Research has shown Philosophy that learners in impoverished communities start schooling with major disadvantages and when they complete their schooling they leave with the same disadvantages. To change the status quo and break the cycle of underachievement and poverty, we as management serving impoverished communities must strive first of all to ensure basic functionality which implies efficient management of: personnel, finances and resources. It is only when staff are deployed strategically that learners are properly managed and an ethos of order and discipline prevails. Sound financial practices and careful use of resources ensures that maximum value is derived from the limited finances and that existing resources are well maintained while additional resources are acquired. The effective management of these funds and resources ensures the establishment of an environment that is conducive to education, enables educators to implement systems that promote order and discipline and programmes that promote the holistic development of learners. Order and discipline are the foundations on which skills, knowledge, a positive attitude and good values are built. Secondly the policies, systems and procedures do not on their own make for a successful school, more important is the implementation of these policies, systems and procedures and the monitoring thereof. Of greatest significance are the systems for accountability in respect of curriculum delivery. Curriculum being the core function of the school, the systems for accountability ought to include instruments for monitoring of quality. These instruments ought to ensure accountability between educator and HOD and between HOD and Senior Management. Furthermore, these instruments need to be used on a regular basis to ensure quality teaching and learning is taking place. It is expected that if planning and preparation is of a high standard the quality of interaction between educator and learner in the classroom will be one of quality. Thirdly as educators serving impoverished communities we must acknowledge that for various well known reasons parental involvement in their children’s education is minimal, the conditions within the community and in the homes are not conducive to studying and learners lack motivation. Therefore it is incumbent upon us to put in place intervention strategies that will create opportunities for learners to spend more time on their studies. Here we are fortunate to have ASSET (Association for Educational Transformation) assisting us with Saturday Classes, Holiday Classes and Life Skills Programmes which include regular motivational sessions and most importantly opportunities for learners to spend more time on their studies. In addition to Saturday and Holiday Classes educators have early morning and afternoon classes and learners organise themselves into study groups for evening sessions. Arrangements with class teachers and support staff or security personnel is made for learners to use the school for evening self-study or group work sessions. The group sessions are useful for the motivation of learners as it helps them to cope with the pressure and they are able to stay focused. Lastly yet most importantly the spirit that prevails in the school, especially among the staff is that of a family.
