We offer educational programs for each age group that provides age-appropriate learning opportunities to help your child meet their developmental milestones for that growth stage. Sometimes, depending on numbers, we combine different age groups into the same class. Our teachers will then adjust the class activities to the various needs in the class and consistently measure progress.
In the toddler class, we take the opportunity to provide little ones with a safe, loving space they can explore more and begin to express themselves. Learning happens through daily routines, play and sensory experience while nurturing strong relationships and a sense of security.
Our Toddler class is small to ensure individual attention. All aspects of learning are incorporated in a themed approach: life skills, mathematics and language. Themes also include arts and crafts, music, dance and drama. Toddlers learn to recognise colours, shapes, patterns and basic numbers. They learn how to hold crayons and paint brushes, as well as how to handle a pair of scissors. Their language skills are developed by their listening and speaking interaction. During outside play, their physical skills and balance are developed.
In the Grade RRR class, we guide each learner with the purpose of building strong early foundations in social, language, cognitive and motor skills through play-based activities. Learning happens through daily routines, activities, play and sensory experience while nurturing strong relationships and a sense of security.
All aspects of learning are incorporated in a themed approach: life skills, mathematics and language. Themes also include arts and crafts, music, dance and drama. Through repetition we reinforce the basic skills to help them navigate the world and school – e.g. identifying colours, shapes, patterns and basic numbers. With stimulating activities we practice their ability to confidently handle a pair of scissors, and hold crayons and paint brushes. Their language skills are developed by their listening and speaking interaction. During outside play, their physical skills and balance are developed.
Grade RR learners develop early social, language, and motor skills through play-based activities that prepare them for formal schooling. This is the opportunity to guide each learner with the purpose of building strong early foundations through play, exploration and nurturing relationships. Focus areas are the same as Grade R but the activities are adapted for the age group.
During these years we focus on the further development of skills as stipulated in the Gauteng Department of Education Foundation Phase curriculum. Twice a year, in your child’s report card, the relevant aspects are assessed so that parents are kept informed of their child’s development. At pre-school attention is given to the physical, perceptual and language development, as well as numeracy and life skills development.
Our Grade R program is designed to provide a smooth, play-based transition from home to formal schooling, building foundational skills in literacy, numeracy, and life skills. We foster more complex social skills like cooperative play with 3-4 peers, problem-solving, and emotional expression through independent and group activities.
Grade R prepares a child to be ready for primary school. We have a well-structured daily program to ensure that all the necessary skills are practised daily to prepare your child for Grade 1. Assessments are done twice a year to test literacy, numeracy, life orientation, arts and culture and reflection, which includes drama and music. The progress report is usually shared with the child’s Grade 1 teacher.
The early years are critical to your child’s positive growth and development and they are eager to learn new skills, experience challenging opportunities, and be encouraged for their strengths and talents. Our experienced, qualified and capable teachers continuously create new fun lessons and learning experiences that is appropriate to every age group.
Every week of the school term, our teachers presents a new subject matter to our curious, young learners. The worksheets, some activities and the art of that week is based on this theme. This reinforces the children’s retention and integration of these new concepts that they’ve been introduced to.
The curriculum that we implement incorporates research-based skills into playful activities to support children’s development with an emphasis on playful learning through engaging games, projects, and hands-on activities. Our curriculum aligns with the guidelines from the Gauteng Department of Education that state specific developmental standards.
It is important for children to learn how to play cooperatively. The goal is to help children build friendships and learn to share.
In class, we facilitate this through activities during circle time and introducing turn-taking games.
Our goal is to support children to build self-confidence and feel secure in the classroom. To that end, we teach children to recognise and expressing feelings. We use role-play, songs and stories to help them talk about emotions.
Our goal is to develop listening and speaking skills. These skills are improved through songs, rhymes, storytelling and daily conversations. This grows their vocabulary and confidence in communication.
In this area, our goal is to nurture early problem-solving and thinking skills. These abilities improves through building puzzles, playing with building blocks, as well as sorting and matching activities. We facilitate this through guided activities that encourages curiosity and learning.
For physical development, the goal is to strengthen fine and gross motor skills. In class, we facilitate this through e.g. drawing, cutting, and threading activities. During outdoor play, we encourage climbing, jumping and ball games to advance these skills.
The earliest years are a uniquely fast period of brain development; stimulation, responsive caregiving and nutrition during this time produce lasting gains in cognition, language and social-emotional skills (DBE, 2024; UNICEF, 2023).
Children who attend quality early learning programmes are more likely to start school ready to learn and to achieve better reading and numeracy outcomes later (World Bank, 2022; Heckman, 2020).
ECD programmes often include basic health and nutrition support, early identification of developmental delays and referrals to services — reducing long-term deficits (UNICEF, 2023; Ilifa Labantwana, 2024).
Investment in quality ECD reduces later remedial education costs, improves future productivity and can reduce inequality (UNICEF, 2023; World Bank, 2022).
Many South African children start school behind because of poverty, malnutrition and limited early stimulation. Quality preschool is one of the most effective ways to narrow those gaps (Ilifa Labantwana, 2024; DBE, 2024).
