925, it was decided that the school should be an Afrikaans Medium School because of the community dynamics. The staff consisted only of the Principal and an assistant. Mr FJ le Roux assumed duty in January of 1931, he was followed by Mr FA Smith who served as principal from June 1933 to July 1935. Mr Lesibana Molepo assumed his Principal's duties and responsibilities from 2011, where he changed the school from Afrikaans medium to English medium, including officially changing the name of the school from Laerskool Olifantsfontein, to Olifantsfontein Primary School.
Olifantsfontein Primary is a Section 21 school, i.e. it is a school paying public school. We provide a balanced education programme that caters for the whole learner. The CAPS (Curriculum Assessment Policy Statement) system of teaching and learning, with continuous assessment, is followed. For 105 years, Olifantsfontein Primary School has established a tradition of providing quality education to young children. It has embraced the challenges of change, laying the foundation for young children to succeed in a changing world.
We provide a stable and nurturing environment in which young children from diverse backgrounds can develop with confidence and joy. We focus on the individual and strive to develop creativity, problem-solving skills and a love of learning within each child.
Our school develops the “whole child” enabling each learner to realise his or her potential and unique talents. We provide opportunities both in and out of the classroom for cultural, sporting and environmental activities. The school has both enrichment classes and remedial assistance to cater for the special needs of all children.
in touch with us today to schedule a tour, learn more about enrollment, or ask any other questions.
Our Vision
To provide Quality and Affordable education which will assist learners to compete globally .
Provide TOTAL Quality Education able to produce well-rounded learners capable of making an invaluable contribution towards the welfare of their Communities and South Africa
Our Mission
We are committed to uncompromised curriculum delivery and maintain disciplined classes with the help of positive, well trained personnel.
We are committed to the delivery of exceptional, differentiated and uncompromised curriculum.
Our Core Values
The stakeholders of Olifantsfontein Primary School subscribe to the following common values in order to encompass common and paramount strengths and responsibilities required to deliver on its mandate:
Excellence; Integrity; Transparency; Respect; Fairness; and Innovation.
Principal Desk
Principal 's Report
ANNUAL GENERAL MEETING DATE: 20 NOVEMBER 2021.
DEPARTMENT OF EDUCATION IMPERATIVES: UN; DBE & GDE.
United Nations Millennium Development Goals :
-All in all, United Nations Developed 8 Millennium Goals to be achieved by 2015.
-One of the 8 Millennium Goals to be achieved, relevant to Education, is Goal Number 2.
-“TO ACHIEVE UNIVERSAL PRIMARY EDUCATION”.
-In our vicinity and Environs, i.e, Olifantsfontein Community, ACCESS to BASIC Education is still a challenge, due to CAPACITY of Space available, which is limited.
-Long lasting Solution will be, to add CAPACITY.
SUSTAINABLE DEVELOPMENT GOALS (SDG) :
-United Nations Sustainable Goals have been developed, to Supersede and Accelerate the failures of the Millennium Development Goals-
-All in all, there are 17 sustainable Development Goals.
- The one relevant to Education is Sustainable Goal Number 4.
-“TO ACHIEVE QUALITY EDUCATION”.
-Education enables upward Socio-Economic mobility, and is a key to escaping poverty.
ACTION PLAN 2014 & REALISATION OF SCHOOLING 2025.
-In South Africa, Department of Basic Education has :
-Action Plan 2014, with 13 Goals to be achieved in Education
-DBE has also “Realisation of Schooling Plan 2025, with 14 Goals to be achieved in Education.
-There is also National Development Plan (NDP) 2030, with Educational Goals to be achieved.
-Gauteng Department of Education has 5 STRATEGIC GOALS : 2019-2024, with 20 Educational PRIORITIES to be achieved.
STRATEGIES APPLIED BY OLIFANTSFONTEIN PRIMARY SCOOL FOR ACHIEVEMENT:
ANNUAL ACADEMIC PERFORMANCE REPORT :
ACADEMIC PERFORMANCE IMPROVEMENT PLAN (APIP)
INTENSIFICATION AND PERFECTION OF SYSTEMIC ROUTINE MONITORING (NON-NEGOTIABLES)
Strict control of knock-on and knock-off times.
Reduction of absenteeism.
Monitoring and weekly report on class attendance.
Avoidance of class bunking by learners.
Monitoring of completion of work schedules.
Absolute control of classwork and Homework
Remediation / correction of controlled work.
Formal activities on School Assessment Plan to be completed without exception
Effective Disciplinary system implementation.
Superior content knowledge and dedicated ability.
Development of Teachers (Quality management systems and Continuous Professional Teachers Development).
CURRICULUM AND ASSESSMENT EXPANDED STRATEGIES (EXPANDED OPPORTUNITIES)
Expansion of contact time by 2 hours per week
Language (English): Reading period (Tuesdays)
5. Critical areas to focus on for reading:
a. Phonemic awareness (Understanding the sounds in spoken words)
b. Phonemes (linking sounds to the alphabet and combining these to form words)
c. Vocabulary: (learning and using new words)
d. Fluency: (reading with speed, accuracy and understanding)
e. Comprehension: (Understanding the meaning of what they read)
Expanded opportunities and support in:
Reading and viewing
Speaking
Listening
Understanding
Writing and language structures
Mathematics (Wednesdays)
Introduction of External Assessment Methods in both Language and Mathematics (Olympiads) eg. Conquesta, AMESA, etc
Concentrating on basic operations and time tables. Learners write class tests once a week to strengthen this foundation of Mathematics.
Extra classes for leaners with barriers in Mathematics on Wednesdays after school to revisit the week’s concepts etc.
Internal Times Tables competitions – Grade 4-7 learners etc.
Concrete material will be used and more practical work will be done in class to lay a solid basis for Mathematics.
Revision of previous ANA question papers
Monthly test using previous ANA question papers.
Express curriculum matters and imply extra-murals (Point of Emphasis)
Implementation of incentive policy.
STAFF QUALIFICATIONS AUDIT :
STATUS REPORT/SITUATIONAL ANALYSIS
SCHOOL’S STATUS REPORT/PROFILE / SCHOOL ANNUAL REPORT
NAME OF INSTITUTION: OLIFANTSFONTEIN PRIMARY
EMIS NO: 700210773
QUINTILE: 5
GEOGRAPHICAL AREA: CLAYVILLE/OLIFANTSFONTEIN
CONTACT NO: (011) 316-1470 / 0825532645
BACKGROUND / SITUATIONAL ANALYSIS
The school was incepted in 1913, turned 109 this year, and in a state of dilapidation and despair. The risk analysis and profile is so desperate we need external assistance in terms of Safety, Security and Infrastructural development (Refurbishment, Renovation and Rehabilitation) as soon as possible. We are a quintile 5 school, fees charging and situated in a sub-urban area of Clayville West in Olifantsfontein.
Currently, our total enrolment, from Grade R-7 is 1869. In actual fact, the school total capacity should be 1300. Overcrowding is a major problem year in and year out, depleting our little resources we have, leaving the school in a state of decay. Medium to long-term solution can only be building additional schools in a Clayville (Primary and Secondary) to alleviate the plight we always find ourselves in. Clayville/Olifantsfontein community has grown rapidly in the past 15 years or so, and it is still growing. Curriculum-wise, our LOLT and Home Language is English, while at FAL level, Afrikaans is still dominating, and we have introduced SEPEDI in the past 5 years. We are working very hard in introducing other African Languages for the school to reflect the Demographics of our community.
KEY OBJECTIVES
INPUT AREA
ISSUES REQUIRING ATTENTION
SUPPORT REQUIRED
-Leadership, management and communication
-Equity Grid and Transformation
-Equity in terms of Race and Gender.
-Introduction of African Languages (Additional)
-First Additional Languages (FAL) not reflecting the demographics of the community
-Language choices through surveys not yielding desired fruits.
-Cohest introduction of African Languages at FAL to serve as macro-cosim of the society and reflecting the demographics not working.
-A balanced approach to meet the needs of parents (choices) against the compulsory introduction of additional Languages according to demographics of the community is needed.
Any other assistance in dealing with equity and Redress (Race and Gender) other than natural Attrition.
Learners Achievement
-Quest for excellence.
-Exceeding given targets.
- Learners at risk of achievement
- Learners progressed
- Learners at borderline cases.
-Learners who are not achieving even if we discharge and implement our own internal intervention strategies, such as morning and afternoon extra-classes, Saturdays and Holidays catch-up programmes and computer lessons.
-School Safety, Security and discipline
-Refurbishment, Renovation and Rehabilitation
-Re-roof leaking roofs
-Add ablution facilities
-Replace Asbestos and mobile class-rooms
-Structural Engineers to inspect the school which is 107 years.
-Refurbish, Renovate and Rehabilitate school (Asbestos and mobile classrooms, and re-roofing of old iron sheets.
School Infrastructure
Building of additional schools to alleviate overcrowding at school.
Both a Primary and Secondary schools
-Provincial Government through District Physical planner and Director to liase with Province to motivation the need of additional schools, as they are aware about the plight.
Governance and Relationships
- Procurement processes and procedures
- Code of conduct
- Financial skills
- Funds Raising
Workshops on procurement and financial literacy
-Roles and Responsibilities
-Adherence to code of conduct and mutual respect.
-District intervention
WHAT WE HAVE ACHIEVED THUS FAR :
-The School was never a section 58b (Underperforming School ), in terms of Curriculum Delivery and Assessment.
-From 5 Strategic Goals and 20 Priorities of GDE, we pick up STRATEGIC GOAL 5 and PRIORITY 20 : “PROMOTION OF YOUNG WRITERS AND PUBLICATION FOR USE IN SCHOOL”.
.2 OF OUR Young Learners, wrote and Published Books, and those Books are in our Library, and I am told, are in other Public Libraries.
-Mphayi Lekalakala, who was in Grade 4, and now in Grade 6, Wrote and Published a Book through GLO BUNTU PUBLISHERS, named “MY HAPPY LIFE”
-Tshepang Lekalakala, now in Grade 4, Authored and Published a Book called “PRINCESS OF THE DRC, which I fore-worded.
-Pabalelo Sekiba, in Grade 5 now, reached Provincial Level in Mathematics Olympiads in 2021, Term 3.
-Thobeka Ncube, our Grade 7 learner in 2018, was accepted to OPRAH WINFREY SCHOOL OF EXCELLENCE FOR THE GIRLS.
-Kholofelo Monene, our current Learner in Grade 7, is accepted to OPRAH WINFREY SCHOOL OF EXCELLENCE FOR THE GIRLS in 2022.
-Participated in PIRLS 2021, an International Literacy Programme for the Grade 6s.
-If this is not what EXCELLENCE AND ACHIEVEMENT is all about, then I don’t know.
ALL THE BEST, AND CONGRATULATIONS TO OUR LEARNER ACHIEVERS!
CHALLENGES SERVING AS HINDRENCES TORWARDS OUR FURTHER ACHIEVEMENT.
-Few learners, still coming late to school, and missing extra MATHEMATICS AND ENGHLISH extra classes, due to Transport problems.
-Ideally, we should have 100% learner attendance, for us to be able to complete Syllabus.
- We were on a Rotational Learner Attendance system, which affected Curriculum Delivery and Syllabus Coverage. Now we are on full Learner attendance system, and we gradually recovering on lost grounds.
-Learner Learning Processes and Schooling System is for 12 years, ranging from Grade R-12.
-Rotational system had far reaching consequences, resulting in serious Learning Gaps, rendering learners not to be ready to life after schooling.
- It is strongly possible for the Country to end up having a number of Young People NOT IN EDUCATION; EMPLOYMENT AND TRAINING (NEET)
COVID-19 HAS A FAR-REACHING EFFECT AND CONSEQUENCES ON THE EDUCATION OF OUR LEARNERS.
RESOURCES NEEDED TO MITIGATE THE RISK :
-Moving from Analog to Digital.
-Removing old Chalkboards and replacing them with White-Boards and Data
Projectors.
-Training all our Staff Members to be Computer Literate.
-Offering Online Curriculum lessons for Learners who will be at home due to Rotational System.
-Build additional Schools to avoid over-crowding.
-Work hard on Introduction of additional African Languages.
-Introducing Coding and Robotics to be in line with fourth Industrial Revolution