About

learn

Vision

Connecting children to their talents, smarts, strengths and interests through which they can develop a vision for their lives and a personal practice that grows peace and dignity in the world.

At Forres we are concerned with the mastery of knowledge as well as the mastery of self.

A good head and a good heart are always a formidable combination

commitment

Our Commitment to You and Your Child

Forres School is committed to moving away from a ‘one size fits all’ education by:

Teaching children how their brain works and how to think rather than just remember.

Personalising the learning journey with high-quality teaching shaped around the way children learn and achieve their best.

Actively teaching and running programmes that develop emotional intelligence and resilience.

Creating the conditions of a school culture that respects and appreciates difference so that children will thrive in a multicultural world.

Developing in our children the kind of compassionate guardianship our planet needs and a belief that they can make a difference.

Staying at the forefront of educational developments and the personal and professional growth of all its staff.

Involving parents as active and valid partners in the education of their children.

approach “Educating the mind without educating the heart is no education at all.” – Aristotle

A Framework of Learning

(hover or click on the elements in the image below to read more)

Thinking
School

Personalising the learning journey by shaping education around individual need, interest and aptitude so as to ensure that every child achieves and reaches the highest standard possible for them.

We believe that schools do play a role in the making and shaping of a new society. To this end we actively teach and run programmes that develop positive social and emotional behaviour and raise awareness around social justice issues.

Feeling
School

The
Learning
Portfolio

When a child joins Forres we create a Learner Portfolio that reflects their interests, strengths, weaknesses and passions.
It also reflects whether learning milestones are being achieved and the individual support, strategies and extension that is required to achieve these milestones.

Growth
Mindset
Ethos

Every child can develop their brain, abilities and talent through applying effort, hard work and self discipline. It does not just ’happen’ because you have talent or are clever. You have to grow your brain.

Multiple
Intelligences

At Forres we seek to broaden the scope of a child’s potential beyond the idea of IQ which only focuses on mathematical and linguistic intelligence. We include the full range of human intelligences, (bodily/ kinesthetic, musical, visual/ spatial, interpersonal, intrapersonal, naturalist) and choose to ask the question ‘what kind of smart are you?’ and not ‘how smart are you?

Brain
Based
Learning

Research on how the brain, mind and body work together is exploding and is the new paradigm through which we understand how to teach and how we learn at Forres. We teach children to think rather than just remember and we teach children how their brain works.

Teaching
to
Talent

Every child has a talent to do well at something. The trick is to find that something. As teachers we are also in the business of talent spotting: identifying and supporting the development of talent. We focus on strengths and talents and endeavour to create platforms upon which children can stand and develop their own unique abilities/interests.

Resilience

A programme which is driven through the whole school that equips children with the social/emotional skills, strategies and resources to navigate through an ever changing world and bounce back from adversity.

Diversity

To embrace and celebrate the richness of all kinds of diversity at every level of the school. To create the conditions of a school culture that respects and appreciates difference and teaches the skills to live in a multi cultural world.

Roots & Shoots

Each year children identify a people, animal and earth campaign. They run campaigns around these projects with the aim of raising awareness on environmental issues and the challenges facing our world. In choosing and driving these campaigns, children develop a sense of hope and the belief that they can make a difference.

Behaviour Management

Our Behaviour Management/Code of Conduct Policy is restorative in spirit. Whilst providing consequences to behaviours it also seeks to educate and support children in finding a better way to relate to each other. It includes the active teaching of social/emotional competencies

Mentoring & Counselling

We believe that supporting children in their emotional and relational journey is vital. It is expected that all of our teachers are able to mentor and counsel the children in their care. To this end, staff undergo ongoing annual training in Narrative Practice which is the umbrella philosophy that covers all practices in the school. There is also an in-house Narrative Practioner who consults and co-counsels with staff.

Web of Care

Our Web of Care embraces all of the paradigms listed above. It is through and by this team that every parent, teacher and child is helped and supported in their learning journey, emotionally socially and academically. Teachers consult with the TSTeam weekly, where children’s portfolios are checked, updated and individual learning plans developed where needed. In this way the personal learning journey is continually evaluated. Parents are seen as valuable partners in this process and often participate in meetings.

Narrative Practice is the umbrella philosophy that covers all practices in the school.

At Forres we adopt a position that children live their lives according to the stories they tell about themselves. As teachers we stand accountable and believe we hold the power to develop narratives that are positive and help children to build a vision for their lives. We engage in annual and active teacher training which equip our teachers with the skills to look for and grow these celebratory and hopeful narratives about our children.

team

The Forres Team

Kim Van Der Hoven

Director

Forres is the culmination of a lifelong passion I have always had for children and education both professionally and as a mother with 4 children of my own. It is my greatest wish that your child’s experience at Forres will provide them with a positive and life affirming foundation upon which they can build a vision for their lives. My goal is that they will leave Forres knowing what their talents, strengths and passions are and that they will make a meaningful contribution to their communities and the world at large.

Vaughn Bond

Headmaster

I feel truly privileged to lead such an outstanding school. I have resonated with the conscientiously developed ethos of the school that teaches empathy, kindness and compassion alongside a rigorous, academic programme. A programme that is informed by current cognitive research on how the brain loves to learn. We achieve this in a safe, caring atmosphere with dedicated teachers who are thoroughly equipped for this task. As a Narrative School, we believe that we are the custodians of children's stories. In my travels through life, I have realised that the stories we tell ourselves have a significant influence on the way we live our lives. I subscribe to the idea that my everyday work as a school leader is to promote and develop positive and honouring stories for children that will become a foundation upon which they can build their lives.

Jacky Wolverson

Deputy Head

I come from a family of teachers and believe that it is one of the most fulfilling and stimulating professions in the world. My purpose as an educator is to inspire and educate children, so they are prepared with the confidence and relevant skills needed to thrive in life. I believe that Forres provides a framework of learning and forward-thinking leadership that ensures this type of learning in a safe environment. I hold the dream that every child who passes through my hands will become a fearless, independent thinker and develop a deep understanding and appreciation of the diverse and multi-culturally rich world we live in.

staff Nursery - Grade R

Pre-school

Hilly Olckers

Head of Preschool / Grade R

Rina de Water

Nursery 1 Teacher Assistant

Debbie Le Mesurier

Nursery 1

Zukiswa Mei

Grade R Teacher Assistant

Tasneem Esau

Nursery 2

Odette Ndala

Nursery 2H Teacher Assistant

Linily Kumwenda

Nursery 2 Teacher Assistant

Joy Merryweather-Smith

Nursery 3

Thandeker Joni

Nursery 3 Teacher Assistant

Thuliswa Niyabo

Nursery 3 Teacher Assistant

Candice Petersen-Zimri

ASC

Helen Redfern

ASC – Pre-School

Katherine Hall

Teacher

staff Grade 1 - Grade 3

Foundation - Phase

Kathy Mostert

Head of FPhase / Grade 1

Verena Doyle

Grade 2

Susan Beauchamp

Grade 3

staff Grade 4 - Grade 7

Intermediate - Phase

Taryn Bijl

Grade 4

Stephen George

Head of Sport / Grade 5

Jacky Wolverson

Head of IPhase / Grade 6

Yakoub Sirkhoth

Grade 7

Sue Cloete

Afrikaans

Simphiwe Mahlanyana

isiXhosa

staff Preschool - Grade 7

Music, Drama & Sport

Helen Broekmann

Music Department Co-Ordinator

Shirley Sutherland

Choir and music teacher

Avril Kingsey

Guitar

Grant Adams

Marimba

Stephen George

Head of Sport

Anne van Niekerk

Playball

staff Forres

Support

Jacqui Aling

Remedial Teacher

Collette Atkins

Remedial Teacher

Leigh Mylrea

Support & Curriculum Specialist

Linda van Duuren

Counsellor & Mentor to Staff & Children

staff Forres

Admin Staff

Glenda Thomas

School Secretary

Cheryl Thompson

Campus Secretary / Admissions

Anthea Crowster

Bursar

staff Forres

Service Staff

Nonzukiso Ntungelo

Cook

Michael Piri

Groundsman

Mr Zibi

Security Guard

Stanford Mbatsha

Groundsman / Driver

Gilbert Mwandira

Caretaker / Driver

Zamakaya Badi

Groundsman

staff Forres

Interns

Tiffany Cottle

Intern

Ra-eesah Adams

Intern

Thozi Ndlazi

Intern

history

Our History

Inspired by the forest that covered Rondebosch Common at the time

Forres was founded in 1948 by Mrs Cuthbertson, Miss Fawcett and Miss Brunyee who, inspired by the forest that covered Rondebosch Common at the time, named their school after the heath in Shakespeare’s Macbeth where the three “hagged sisters” meet!

Initially, the school functioned as a preparatory school for boys only, aged 3 to 8, run on the lines of similar schools in England. Today Forres is a dynamic, co-educational Preparatory school which is well known for keeping abreast with current and cutting edge, educational approaches and paradigms. Forres offers a full pre-school (2 – 6 years) and preparatory school (Grade 1 – 7) programme, in a small-class environment.

The school is housed in two, charming turn-of-the-century houses, with extensive grounds and gardens, in the heart of Rondebosch a popular suburb in Cape Town.

Read

A Recent History of Forres

Taking the 2nd Step : An Exercise in Belongingness

progressive

Today Forres is a dynamic, co-educational Preparatory school which is well known for keeping abreast with cutting edge, educational approaches and paradigms in a small-class environment.