School of Transformation


OUR SCHOOL – School of Transformation was established to serve the need of the community, a school that offers individualised academic support within the Boksburg area. In 2004 we started in a house with only 3 learners and have since grown to over 180 learners. Needless to say, we outgrew our premises and were blessed to acquire and convert five houses, which is where we are at present. The school now extends its highly successful tuition model additionally into vocational education.

The school operates as a Pty (Ltd)-Non-profit organization. The school is managed by a board of directors.

INDEPENDENT – School of Transformation operates as an independent, Christian school, catering for learners who need an individualised, supportive academic environment. Class sizes are regulated to a maximum of 10 learners per grade in the foundation phase & 14 learners per grade in the intermediate and senior phases.

What is your school motto or ethos?

Our Motto: “Let none be left behind “


School of Transformation aspires to identify, name and manage the bondage of learning disabilities, in order that children may regain self-confidence to flourish and prosper in the greater plan and purpose of the Lord. We assist these learners to become well integrated members of our society who will make a positive and valuable contribution to the community, their own future and also the future of our country.


  • Rebuild self-esteem and restore lost confidence
  • Motivate learners to foster a love of learning
  • Help each child identify his or her own goals and targets
  • Help each child reach his or her maximum potential
  • Remedy any impeding weaknesses

Developing learners academically and emotionally to become responsible, well rounded individuals participating positively in our economy and society.

How long have you been involved at the School of Transformation?

I have been working at School of Transformation for the past four years.

What are the requirements for children whose parents may want them to attend the School of Transformation?


Learners will be admitted based on the outcome of an admission assessment at the School of Transformation.

Prospective parents are welcome to visit the school with their children and, if you can make an appointment in advance, the Principal will be very pleased to show you around the school and college. Appointments can be made through the School Office.

What is a typical day in the life of a child at the School of Transformation?

Learners start the day with a register period. Our timetable consists of 30 minute periods with an additional library/reading period. The grade 4 to 9 learners also have a computer period once a week to equip them with basic computer skills. Instead of learners transitioning from classroom to classroom, the teachers do so. Learners have two breaks of 15 minutes each and each day is ended with an organisation period where teachers check and sign homework diaries to assist learners with organisational skills. The foundation phase, intermediate phase and senior phase have separate assemblies throughout the week and we have a whole school assembly once a term.


Mon-Thurs 07h30 – 13h30 (Grade 1 – 3)

07h30 – 13h50 (Grade 4 – 7)

07h30 – 14h15 (Grade 8 – 12)

Friday 07h30 – 12h00 (Grade 1 – 3)

07h30 – 12h30 (Grade 4 – 12)


Mon-Thurs 14h30 – 17h00

Fri. 12h30- 16h30

Does the school offer any extra-murals?


The following activities are presented at School of Transformation. This varies from season to season based on the learners’ interests.

  • T-Ball (Juniors)
  • Netball – (combined team)
  • Soccer –(Combined team)
  • Swimming
  • Chess
  • Cheer-leading
  • Basketball
  • Green team


Learners are encouraged to participate in cultural activities. This is to ensure that each pupil leaves our school as a self-assured, confident, independent and well-rounded individual.

We encourage our learners from an early age to express themselves through drama, music, art and dance. At School of Transformation we have an in-house music teacher. Grade 1 – 3 learners enjoy a music period once a week. In addition, we also have a full school production every second year.

There is also an emphasis on fair play and good manners in all that we do. At School of Transformation, we provide the opportunity for all pupils to participate in as many different activities as possible. This fulfils a vital educational function, as active participation adds to the all-round development of our learners. Co-curricular activities must not only be satisfying but must also allow the learner to grow, as success is measured by the level of enjoyment.

What accommodations/adaptation is available for children with learning difficulties?

We implement accommodations as recommended by educational psychologists i.e. readers, scribes, extra time and separate venues.

How are learners supported?


In terms of educational standards, we follow the CAPS Curriculum as prescribed by the Gauteng Department of Education (GDE), in addition to having an Individualised Education Programme (IEP) for each child specifically focused on his or her area of need

We offer an academic supportive environment for learners and therefore have small classes which enable us to address each learner’s individual needs. Our teachers receive weekly in-service training in order to be proficient in dealing with attention problems and any other learning disorders. They are trained to assist a student with specific educational needs.

We have a class assistant in the foundation phase to assist learners with more individualised attention.

Our grade 10 to 1 learners attend Saturday classes as the need arises throughout each term and all teachers from grade 1 to 12 offer extra lessons after school.


Each learner at the School of Transformation follows an Individualised Education Programme (IEP) to meet his or her unique individual needs. The IEP creates an opportunity for teachers, parents, and the learners to work together to improve overall results in Maths, English and Afrikaans. An IEP is the cornerstone of a quality education for each child with barriers to learning. Reading and Mathematical assessments are conducted to measure progress and results are then used to adjust the level of IEP accordingly. Concentration assessments are conducted as the need arises to evaluate the visual and auditory attention of each learner. Parents are notified and offered the correct guidance to deal with concentration problems.

The IEP is used as an enrichment programme to enhance numeracy and literacy.


In 2013 we introduced a bridging class for learners who are struggling in their current grade. We have a junior and senior bridging class. Here learners follow an adapted curriculum which equips and prepares them for senior phase or vocational training.

As our classes are small, learners interact with the educator by frequently asking questions and often have their work marked while they are present. This benefits the learner as they see their mistakes immediately and can correct it with the help of the educator.

TVET COLLEGE (Hospitality)

School of Transformation now extends its highly successful model into remedial vocational education for students 16-21 years. The college offers individualised support for learners struggling academically and develop skills for many career options with in the hospitality industry


Our school counsellor is responsible for therapy and counselling as the need arises. I am a firm believer that learners bring more with them to school each day than the perceived disruptive behaviours we see – the behaviours that interfere with teaching and often cause teachers so much stress. Research shows that they also bring some powerful psychological needs that they are driven to fulfil – basic needs that are not being adequately met in their lives. Some learners are difficult because they need extra attention, or they need limits, or they need extra motivation. It is the learner’s attempts to fulfil these needs in any manner possible that result in disruptive behaviour. We make use of classroom plans, classroom – home plans and classroom – principal plans to manage these behaviour challenges. In addition I run a mentor programme where I meet with the most difficult learners at scheduled times on a weekly basis to offer assistance and motivation.

What are the highlights of working at the School of Transformation?

I am truly blessed to be the principal of school of Transformation. Most of our learners arrive at our school with “labels” and low self-esteems. It is amazing to witness the transformation learners undergo with the assistance of loving and supportive teachers. Our annual prize giving and valedictory service are the biggest highlights of the academic year as every learner is invited to attend these events. It is priceless to see the look of achievement and joy on the faces of our learners.

Do you have any advice for parents of children who are unsure of what school is best for their child?

It is important to make the right choice for your children as they only have one chance of education. Despite the fact that most school have open days, I would advise parents to rather visit the school during normal teaching hours in order to get a true reflection of the character and ethos of the school.

Find a school where mutual respect, a readiness to learn and high expectations are shared by everyone so that an environment is created in which every child may feel secure and be encouraged to go beyond their best.

How can people contact the School of Transformation?

Tel. (011) 917-1230/ (011) 892-5597

Email: or

Our website:

Facebook page: School of Transformation

Is there anything else you would like parents to know about your school?


Excellent relationships and the development of strong and meaningful partnerships, within and outside the school, are a crucial part of our success.

As staff our practice is personalised, enabling each individual to thrive. We enjoy our work and want our learners to develop a love of learning, a desire to succeed and a respect and compassion for others – not just for now but throughout their lives.

We ensure that learners are challenged and supported to become confident and successful. Nurturing and caring are strengths of our school team, with experts dedicated to supporting our young people throughout adolescence and in overcoming barriers to learning.


We aim to create an environment in which children feel happy, secure and confident and in which they are able to learn. Our expectation is that each child should develop a positive self- image.

We also expect the children and adults in the school to show, in the way they behave, that they value and respect each other as individuals. Therefore, racist or sexist behaviour, or any other behaviour which undervalues or offends, is unacceptable in our school.

We use individual behaviour plans and a social skills programme to encourage the children to take responsibility for their own actions. Incidents of inappropriate behaviour, bullying and aggression will be responded to by all staff in accordance with our school code of conduct.


As a school we strongly believe that, by having the highest expectations of ourselves and each other, we can all thrive and achieve excellence. “We are what we repeatedly do. Excellence then, is not an act, but a habit.”

Parents/ guardians are key to our work and successes and we greatly appreciate the support given to us. Hard work, high aspirations and a tenacious belief in continuous improvement reflect our school.

Our ongoing success as a school has been due to a blend of traditional values such as respect, hard work, tolerance and high expectations, alongside innovation in relation to teaching and learning.

We work together to embed a culture of success, high aspirations and reflection underpinned by a growth mindset; believing that we can always aim to do better.

We aim to equip our learners with the confidence to acknowledge failure and learn from it in order to succeed in the future.

We are proud of every learner and our school and have ambitious plans to take our school to higher levels. In order for potential to be realised, a strong partnership between learner, school and home must be established.