Cornwall Hill College

COLLEGE GOVERNANCE STRUCTURES
The College is a fully registered Section 21 company, not for gain. The system of school governance is extremely democratic. Parents apply to be registered as members of the College Company by filling in the appropriate form at the College office. Once this has been done the parent has the right, as a member of the Company, to vote at the Annual General Meeting of the Company.

At the Annual General Meeting, the Chairman of the Board of Directors delivers his Annual Report and presents the Audited Financial Statements of the Company. The Board of Directors determine the policies relevant to the College and the management of the College, that is the Executive Head and his Team, put those policies into practice.

The Board of Directors of the College is elected by the parent members at the Annual General Meeting or at a special meeting called for such an election. There are a total of fifteen Directors, thirteen of whom each head up one working committee of the Board. Two non-executive Directors of the Board are invited, generally from the field of education outside the College, to serve on the Board. [Top]

THE OWNERSHIP OF THE COLLEGE
Broadly speaking, through the Debenture system, all parents share ownership of the College. Each parent is required to take out a Debenture for each child enrolled at the College. The Debenture is refunded to the parent when the child leaves the College. Details of the Debenture scheme are available on the debenture page. [Top]

THE PARENTS’ ASSOCIATION
The Parents’ Association of the College is a group of volunteer parents who provide support for the College by co-ordinating fundraising projects, assisting with the general upkeep of buildings and grounds, providing inputs of different kinds in the co-curricular programme of the College. They act as a link between parents and the College Executive and the Board of Directors. [Top]

The Chairman of the PA sits on the Board of Directors. He works with an Executive and a set of Committees. The Committees are: Sponsorship, Marketing, Catering, Logistical Support and the Parents’ Support Group.

The Parents’ Association sets out its programme of events in October each year, then meets once a month to organise the activities that happen through the year. Typical events are the College Golf Day, the Annual Dance and the Spring Carnival. These activities raise a considerable amount of money that is spent on improving College facilities and learning materials.

STATE REGISTRATION
The College is registered with the South African Department of National Education and with the Gauteng Department of Education. The curriculum followed is the core curriculum of the National Department of Education used by all independent schools as a foundation for learning. The College writes the final matriculation examination of the Independent Examination Board (IEB). This is the examination written by most South African independent schools. It is accepted internationally as a university entrance qualification. [Top]

ISASA REGISTRATION
The College is also a fully paid, registered member of ISASA, the Independent Schools Association of Southern Africa. This body co-ordinates the activities of approximately 350 independent schools of Southern Africa, providing the value-added component characteristic of private schools.

The Principals of the different phases within the College are also members of SAHISA, the South African Heads of Independent Schools Association. This organisation assures a high standard of ethical and professional practice among its members. [Top]BURSARIES AND SCHOLARSHIPS

The College offers a limited number of Internal and External bursaries annually to learners from Grade 8 to 12.   Scholarships are awarded to Internal candidates for being in the top 3 Academic positions in their grade. Bursaries are offered to learners who may not have the means to attend the College, but who have shown outstanding ability in one or more of the following spheres: academics (above an 80% average), sport (provincial representation), cultural activities, leadership or community service. Successful candidates should offer achievement in more than one area.  Bursaries may cover the full cost, or a partial cost of schooling for the bursary winner. Candidates are asked to submit a letter of motivation, accompanied by relevant documentation and will be asked to participate in an interview.

During the month of February 2010 an advert will be placed in local Pretoria newspapers as well as in the College Newsletter which can be accessed on the College website.

Application forms will be available on the College website, in hard copy from the front office as well as in email format from Jenny Geffen at This e-mail address is being protected from spambots. You need JavaScript enabled to view it   during February 2010.

Date that Applications close to be announced.

NB:  Bursary applications for 2010 are closed and the information above pertains to applications for bursaries for 2011. [Top]

HOW TO APPLY FOR A PLACE AT THE COLLEGE
The College application form, known as the Learner Enrolment Contract (LEC), is available for download. The Enrolment Policy as laid down by the Board of Directors is also available. It is applied very strictly in the introduction of learners and is managed on a points system. Admissions are processed by the phase secretaries. Priority is awarded to early applications, while siblings of learners already in the College are given priority. No application is accepted without the payment of the relevant deposit. [Top]

PLACEMENT TESTS AND INTERVIEWS
At the point of acceptance into the College, a prospective learner is required to sit a placement test. This is not an ‘entrance test’. It is an evaluation of English and Mathematical proficiency to confirm whether the child is able to manage the work covered by the rest of the group.

These tests are used with learners after Pre-School phase (i.e. Grade 1 to 12). Interviews may also be necessary with either a learner or parent at the request of the College. [Top]

UNIFORMS
The College uniform is designed to be distinctive and serviceable. The Cornish tartan is a theme that runs through all parts of the uniform. Although appropriate for each season, it is also intended to be cost-effective, with one basic style being interchangeable between different activities.

The College shop, located on the school premises, provides convenience for parents to shop while dropping off or picking up their children.

The uniform consists of:

BOYS:

Summer
Black lace-up shoes
Long navy socks with College stripe
Khaki shorts and shirt with College crest on pocket
College tartan tie (Grades 7 – 12)
Navy College jersey

Winter
Black lace-up shoes
Short dark grey College socks
Dark grey long trousers
White long sleeve cotton shirt with College crest on pocket
College tartan tie
Navy College jersey
Navy “bomber” jacket (Grades 1 – 6)
Navy blazer (Grades 7 – 12)

GIRLS:

Summer
Black lace-up shoes
White ankle length socks
College tartan skirt
College white short sleeve shirt with tartan inlay
Navy College jersey

Winter
Black lace-up shoes
Long navy socks with College stripes or navy tights
College tartan skirt
White long sleeve cotton shirt with College crest on pocket
College tartan tie
Navy College jersey
Navy “bomber” jacket (Grades 1 – 6)
Navy blazer (Grades 7 – 12)
[Top]

THE SPORTS HOUSES
The historical Cornish theme of the College is continued in the sports houses. They are Truro, Bodmin, Penzance and Camborne.

Truro is the largest town in Cornwall and is the business centre of the Dutchy. Bodmin is the administrative capital of Cornwall and houses the Regimental Museum of the Duke of Cornwall’s Light Infantry Regiment. Penzance is the sea port of pirate fame situated in the extreme south of Cornwall. Finally, Camborne is named after the Camborne School of Mines that trained the Cornish miners who have made such an impact on the South African economy.

Whether it be drama, hockey, swimming or athletics, Cornwall Hill learners contest the inter house competitions with considerable keenness. [Top]

COLLEGE TRADITIONS
Apart from the traditions inherited from the historical landscape around it, the College has built up some very interesting phase-specific traditions.

In the Pre-School the 100 Days Walk and the Teddy Bears’ Picnic are highlights on the calendar. The year ends off with the Nativity Play that is always a great delight.

The Preparatory School have their annual Entrepreneurs’ Day and the English week that exposes learners to a wide range of literary experiences. An annual production which alternates between School, Preparatory and college in alternate years is another highlight. Regular educational excursions expose learners to a wide range of experiences outside the College.

The Junior College enjoys a second term highlight in the Integrated Dinner, which brings all cultures and countries together in an evening of sharing, dancing, food and fun.

At College level, the Valentine’s Ball, with its community spirit, is always eagerly anticipated. Polar Bear Day with its mid-winter swim in the pool and big freeze is only for the brave. The Literacy Day with costumes set around characters from literature is another favourite tradition.

A meaningful part of College tradition is the way we care for others. The College is involved weekly in a collection for less fortunate communities related to the Sisters of Mercy in Winterveld, north of Pretoria. A relationship with the Irene Middle School, a disadvantaged school nearby, sees the College interacting in a variety of ways to help uplift that school. The College also contributes meaningfully to the upkeep of our local SPCA and the Irene Homes, an institution for the mentally handicapped. Twice annually the College learners donate blood en masse to the Blood Bank of South Africa. [Top]

PASTORAL CARE
Health Co-Ordinator
The College has a full-time qualified nursing sister on the premises to look after the health + wellness needs of learners and staff. In the College Sick Bay, the College Sister is equipped to handle a wide range of medical situations.

The College Health Co-Ordinator also sits on the College Safety Committee. She runs First Aid Courses for learners and staff. She also co-ordinates the random drug tests that are conducted at College level.

Tutorship
Throughout the College learners have the attention of a tutor teacher who plays an important role in the pastoral care of each learner. Whether as a class teacher or a form (i.e. grade) tutor, teachers are always on hand to look after a learner’s needs.

Learner guided tutorship is also available for learners who need extra assistance with their academic work. Senior, capable academics make themselves available to learners in lower grades who benefit considerably from the one-on-one assistance offered.

Guidance Tutors
The College has two full-time, qualified Guidance Tutors who are available to provide councelling, information and advice to learners at any time. The Guidance Tutors run the College’s Life Skills programme. [Top]

COLLEGE DISCIPLINE
The fundamental principle applied in the relationships between people at all levels of the College is that of mutual respect. Learners are encouraged from an early age to take responsibility for their environment and their behaviour. Christian principles as contained in the College’s value statement handbook, are emphasised in College assemblies and lessons. At all levels and in all phases of the College the importance of healthy relationships and open communication is focused upon.

The College Code of Conduct for learners, enclosed below, available to all parents, learners and staff, is an important document. It sets out in detail the philosophies of the College in regard to discipline, the standards expected of learners and the action taken when misdemeanors occur. The process of follow-up and the way disciplinary hearings are conducted are also carefully set out in the document. In this way all role players understand fully the expectations and processes.

As a result of the College’s structures and procedures, incidents of a serious disciplinary nature occur very seldom. Our learners feel secure in a loving, caring environment where self worth and accountability to the values and ethos of the College go hand in hand.

In this way learners maximise the opportunities a well-rounded education provides. The College provides a way of life at school that inspires confidence and a mature independence in all its learners. [Top]

SPIRITUAL GROWTH
The spiritual aim of the school is to assist learners maintain a focus on Christian values and how to enrich their inner lives. The College follows a non-denominational Christian programme brought out in assemblies and lessons in all phases of the school. The College Chaplains are the spiritual guides and advisor to both learners and staff. Although not a full-time member of staff, their quality inputs enrich the College community.

In the weekly assemblies all staff and learners are encouraged to take responsibility for presenting an aspect of the spiritual message. Along with spiritual issues, themes such as environmental awareness, tolerance and compassion, the value and meaning of true friendship, relationships and personal health are all given emphasis as part of the moral message in College assemblies.

The themes presented in assemblies are taken up by the Guidance Tutors and applied in Life Skills lessons. Featured strongly as part of the awareness programme is the College’s HIV/Aids Policy. Learners are taught from an early age the importance of taking care of one’s own body and body fluids. Each classroom is provided with latex rubber gloves and learners are encouraged to use these in case of need. [Top]

THE COLLEGE DAY
The length of the College day varies from phase to phase. School begins at 07:40 in the College and at 07:45 in the Pre-School and Preparatory School. The Pre-School day ends at 12:45. Learners should be collected by 13:15, unless staying for Aftercare, which ends at 17:30. Some learners in the Pre-School stay for sport, but this is by private arrangement with coaches.

The Junior Preparatory School day ends at 13:10. The Co-Curricular Programme happens on selected days and takes place from 13:30 until 14:15. Aftercare facilities are available for  learners that are not taking part in any sports or other school activities at an additional cost until 17:30.

Senior Preparatory classes end at 13:30 Monday to Thursday and at 13:10 on a Friday. The Co-Curricular programme usually runs until 16:15, depending on the activity.

Classes in the Junior and Senior College end at 14:10 Monday, Tuesday, Thursday and Friday and 13:00 on Wednesday. The Co-Curricular Programme ends at the same time as the Preparatory School. Grade 7 follows a different time table. [Top]

THE ROLE OF THE PARENT
The application of discipline through a Code of Conduct to maintain an orderly co-existence among educators, learners and parents is never without tense moments, especially when one’s own child is involved.

This Code of Conduct will evolve in time as educators, learners and parents work together. The Code of Conduct is compiled in consultation with a number of quality schools and by applying our own professional experience and vision for Cornwall Hill College, its educators, learners and parents.

Parents are asked to assist with the following:

IN CONCLUSION
It is important that every school has a vision, or a dream. We, at Cornwall Hill College, concur with Nelson, Lott and Glenn in their vision of the ideal school:

“We have a dream. The dream is about schools where young people are treated with respect and have the opportunity to learn the skills they need for a successful life. The dream is about schools where children will never experience humiliation when they fail, but will instead feel empowered by the opportunity to learn from their mistakes in a safe environment. It is a dream about schools where students learn co-operation instead of competition, where students and teachers collaborate on solutions. The dream is about students and teachers helping one another to create an environment that inspires excitement for life and learning because fear and feelings of inadequacy and discouragement are not longer part of the learning environment. The end result is an educational system that nurtures young people and gives them skills and attitudes that will help them be happy, contributing members of society”. (Nelson, Lott & Glenn – 1997) [Top]