Montgomery & Miller Academy

Youth Day

On this Youth Day, we remember the learners of 16 June 1976.

We honour their courage.
We acknowledge their sacrifice.
We reflect on the role that education has played—and continues to play—in shaping our country.

May we never take for granted the opportunities that many fought so hard to secure.

Support is not simply about helping learners when they are struggling.

It is about knowing when to challenge, when to guide, when to encourage, and when to hold learners accountable.

This is one of the advantages of an intentionally small school.

Support becomes personal because learners are known.

Known. Guided. Supported.

"Our children feel seen, supported, and encouraged to be themselves."

Few compliments mean more to us than this.

Education is about more than marks, assessments, and reports. It is also about confidence, belonging, and helping young people feel comfortable in who they are.

We are grateful to this parent for allowing us to share their words.

Known. Guided. Supported.

Smaller classes should mean more than fewer desks in a room.

They should mean more chances to speak, to ask, to think aloud, to be challenged, and to be noticed.

That is where participation starts.

And participation matters.

Known. Guided. Supported.

Educational quality should never be confused with educational scale.

One of the assumptions we often make in education is that bigger automatically means better.

But what if the more important question is not how big a school is, but whether it provides the conditions for a learner to grow?

Emma's story is one example of why intentionally small schools are not a compromise, but a different educational choice built on a different philosophy.

Known. Guided. Supported.

There is a quiet assumption in education that bigger is better.

Bigger campuses.
Bigger programmes.
Bigger reputations.

But educational quality should never be confused with educational scale.

In her latest article, Dr Myburgh reflects on why intentionally small schools are not a compromise, but a different educational choice built on a different philosophy.

Not less.

Different.

Known. Guided. Supported.

Earlier this term, a group of Grade 11 learners raised an interesting question:

Does spending more time at school necessarily result in better learning?

Rather than making assumptions, we asked our learners and parents for their views.

The feedback was clear.

While academic standards remain non-negotiable, many highlighted the importance of focus, engagement, effective study habits, balance, and the quality of time spent learning.

After careful consideration, we have decided to reduce the length of the school day by 35 minutes from the start of Term 3.

This decision is not about lowering expectations.

It is about being intentional with time.

At Montgomery & Miller Academy, we believe that what happens during the school day matters more than how long learners spend at school. Great teaching, meaningful relationships, focused learning, personal development, and learner wellbeing cannot be measured in minutes.

We are grateful to the learners and parents who contributed to the conversation.

Known. Guided. Supported.