Ruimsig January 2026

Meet Natasha Pillay: Nurturing Potential at Crawford International Fourways With nearly three decades in education and 14 years at Crawford International, Ms Pillay brings a unique blend of academic rigour, lived experience and heartfelt purpose to every classroom. Guided by a belief that every child can thrive when they feel truly valued, she continues to inspire students through inclusion and genuine care. The Road to Teaching Ms Pillay's teaching career spanning close to 30 years began in 1998 with the KwaZulu-Natal Department of Education, before extending internationally with a stint in the United Kingdom. This breadth of experience has shaped a grounded, versatile approach to education that draws on both local and global perspectives. The foundation was laid at Springfield Teaching College, where a first-principles approach to teaching was instilled, one that continues to inform her classroom practice today. Since joining Crawford International on 28 May 2012, Ms Pillay has become a trusted and valued member of the community, approaching the end of her 14th year at the school. Qualifications and Subjects Taught A commitment to lifelong learning is evident in Ms Pillay's impressive academic record. Alongside the foundational diploma from Springfield Teaching College, her qualifications include a B Comm degree majoring in Financial Management, completed in 2006, and a B Ed Honours degree majoring in Inclusive Education, completed in 2012. The focus on inclusive education speaks directly to a deeply held belief in the right of every student to access meaningful, supportive learning. Teaching Philosophy At the heart of Ms Pillay's approach is a simple but powerful conviction: that every child can reach their full potential when they feel supported and valued. "I aim to create a safe, inclusive space where students feel confident to take risks and explore new concepts. Seeing my students grow, take initiative and discover their strengths motivates me every day as a teacher." This philosophy is not merely aspirational. It is lived out in the daily rhythms of the classroom, where safety is treated as a prerequisite for academic growth and where each student is encouraged to believe in their own ability. What Ms Pillay Values About Teaching at Crawford The curiosity and unique perspectives of Crawford's students are what make each day inspiring. Whether asking unexpected questions, approaching problems from fresh angles, or challenging themselves to grow, these students bring energy and authenticity to the learning environment. Working within the framework of the IB philosophy has deepened Ms Pillay's own practice as a teacher and reinforced a commitment to continued learning alongside her students. Crawford International is seen not simply as a place of employment, but as a community of shared values and shared growth. Beyond the Classroom Outside of school, Ms Pillay finds joy in cooking hearty meals for a son currently studying Engineering at university. Weekends often include hiking trails at Hennops, where the outdoors offers space for reflection and renewal. In recent years, a personal journey toward greater spiritual awareness has also taken shape, through reading, visiting places of spiritual significance and the practice of meditation. It is a pursuit that speaks to the same values she brings into the classroom each day: intentionality, openness and a desire to keep growing. Quick facts Joined Crawford International on 28 May 2012, completing 14 years at the end of May 2026 Teaching career began in 1998 with the KwaZulu-Natal Department of Education Also taught in the United Kingdom Qualifications: Springfield Teaching College Diploma · B Comm in Financial Management (2006) · B Ed Honours in Inclusive Education (2012) Enjoys hiking at Hennops, cooking and spiritual development through reading and meditation Proud parent of a son studying Engineering at university

Explore the science behind play-based learning and how it shapes children's cognitive development — from memory and attention to creativity and executive function.

Ms van Straaten is a passionate early years teacher who believes the foundation for a child’s lifelong love of learning is built in the earliest stages of schooling. Recently stepping into her role as a Grade 0 teacher at Crawford International Bryanston, she brings warmth, insight and experience to her classroom, creating an environment where young students feel safe, valued and ready to explore. The Road to Teaching Ms van Straaten holds a BEd degree in Psychology and Human Resource Management, as well as a PGCE in the Foundation Phase. Her background in psychology informs her understanding of child development and emotional well-being. She began her teaching career as a Grade 000 teacher, where she spent three years helping young children build strong early foundations. During this time, she developed a deep appreciation for the importance of play, secure relationships and responsive teaching in the formative years. Her move into Grade 0 marks an exciting next step as she continues guiding students through important developmental milestones. Subjects and Focus As a Grade 0 teacher within an IB framework, Ms van Straaten supports learning through a play based, inquiry driven approach aligned with the Primary Years Programme. She guides students through early literacy and numeracy development while also supporting their social, emotional and creative growth. Through carefully planned learning experiences, she encourages curiosity, independence and holistic development. Teaching Philosophy Ms van Straaten takes a holistic approach to learning. She believes emotional wellbeing is central to academic progress and prioritises creating a classroom where children feel secure, understood and confident to take risks. “In the early years, children are developing far more than academic skills. They are building confidence, learning how to express themselves and beginning to understand the world around them. At Crawford International Bryanston, I believe it is important that every child feels safe, supported and encouraged to explore. When students feel emotionally secure, they are more open to learning, collaboration and growth,” shares Ms van Straaten. What She Values About Teaching Ms van Straaten finds great fulfilment in witnessing the transformation that happens during the early years, from developing confidence and independence to celebrating meaningful developmental milestones. Working with young children continues to inspire her daily and she remains committed to nurturing not only their academic readiness, but also their emotional and social development within the Crawford community.

In a significant recognition of its leadership in sustainable education, ADvTECH - Africa's leading private education provider - has been honoured for exceptional environmental stewardship at the Wildlife and Environment Society of South Africa (WESSA) Centenary Awards. Celebrating a century of inspiring environmental action, education, and advocacy under the motto “People Caring for the Earth”, WESSA acknowledged ADvTECH's deep integration of the Eco-Schools South Africa programme for its unparalleled scale and impact. “As WESSA marks 100 years of environmental leadership, partnerships like the one we share with ADvTECH remind us why environmental education remains one of the most powerful tools for long-term change,” says WESSA CEO Cindy-Lee Cloete.  “When 42 schools within a single education group commit to environmental stewardship, the ripple effect extends far beyond the classroom into homes, communities and ultimately into the future leadership of this country.” At the awards ceremony on February 27, 37 ADvTECH schools received Silver Awards status, which celebrates two years of WESSA collaboration, and the schools below have shown their lasting dedication by participating in environmental initiatives and raising awareness. Trinityhouse, Little Falls: Gold status (4 yrs.) Crawford International School, Sandton: Platinum 2 status (7 yrs.) Tyger Valley College: Bronze Decade status (12 yrs.) Pinnacle College, Ridgeview: Green Flag Decade status (13 yrs.) Pecanwood College: Platinum Decade 2 status (17 yrs.) Additionally, also recognised for submitting the most eco-snippets All of the ADvTECH participating schools achieved full assessment letters for their submitted portfolios of evidence, with scores ranging from 70% - 98%. Top achieving schools were: Crawford International School, La Lucia Maragon Olympus, Faerie Glen Crawford International School, Sandton Crawford International School, Lonehill Abbots College, Northcliff Additionally, ADvTECH received a Partnership Award in recognition of its outstanding and unique contribution to environmental stewardship. “It has been another incredible year working closely with the WESSA champions at our schools, as well as the dedicated WESSA team. Throughout 2025, we witnessed some of the most inspiring and comprehensive portfolios of evidence ever submitted, reflecting not only commitment but also genuine passion for environmental stewardship and sustainability. The quality, creativity, and consistency demonstrated by our champions have set a remarkable standard and continue to inspire positive change within their school communities,” says Krystal Munian, Academic Advisor and WESSA Lead. “We extend our sincere gratitude to every champion and the school teams for their phenomenal hard work, perseverance, and dedication to advancing the project’s goals. And we are excited about the year ahead and look forward to building on this momentum through new activities, innovative initiatives, collaborative projects, and continued growth across all participating schools.”

Melvyn, a 2023 Crawford International School graduate, left Crawford in pursuit of excellence in the field of business and hospitality in Switzerland. Two years in, he continues to represent not just Crawford but all of Africa as a student-ambassador in Europe. He has gotten work experiences in Switzerland’s top hotels (including the The Dolder Grand - Ranked 1st in Switzerland in 2024 and The Chedi Andermatt - a five-star superior hotel) which are equipping him with valuable skills from the best of the best alongside his education at a renowned Swiss Institution. Whilst at Crawford, Melvyn was exceptional academically as well as in extra curriculars and sports. He completed his IGCSE’s with: 4 A*s, 2 A’s and 2 B’s before completing his O and A Levels. Whilst at school, he also received several distinctions and achievements including: Game Jam 2022 winner ( LINK ) Best in Business & Global Perspectives 2021 Commendation in Leadership Award 2022 Most Promising Football Player 2019 The Top in Languages Award 2021 The Good Fellowship Award 2021 Now in Switzerland, Melvyn is pursuing a degree in Business and Hospitality at the prestigious Business & Hotel Management School (B.H.M.S), where he continues to uphold the same standard of excellence that defined his time at Crawford Tatu. Alongside his academic journey, he is an active member of the school football team, balancing elite sport with the demands of a rigorous programme. His commitment to performance has earned him multiple GPA-based scholarships, recognising his consistent academic achievement. At the same time, he is gaining hands-on industry experience within Switzerland’s world-class hospitality sector, allowing him to seamlessly integrate theory with practice. Through his dedication both in the classroom and in the workplace, Melvyn continues to grow as a well-rounded leader, proudly representing Crawford and Africa on an international stage.

Going to boarding school is a thrilling journey, but it can also feel a little overwhelming at first, and it is perfectly natural to feel both these emotions! For parents, the thought of their child living away from home may be both comforting and hard. It’s heartening to know that your child is becoming more independent while still being cared for, but it can also be hard to get used to. Our boarding facilities at Crawford International North Coast welcome students from as young as Grade 6 and are meant to feel like a home away from home.  From the first day, each student has their own room, which gives them a private space they can make their own. Every space starts off as a blank canvas, ready for students to add their own touches that show who they are and make them feel at home. Having a place to go that feels safe and pleasant after a packed day of lessons, sports, and other activities makes a big difference. Our highly experienced team encourages students to bring personal items from home that are familiar and make them feel at home. A Bluetooth speaker, a scented diffuser with a scent familiar to home, or framed family photos can make the room feel more like their own right away. There are a lot of ways boarders can make their rooms feel like a cozy refuge. To create a room, warm that is warm and stylish, students can think about adding fairy lights, soft throw blankets, colourful cushions, Polaroid photo walls, indoor plants, motivating books, or a plush rug. These small details make the room more than simply a place to sleep; they make it a place to recharge and show off their creativity. These things make a plain room feel like their own, motivating, and intimate. At Crawford International North Coast, boarding is more than just a place to stay. It's a time of independence, privacy, and community when every student thrives!. Our boarding ensures comfort and connection while our campus offers safety and serenity for our 100 boarders. Located just 10 minutes from Durban’s King Shaka International Airport, we are conveniently located for all our students travelling to Durban by air

At Crawford International Tatu City in Kenya, Mr Kizito Wafula Okumu has been part of the journey from the very beginning. As a pioneer teacher who joined the campus in 2018, he has helped shape both the academic and co-curricular identity of the school during its formative years. Mr Okumu teaches French from Primary through to A Level, bringing more than 16 years of experience in the subject. His path into teaching began with a simple yet influential note written in his Form 2 French book by his own teacher, encouraging him not to abandon the language because it would open doors. That advice proved decisive. He went on to complete a Bachelor of Education in French at Kenyatta University, further improving his proficiency through certification with Alliance Française and continued engagement with native speakers. Teaching for Global Perspectives For Mr Okumu, language is more than curriculum content. It is access to culture, connection and global opportunity. When visiting his classroom, one experiences this belief in action, encouraging students to see French not simply as a subject, but as a gateway to the world. Beyond the classroom, Mr Okumu serves as Deputy in charge of Sports and Outreach. A former competitive hockey player who won three national trophies during his school career, he understands the discipline and resilience that sport demands. He continues to be actively involved in the sporting community and brings that same commitment to Crawford International Tatu City, with a clear ambition to strengthen the school’s sporting profile. Equally important is his dedication to community outreach. Under his leadership, students participate in initiatives that extend beyond charitable giving. They are encouraged to take ownership of projects, to understand the realities faced by others and to develop empathy alongside leadership. It is an approach that reflects the Crawford commitment to educating the whole student. Teaching Philosophy Each morning, Mr Okumu greets students as they arrive on campus, energised by their curiosity and ambition. His philosophy is grounded in balance, “a sound body supports focus, perseverance and joy in learning. A sound mind brings purpose, strategy and sportsmanship to physical endeavours” he shares. Inside the School Day  When asked what inspires his energy and love for teaching, he shares, “I’m inspired every morning by the joyful smiles of our students arriving excited for the day ahead. Standing at the foyer meet-and-greet, I get to witness their aspirations firsthand and embrace the privilege of helping shape these bright young global leaders alongside our incredible team." Interesting facts about Mr Okumu: Pioneer teacher at Crawford International Tatu City since 2018 Deputy in charge of Sports and Outreach Proud husband and father of two sons Enjoys nature, camping and off roading Former competitive hockey player with three national titles As Crawford International continues to shape global leaders across Africa, teachers such as Mr Okumu embody the shared values that connect our campuses. High standards. Global outlook. And a belief in developing students who are prepared not only for exams, but for life beyond school.

“Two generations. One school. A lifetime of Crawford values.” For the Sher family, Crawford International Sandton is not simply a school they attended; it is a shared chapter written across two generations, shaped by consistent values and evolving opportunity. Dalene Sher matriculated in 1994, earning four distinctions in English, Science, Biology and Latin. Her daughter, Samantha Sher, followed nearly three decades later in 2022, achieving an average of 87.54%, eight distinctions and a Top 5% Commendable Achievement, placing tenth in her grade. In 2025, her son, Justin Sher, completed the journey in exceptional style, with an average of 93.46%, eight distinctions, a Top 5% Outstanding Achievement and first place in his grade. Each result stands on its own merit, yet together they tell a richer story of legacy, growth and shared ethos. Looking back, Dalene describes the experience in three words: legacy, continuity and pride. To see the same school shaping both parent and children across decades is rare and deeply grounding. While Crawford has evolved in facilities, scope and scale, its values have remained remarkably consistent. Experiencing the school first as a student and later as a parent offered a unique perspective, one that revealed how the same environment that once shaped a teenager later helped form confident, capable young adults. Within the Sher household, education was never treated as an isolated outcome. It was a way of life. Curiosity, independence, respect and balance became family language, often reinforced by classroom conversations, parent talks and shared reflection. Academic achievement mattered, but it was always framed as a stepping stone rather than a destination. Confidence of voice, respect for individuality and a belief in lifelong learning became defining Crawfordian traits carried well beyond the school gates. For Samantha and Justin in particular, the shared Crawford experience created an enduring bond. Inside jokes about teachers, traditions, houses and events still surface, along with a deep mutual understanding of the pressures, expectations and opportunities that school life presents. That shared understanding has fostered empathy across generations, bridging past and present with ease. Belonging to the Old Crawfordian Society has extended that connection further. For the Sher family, it represents a sense of belonging beyond graduation, a shared identity that transcends age, along with a healthy dose of traditional rivalry. Staying connected after matric reframes education as a lifelong relationship rather than a single chapter. Through sport, service and cultural involvement, both Samantha and Justin remained connected to younger students, making mentorship and giving back feel like a natural progression rather than an obligation. Alumni communities matter because there is strength in connection. They preserve continuity, provide role models and create networks of practical and emotional support. In sharing their story, the Sher family hopes current students and fellow alumni recognise that education has the power to connect generations, shape families and deepen understanding long after school years have ended. For the Sher family, success has always meant more than results alone. Character over certificates is a guiding principle, even while acknowledging the importance of academic rigour. Living up to one’s potential, pushing natural ability and cultivating resilience, integrity and adaptability remain central to their definition of achievement. Crawford prepared each family member differently, yet from the same foundation. Dalene credits the school with instilling perspective, adaptability and confidence. Samantha found her voice, independence and balance, attributes that supported her transition to international tertiary studies and her leadership within university sport. For Justin, Crawford became a platform for leadership, responsibility and growth, meeting him where he was and enabling him to surpass ambitious goals through service, sport and academic excellence. Their advice to today’s students is simple and wise: focus on process over pressure. Plan early, stay organised, say yes to opportunities and step beyond comfort zones. Balance matters, and fulfilment comes from pursuing what you genuinely enjoy, not what is merely popular. As a family, they describe Crawford International Sandton as “where we learned to grow, question, lead, discover and belong”. Knowing that their story now forms part of Crawford’s broader legacy brings both gratitude and responsibility, an honour coupled with a commitment to contribute meaningfully to the school’s ongoing story.  To be a Top Achiever at Crawford is not only about standing at the top of a list. It is about leaving with values that endure, relationships that last and a sense of belonging that carries forward, sometimes, across generations.

Language development is essential to how students think, communicate and engage with learning. From early sounds to confident speech and writing, language grows through a close relationship between the brain, social interaction plus environment. Recent research continues to deepen our understanding of how children learn languages and how schools and parents can support this process with intention. How the Brain Learns Language Current neuroscience confirms that children are biologically prepared for language learning from birth. The early years remain a sensitive period for language development, during which the brain is especially responsive to sounds, rhythm and structure of language (Gabrieli et al., 2022). Language learning involves several connected brain regions. Areas linked to understanding meaning and producing speech work together through neural pathways that strengthen with repeated use. Studies using brain imaging show that these pathways develop through exposure and interaction rather than direct instruction alone (Skeide and Friederici, 2023). Importantly, the brain learns language through use in real contexts. Children learn words, sentence patterns and meaning by listening, responding and engaging in conversation. This explains why students benefit most from orals, storytelling and meaningful communication across home and school environments. Stages of Language Acquisition While every child develops at their own pace, language acquisition follows a broadly similar sequence. Early on students begin with babbling, experimenting with sounds and intonation. This stage helps the brain map speech sounds and prepares children for spoken language. Single words usually follow. These words often relate to people, objects or actions that are important in the child’s daily life. As understanding grows, children begin combining words into short phrases or sentences. This shows early awareness of meaning and structure. Over time, grammar develops. Sentences become more complex, vocabulary expands and students learn to adapt language for different purposes. By the early school years, most students can use language to explain ideas, ask questions and support learning across subjects (Clark, 2023). Factors That Influence Language Learning Language development is shaped by a combination of exposure, interaction and environment. Exposure to language is critical. Research shows that students who regularly hear varied and meaningful language develop stronger vocabulary and comprehension skills (Romeo et al., 2021). The quality of interaction matters as much as quantity. Responsive conversations, where adults listen and build on what children say, support deeper language growth. Parent child interaction, shared reading and discussion during everyday routines all play a key role. Play also supports language learning. Through play, children practise new words, negotiate meaning and use language socially. Recent studies highlight play as an important context for both spoken language and early literacy development (Weisberg et al., 2022). Bilingualism and Multilingualism Bilingual and multilingual language development continues to be an area of strong research interest especially in the South African school’s context. Evidence from the 2020s confirms that children can learn two or more languages successfully without negative effects on development (De Houwer, 2021). A common misconception is that bilingual children are confused or delayed. Research shows that bilingual students follow the same developmental stages as monolingual students, although vocabulary may be distributed across languages. Mixing languages is a normal and healthy part of bilingual development. There are also cognitive benefits associated with bilingualism. Recent studies link bilingual experience to stronger attention control, flexibility in thinking and awareness of language structure, especially when both languages are supported consistently (Bialystok and Craik, 2022). How Schools and Parents Can Support Language Learning Language development thrives when schools and families work together. Reading remains one of the strongest tools for language growth. Shared reading builds vocabulary, comprehension and confidence. Talking about stories, asking open questions and linking texts to real experiences deepens understanding. Conversation should be encouraged throughout the day. Teachers and parents can model clear, rich language by explaining ideas, introducing new words naturally and encouraging students to express their thinking through inquiry. Vocabulary can be scaffolded by introducing new words in context, revisiting them often and giving students opportunities to use them in speaking and writing. Visual support, discussion and examples all strengthen learning. Creating language-rich environments is essential. Classrooms and homes that value talk, curiosity and listening support students not only in language development, but across all subjects.  Language is not only a subject of study, but also the foundation through which students learn, connect and participate fully in the world.