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About Us

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About Parow Inclusive

A warm welcome to Parow Inclusive School. Our school opened its doors on 1 November 1929 as a preparatory school! We have a proud history of providing balanced, quality education. We are a school driven by a strong value system where our learners are taught to embrace our motto. Our vision is to equip our learners with knowledge, skills, and values, as well as a positive attitude to enable their optimal progress in school and life. The learners are the heartbeat of our school and the first priority. We believe in holistic education and focus on positive discipline, based on love. Respect, loyalty, empathy, unity, and responsibility are just a few of the values we emphasize. We are blessed to have staff who are passionate about each child and what they can achieve. The school, through all its activities, seeks to promote individuality and a happy, balanced approach to life while acknowledging the diversity of learners. It encourages openness among educators, parents, and learners, and is committed to sharing high moral standards. Parow Inclusive School relies on a partnership between school and home to ensure that our students succeed. It is an honour to be part of the Parow Inclusive Family, and I hope you too feel welcome as part of your child’s school experience and success. Let’s strive to reach higher heights as we approach each challenge with enthusiasm. Let’s prepare our learners to be responsible members of an ever-changing society! Let’s dream big: If you have a heartbeat, there’s still time for your dreams…

Ethos & Principles

Our school seeks to embrace the vision of a society for all, based on the United Nations Declaration of Human Rights. We celebrate diversity through recognising potential, increasing participation, overcoming and reducing barriers, and removing stigmatisation and labelling. We adopt a holistic, flexible and accommodative approach to development and uphold a spirit of collaboration among all members of the school community as well as reach out to various stakeholders around the school.

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As a school we nurture a philosophy that is based on beliefs that support inclusion, such as:
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  • Everyone in the site of learning is responsible for the education of each learner regardless of their learning needs;
     

  • Everyone in the site of learning is focused on meeting the needs of all learners in a unified system of education;

     

  • All educators have skills and knowledge that can and should be used to support the efforts of each educator to ensure the success of all learners;
     

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All learners benefit from participation in mainstream institutions and should be shown respect for their unique, personal forms of growth.

These values fit the description of the inclusive education and training system as put forward in the Education  White Paper 6:
 Inclusive education and training :

 

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acknowledges that all children and youth can learn, and need support;

     

  • accepts and respects that all learners are different, have different learning needs which are equally valued and an ordinary part of our human experience;

     

  • enables educators to meet the needs of all learners;

     

  • acknowledges and respects differences in learners such as to age, gender, ethnicity, language, class, disability or HIV status;
• changes attitudes, behaviour, teaching methodologies, curricula and the environment to meet the needs of all learners;

     

  • maximises the participation of all learners and minimises barriers to learning;

     

  • empowers learners by developing their individual strengths and enabling them to participate critically in the process of learning.

Learning & Teaching Policy

Handing Out

Textbooks are covered before being given to children.



 

Parents are given a list of the textbook received. They sign to acknowledge receipt. 


 

Each textbook has the school stamp on inside of the first page.

 



Copies of Inventory lists are kept in the school safe for three years.

Lost and Replacement of Text Books

Textbooks are covered before being given to children.



 

Parents are given a list of the textbook received. They sign to acknowle

Textbooks are covered before being given to children.



 

​Parents are given a list of the textbook received. They sign to acknowledge receipt. 


 

Each textbook has the school stamp on inside of the first page.

 



Copies of Inventory lists are kept in the school safe for three years.

dge receipt. 


 

Each textbook has the school stamp on inside of the first page.

 



Copies of Inventory lists are kept in the school safe for three years.

Classroom Management

  1. ​Class Educator checks all LTSM.

     

  2. The educator of the particular class records LTSM – Inventory Book/File– text books and any other material is indicated on the inventory.


     

  3. Each learner is responsible for the care of a text book.


     

  4. In some cases textbooks are not given home, but are only used in the classroom. Gr 4-5 gets printout of summaries of work to be studied for exams.


     

  5. Reading books are marked with numbers. Numbers are allocated to learners within a reading group. Reading books are return as soon as learners are finished with a book.


     

  6. Learners are required to sign for their books at the beginning of each term.


     

  7. Parents are responsible for the replacement costs, should a book be damaged or lost.


     

  8. Inventory book/ lists are signed, with the school stamp at the end of each year.

Retrieval Process

  1. When a learner is transferred out of Parow Inclusive School, a text book/ reading book must be returned.


     

  2. After all examinations have been completed at the end of the year, text books are retrieved from each child.
     

  3. Should a text book not be returned it will be indicated on the inventory next to the learner’s name Parents will be asked to pay for a replacement.

Code of Conduct

The Code of Conduct spells out the rules regarding learner behaviour at the school and describes the disciplinary system to be implemented by the School concerning transgressions by learners. The Code of Conduct applies to all learners while they are on the School premises or when they are away from the School representing it or attending a School function.
Article 8 of the South African Schools Act, act No 84 of 1996, allow for the Governing Body of a public school to accept a code of conduct that aims to create a disciplined, purposeful and safe environment where effective learning can take place.
The function of the code of conduct is to promote positive discipline, self-discipline and exemplary behavior. Nothing shall exempt a learner from complying with the School rules. Ignorance of School rules is, therefore, not an acceptable excuse.
The philosophy of the code of conduct is based on human dignity, respect and consideration for others
 

School Attendance

  1. School is compulsory from 7-15 years of age.
     

  2. A learner is deemed absent from school when the learner is not present in the class or on the school grounds when the register is marked. The learner must then be mark absent on the register and the amount of days must reflect on the report at the end of the term.
     

  3. 
If a learner does not attend School regularly, the relevant register teacher will report the absence of the learner to the parent and the Principal in writing.
     

  4. 
The register teacher must keep an accurate register of learner attendance and must keep copies of all communication to parents when absence from the classroom is reported.
     

  5. All learners are to arrive at School before the official starting time, at 7h45. Learners who are more than 30 minutes late for School will be marked absent as registers are completed at the beginning of each School day. This will be indicated on the report at the end of the term.
     

  6. The WCED policy stipulates that a learner who is absent for 10 consecutive days without a reason will be removed from the CEMIS list of the school.
     

  7. Any absence from School must be covered by an absentee note from a parent/guardian.
     

  8. Should a learner be absent from School for a period of three (3) days or longer, this leave of absence must be supported by a letter from a medical doctor/traditional doctor/registered herbalist.
     

  9. Any absence from a formal examination, test or task must be supported by a letter from a medical doctor/traditional doctor/registered herbalist. A letter from a pharmacist will be excepted provided that the period of absenteeism does not exceed three days.
     

  10. 
No learner may leave the School during school hours without a letter from a parent/guardian requesting the release of their child and the permission of the Principal/Deputy Principal/Grade Head from whom an exit note must be obtained.

Parents and Guardians

  1. Parents/guardians are expected to work with the school to support students in meeting the academic, moral and behavioural expectations of the school.
     

  2. Parents/guardians may politely express their concerns about the school operation and its staff. However, they may not do so in a manner that is disruptive, degrading, threatening or hostile.
     

  3. Parents will under no circumstances be allowed to take disciplinary matters relating to learners of Parow Inclusive School into their own hands while learners are on school premises.
     

  4. These expectations for students and parents/guardians include, but are not limited to, all school-sponsored programs and events.
     

  5. During the school day between the hours of 07h30 and 15h00 parents and visitors must:
Enter the premises by ringing the front door bell at reception. Reception will grant access and if necessary issue a green visitors sticker

Corrective Measures and Actions

Each class has a Corrective measures actions file. This is used to keep a record of transgressions. Depending on the transgression or the amount of attempts by the teacher to correct the behaviour the learner will be send to the office.
First time in the office will result in a warning from the Principal
Second time in the office in 1 week will result in punishment, e.g. loss of break time.
Parents will be informed of the misconduct via a blue letter.
Should above mentioned intervention be ineffective, the learner will be send to detention classes. These classes are held on a Friday during break. Parents will receive a letter informing them should their child be sent to detention. Parents will be informed via a pink letter.
Should the behaviour not improve the parents will be asked to come to the office via an orange letter.
Should these interventions proof futile, parents will receive a red letter indicating that the parents and the learner must come before representatives of the School Governing Body
. The Governing Body may decide to expel a child for a certain period.

Maximum Punishment

The maximum punishment which can be served on a pupil is expulsion from the School and must be seen as a last resort. Before that state is reached a learner must be given every opportunity to correct himself. Only in exceptional circumstances will the maximum penalty be applied as the first option.
This code of conduct was compiled by the Governing Body of Parow Inclusive School. The governing body of Parow Inclusive School therefore has the statutory duty to implement the code of conduct in order to ensure proper management and discipline.

School Uniform

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Boys

Summer

Short grey trouser

Short sleeve white shirt
Long grey socks

Black school shoes

Winter
 

Long grey pants

Grey socks 

Green jersey 

White long sleeve shirt 

Black school shoes 

Green rain jacket 

Girls

Summer

 

Green skirt

Short sleeve white shirt
Short white socks

Black school shoes


Winter
 

Green skirt 

or Long grey pants

Long sleeve white shirt
Green jersey

Black school shoes

Green rain jacket

uniform.png

Hair and Accessories

  1. Hair: Clean and neat

  2. Girls: Only bottle green or white elastics, ribbons or beads. No coloured hair extensions or braiding is allowed.

  3. Jewellery: only “studs” or small rings

  4. Boys: Hair must be short and neat. Hair on top of the head may not be more than 2 cm longer than the hair on the side and the back of the head.

  5. No earrings or jewellery

School Times & Calendar

School Times

Monday - Thursday

Grade

Time

Grade R

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Resource Class

07:45 - 12:40

07:45 - 13:15

07:45 - 13:15

07:45 - 13:45

07:45 - 14:15

07:45 - 15:15

07:45 - 13:15

EVERY FRIDAY SCHOOL ENDS AT 13:15 FOR Grades 1-5

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2024 School Calendar

Term 1

Opens:

17 January 2024

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Closes:

20 March 2024

Term 2

Opens:

3 April 2024

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Closes:

14 June 2024

Term 3

Opens:

9 July 2024

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Closes:

20 September 2024

Term 4

Opens:

1 October 2024

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Closes:

11 December 2024

School Fees

School Fees 2024

​R1 250-00 per learner per month
(R1 250-00 per month x 11 months = R13 750-00 per year)
 
Full annual payments for school fees before 29 February 2024 qualify for 5% discount

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