UMnyango WezeMfundo Lefapha la Thuto

Department of Education Departement van Onderwys

Circular 38/2007
Date: 11 June 2007

Framework for a District-Wide

Topic Continuous School Improvement
Strategy

Annexure A: Template – Analysis and Plans

Enclosures Annexure B: Template – Reporting Format for
District Visits
Annexure C: District Intervention Plan for
Underperforming Schools

 All Chief Directors and Directors at Head Office

Distribution and District Offices
 Principals of all Public Schools and Private
Schools
 Members of School Governing Bodies
 Staff Members in Public Institutions
 Teacher Organisations and Unions
 Relevant Non-Governmental Organisations

Chief Directorate Districts

Enquiries (011) 355 0576

On request, this circular will be made available in Afrikaans, isiZulu or Sepedi within 21 days
Also available on the GDE website at: www.education.gpg.gov.za

Office of the Head of Department

Room 1009, 111 Commissioner Street, Johannesburg, 2001
PO Box 7710, Johannesburg, 2000
Tel: (011) 355 1511 Fax: (011) 333 5546 E-mail: ceogde@gpg.gov.za OR mallelep@gpg.gov.za
FRAMEWORK FOR A DISTRICT-WIDE CONTINUOUS SCHOOL
IMPROVEMENT STRATEGY

1. PURPOSE OF THE CIRCULAR

1.1 To provide a framework that identifies key actions for schools to implement, to
ensure that the minimum conditions are in place to facilitate teaching and learning.

1.2 To protect teaching time and provide an environment in which quality teaching and
learning can take place.

2. LEGISLATIVE FRAMEWORK

2.1 National Education Policy Act, 1996 (Act 27 of 1996).

2.2 South African School Act, 1996 (Act 84 of 1996 as amended)

2.3 Employment of Educators Act, 1998 (Act no. 76 of 1998), Chapter 5, Section 16.

3. INTRODUCTION

3.1 In an effort to ensure that we meet our commitment of providing our clients with a
high level of service in the province, it has become necessary to identify key
actions to be taken.

3.2 If acted upon immediately, these actions will definitely ensure that the minimum
conditions for teaching and learning exist in all schools.

3.3 The identified areas are not negotiable and must be put in place with immediate
effect.

4. FRAMEWORK

To assist us in effecting this process, the following framework is put forward for
implementation under the following broad headings:

 Analysis of results;
 Resources;
 Teaching and learning;
 Curriculum management, and
 Leadership, management and governance.

4.1 Analysis of Results (Annexure A – Template and Plans)

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4.1.1 All schools are instructed to analyse their results per grade.

4.1.2 The analysis must cover the following areas:

(i) Clear identification of problem learning areas/subjects and specific areas of

weakness within subjects/learning areas.
(ii) Setting of clear targets per subject/learning area for both the overall pass rate
and subject averages.
(iii) Communicating the targets to all the stakeholders.
(iv) Communicating the plans to be implemented to stakeholders and clearly
spelling out all the stakeholders’ responsibilities.
(v) Assisting learners in setting individual targets for subjects/learning areas.

4.2 Resources

4.2.1 School Management Teams (SMTs) must ensure that educators are deployed and
utilised according to their subject/learning area of specialisation in such a manner
so as to benefit the learner.

4.2.2 The school must arrange for the purchase of the relevant and appropriate learning
and teaching support material (LTSM).

4.2.3 The school must put in place systems to facilitate the effective and efficient
utilisation of the LTSM.

4.2.4 The SMT must put in place effective strategies to ensure 100% retrieval rate of
LTSM.

4.3 Teaching and Learning

4.3.1 All educators must have the following records:

(i) The relevant curriculum policy document for the subject/learning area that
he/she is teaching.
(ii) The National Protocol on Assessment.
(iii) Subject/learning area policy.
(iv) Portfolio requirements for the subject/learning area that he/she is teaching.
(v) An educator portfolio.
(vi) A school assessment plan.
(vii) The individual teacher’s assessment plan.
(viii) Work schedules/pace setters.
(ix) A preparation file in which the educator has proof of daily preparation.
(x) A record of learner assessment.

4.3.2 Evidence of teacher readiness to teach all lessons on a daily basis is to be

monitored and approved by the Head of Department or delegated SMT member.

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4.3.3 Learners must have the required written work in their books on a daily basis. These
books must be marked daily, and developmental comments must be included for
the learners.

4.3.4 Completion of work schedules must be strictly complied with.

4.3.5 In the case of Gr. 12s, all sections of the pace setters/work schedules must be
completed as indicated, and the entire syllabus completed by the end of June.

4.3.6 Evidence of diagnostic analysis and remediation programmes must be provided by

educators for all assessment tasks.

4.4 Curriculum Management

4.4.1 All members of the SMT must hold monthly subject/learning area meetings with
educators in their respective departments. The discussion should revolve around
enhancing learner performance.

4.4.2 All members of the SMT must ensure that the educators in their departments have
the necessary documents as outlined in 4.3 above.

4.4.3 The SMT must put in place a supervision programme to monitor the work of
learners and educators. This must include monitoring of educator records, learner
documents and the monitoring of classroom practice. Each of the above must be
recorded, clearly identifying areas of weakness/strengths/ good practice. In the
case of weaknesses, clear recommendations to improve teaching and learning
must be provided. This is to be done on a regular basis and in a structured
manner.

4.4.4 All members of the SMT must ensure that educators complete the work as per
work schedule/pace setters. This must be monitored monthly.

4.4.5 Educators must attend all cluster meetings scheduled at district level (secondary
schools).

4.4.6 The SMT must provide evidence of handing over reports to subject/ learning area
educators.

4.5 Leadership, Management and Governance

4.5.1 All schools are to have a functional timetable aligned to policy requirements for
each class and teacher.

4.5.2 A timetable for the utilisation of specialist rooms is to be available for each
specialist room.

4.5.3 SMT members must ensure that all learners and educators attend school regularly
and punctually.

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4.5.4 Both learner and educator attendance must be monitored and the data must be
submitted to the IDSO on a weekly basis.

4.5.5 Monthly progress reports on efforts made to improve learner and educator
attendance are to be sent to the district office.

4.5.6 The SMT must ensure that effective systems are in place to curb learner
absenteeism and lateness, as well as educator absenteeism, lateness and early
departure from work.

4.5.7 SMT members should not hesitate to discipline members of the staff that pose a
threat to the efficient running of the school.

4.5.8 The principal will meet with the District Director on a monthly basis to provide
progress reports.

4.5.9 Monthly staff meetings are to be scheduled and chaired by the principal. Agendas
and minutes are to be kept on record.

4.5.10 The SMT must ensure that learners attend all SSIP (targeted secondary schools)
and other school-based/departmental intervention and support programmes.

4.5.11 The principal must ensure the functionality of the school governing body (SGB).

4.5.12 Every effort must be made by the school to strengthen the links between the
school, the parents and the community.

5. MONITORING AND REPORTING

5.1 Monitoring Visits to Schools by Officials of the Department

5.1.1 In order to ensure proper implementation of the process, Departmental officials

must conduct monitoring visits to all schools (especially underperforming schools)
on an ongoing basis.

5.1.2 These visits will be undertaken to identify areas of good practice and areas of
weakness in leadership, management, governance, curriculum delivery (Including
classroom practice) as well as resources.

5.1.3 These visits will assist the district to develop school specific intervention plans and
also clearly identify areas that can be remedied by the school.

5.1.4 These intervention plans will be aggregated to form a district intervention plan.
Progress on these plans will be reported on a quarterly basis. (The format of the
report is attached as Annexure C.)

5.1.5 After monitoring visits have taken place, written reports and formal communication
must be sent to the school. These must clearly indicate findings, what the school
must do and specific timeframes.

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5.1.6 Districts must ensure that any disciplinary matters that are outstanding at schools
must be concluded without any further delay. Any problem must be resolved. In
cases where this cannot be concluded, it must be escalated to the next level.

5.1.7 Districts must ensure that schools are supported to deal with external factors that
impact negatively on teaching and learning, e.g. substance abuse, gangsterism,
etc.

5.2 Reporting

5.2.1 Districts are required to show evidence of the following at the end of each quarter:

(i) Minutes of meetings held by the District Directors and the SMT of especially
underperforming schools.

(ii) Reports on monitoring and support visits to schools by curriculum support

staff. These visits must include the observation of classroom practice.

(iii) Reports on monitoring and support programmes offered to the SMT by

IDSOs.

(iv) Reports on monitoring of syllabus/work schedule completion.

(v) Reports on the monitoring and tracking of learner performance.

(vi) Minutes of cluster meetings for subjects and learning areas.

(vii) Monitoring of assessment plans and learner performance.

(viii) Accumulative reports containing qualitative and quantitative data are to be

presented on a quarterly basis to the Chief Directors: Districts and CPDS.

6. APPROACH TO UNDERPERFORMING SCHOOLS

6.1 Definition of Underperforming Schools:

6.1.1 For now the minimum criteria for identifying underperforming schools will be the
following:

(i) Schools with high retention rates.

(ii) Below 60% pass rate in the Senior Certificate Examinations.

(iii) Schools that are achieving more than 60% in their overall pass rates, but
whose pass rates dropped by more than 10% in the Grade 12 Senior
Certificate Examinations.

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6.2 Support and Development

6.2.1 While it is necessary for the Department to support and develop these schools
through a variety of initiatives, it must be borne in mind that such support and
development is not unlimited and unconditional.

6.2.2 Schools will be required to participate in all intervention, support and development
programmes organised by the Department. Failure of the school to attend any of
the organised programmes will require schools to account to the Department and
in cases where schools are found to be negligent the Department will take steps to
recover expenses incurred or take disciplinary action.

______________________
MALLELE PETJE
HEAD OF DEPARTMENT

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 Annexure A

DEPARTMENT OF EDUCATION

SCHOOLS: TEMPLATE FOR ANALYSIS OF

RESULTS AND PLANS FOR IMPROVING
LEARNER PERFORMANCE

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 ANALYSIS OF PREVIOUS YEAR'S RESULTS AND PLANS FOR THE
IMPROVEMENT OF LEARNER PERFORMANCE IN CURRENT YEAR

A. ANALYSIS PER GRADE PER SUBJECT/LEARNING AREA

Grade: 4

Learning Area Name of Educator(s) Pre- Subject/ Targets

vious LA Subject
year Average /LA
Pass % Previous Average
year Current
LLC 1 (Specify)
LLC 2 (Specify)
LLC 3 (Specify)
Mathematics
Natural Sciences
Human and Social
sciences
Technology
Arts and Culture
Economics and
Management Sciences
Life Orientation

Overall Pass Statistics No. No. Pass No. Fail Previous year Overall
Wrote Pass % Pass Rate
Targets
Current
year

General factors that contributed to the failure rate in Gr. 4

English: Page 9 of 26
Grade 5

Learning Area Name of Educator(s) Pre- Subject/ Targets

vious LA Subject
year Average /LA
Pass % Previous Average
year Current
LLC 1 (Specify)
LLC 2 (Specify)
LLC 3 (Specify)
Mathematics
Natural Sciences
Human and Social
sciences
Technology
Arts and Culture
Economics and
Management Sciences
Life Orientation

Overall Pass Statistics No. No. Pass No. Fail Previous year Overall
Wrote Pass % Pass Rate
Targets
Current
year

General factors that contributed to the failure rate in Gr. 5

English: Page 10 of 26
Grade 6

Learning Area Name of Educator(s) Pre- Subject/ Targets

vious LA Subject
year Average /LA
Pass % Previous Average
year Current
LLC 1 (Specify)
LLC 2 (Specify)
LLC 3 (Specify)
Mathematics
Natural Sciences
Human and Social
sciences
Technology
Arts and Culture
Economics and
Management Sciences
Life Orientation

Overall Pass Statistics No. No. Pass No. Fail Previous year Overall
Wrote Pass % Pass Rate
Targets
Current
year

General factors that contributed to the failure rate in Gr. 6

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Grade 7

Learning Area Name of Educator(s) Pre- Subject/ Targets

vious LA Subject
year Average /LA
Pass % Previous Average
year Current
LLC 1 (Specify)
LLC 2 (Specify)
LLC 3 (Specify)
Mathematics
Natural Sciences
Human and Social
sciences
Technology
Arts and Culture
Economics and
Management Sciences
Life Orientation

Overall Pass Statistics No. No. Pass No. Fail Previous year Overall
Wrote Pass % Pass Rate
Targets
Current
year

General factors that contributed to the failure rate in Gr. 7

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Grade 8

Learning Area Name of Educator(s) Pre- Subject/ Targets

vious LA Subject
year Average /LA
Pass % Previous Average
year Current
LLC 1 (Specify)
LLC 2 (Specify)
LLC 3 (Specify)
Mathematics
Natural Sciences
Human and Social
sciences
Technology
Arts and Culture
Economics and
Management Sciences
Life Orientation

Overall Pass Statistics No. No. Pass No. Fail Previous year Overall
Wrote Pass % Pass Rate
Targets
Current
year

General factors that contributed to the failure rate in Gr. 8

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Grade 9

Learning Area Name of Educator(s) Pre- Subject/ Targets

vious LA Subject
year Average /LA
Pass % Previous Average
year Current
Home Language
(Specify)
First Additional
Language (Specify)
LLC 3 (Specify)
Mathematics
Natural Sciences
Social sciences
Technology
Creative Arts
Economics and
Management Sciences
Life Orientation

Overall Pass Statistics No. No. Pass No. Fail Previous year Overall
Wrote Pass % Pass Rate
Targets
Current
year

General factors that contributed to the failure rate in Gr. 9

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Grade 10

Learning Area Name of Educator(s) Pre- Subject/ Targets

vious LA Subject
year Average /LA
Pass % Previous Average
year Current
English Second
Language
Other Languages:
(Specify)
1.
2.
3.
4.
5.
Mathematics
Physical Science
Biology
History
Geography
Accounting
Economics
Business Economics
Life Orientation
Other Subjects: (List)

Overall Pass Statistics No. No. Pass No. Fail Previous year Overall
Wrote Pass % Pass Rate
Targets
Current
year

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General factors that contributed to the failure rate in Gr. 10

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Grade 11

Learning Area Name of Educator(s) Pre- Subject/ Targets

vious LA Subject
year Average /LA
Pass % Previous Average
year Current
English Second
Language
Other Languages:
(Specify)
1.
2.
3.
4.
5.
Mathematics
Physical Science
Biology
History
Geography
Accounting
Economics
Business Economics
Life Orientation
Other Subjects: (List)

Overall Pass Statistics No. No. Pass No. Fail Previous year Overall
Wrote Pass % Pass Rate
Targets
Current
year

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General factors that contributed to the failure rate in Gr. 11

English: Page 18 of 26
Grade 12

Learning Area Name of Educator(s) Pre- Subject/ Targets

vious LA Subject
year Average /LA
Pass % Previous Average
year Current
English Second
Language
Other Languages:
(Specify)
1.
2.
3.
4.
5.
Mathematics
Physical Science
Biology
History
Geography
Accounting
Economics
Business Economics
Life Orientation
Other Subjects: (List)

Overall Pass Statistics No. No. Pass No. Fail Previous year Overall
Wrote Pass % Pass Rate
Targets
Current
year

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General factors that contributed to the failure rate in Gr. 12

English: Page 20 of 26
B. IDENTIFYING SPECIFIC WEAKNESSES PER SUBJECT/LEARNING AREAS OF WEAKNESS PER GRADE

Use the information above to complete the sections below:

EXAMPLE:

Grade Learning area/ Specify topics which Specify the Responsibility Timeframes Progress
subject in resulted in the poor action that the
which under – performance (for school is going
performance is Gr.12 to take to
noted Examiners/Moderators improve this
reports to be used) situation
Eg. Natural Science Calculation of  Assist Mr. X (NS 13/01/2007 – Comp
Gr.8 resistance from given learners to Educator) 15/01/2007 15/01/2007
circuit diagrams analyse and
interpret
information
on a diagram.
 Teach
learners to
apply
information
from a
diagram into
calculations.
 Followed by
more
application
exercises.

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Grade Learning area/ Specify topics which Specify the Responsibility Timeframes Progress
subject in which resulted in the poor action that the
under – performance (for school is going
performance is Gr.12 to take to
noted Examiners/Moderators improve this
reports may be used) situation

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C. ASPECTS OF LEADERSHIP, MANAGEMENT AND GOVERNANCE THAT IMPACT NEGATIVELY ON LEARNER
PERFORMANCE

Aspect What needs to be Responsibility Timeframes Progress

done

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_____________________ _____________________ _________________
Name of Principal Signature Date

_____________________ _____________________ _________________

Name of IDSO Signature Date

_____________________ _____________________ _________________

Name of District Director Signature Date

School Stamp

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 Annexure B

REPORTING FORMAT FOR DISTRICT VISITS

Report to the school must be put onto the district letterhead addressed to the Principal (electronic copies will
be sent to District Directors)

TO: The Principal

Name of school

MONITORING VISIT TO (Name of School)___________________________________

The monitoring visit to your school conducted by the following officials has reference:
1. ____________________________
2. ____________________________

You are commended on the following aspects which are done by your school:
1. __________________________________________________________________
2. __________________________________________________________________

The team/district official/IDSO/subject facilitator has identified the following areas requiring
your attention and has provided you with specific recommendations to be attended to
within stipulated timeframes:

Area of Weakness Recommendation Timeframes

Eg. Educators do not
have the necessary
preparation of work to
facilitate teaching and
learning.
The head of department With immediate effect.
must put in place a
format for the preparation
of work; ensure its
implementation through
daily monitoring.

Should you require any clarity please do not hesitate to call the district.

Yours in Education

__________________
DISTRICT DIRECTOR

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 Annexure C

DISTRICT INTERVENTION PLAN FOR UNDERPERFORMING SCHOOLS

District: _________________________________________ Name of District Director: ___________________________________

No. Name of School Areas of Weakness Proposed Action Responsibility Timeframes Progress

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