Sandton August 2025

Parent-teacher meetings are among the most valuable opportunities to support your child's education. They offer insight into academic progress, classroom behaviour, social development, and overall wellbeing. Yet many parents arrive without a clear idea of what they want to ask, leaving the conversation feeling rushed or incomplete. Preparing a few thoughtful questions beforehand can help you gain a clearer understanding of your child's strengths, challenges, and next steps. This guide expands on our previous advice and shares 12 practical questions every parent should consider asking before their next parent-teacher meeting. Why Preparation Makes All the Difference The most productive parent-teacher meetings are conversations, not one-way updates. While teachers provide valuable insight into your child's experience at school, parents offer equally important perspectives from home. Taking a few minutes to prepare beforehand helps you guide the discussion towards the areas that matter most. Writing your questions down ensures nothing is forgotten, even if time is limited. If you're new to school life, you may also find a guide for first-time school parents helpful as you navigate your child's educational journey. Before the Meeting: What to Do at Home  Review your child's most recent report, assessments, or feedback. Think about any recent changes in their mood, confidence, or attitude towards school. Ask your child if there is anything they would like you to discuss with their teacher. Write your questions down before the meeting. Remember that meeting times are often short, so focus on the topics that matter most. 12 Questions Every Parent Should Ask at a Parent-Teacher Meeting The following questions can help guide a meaningful conversation and leave you with practical next steps to support your child's success. Academic Progress and Performance 1. Is my child working at the expected level for their age and grade? This provides an overall picture of academic progress. Listen for whether your child is meeting, exceeding, or working towards expected outcomes. 2. Which subjects are they strongest in, and where do they need the most support? Understanding both strengths and challenges allows you to encourage continued growth while supporting areas that need additional attention. 3. How does my child approach assessments? Do they prepare well and manage pressure? Success is influenced by more than knowledge alone. Ask about preparation, organisation, confidence, and how your child responds during assessments. 4. Are there any gaps in foundational skills that could affect future learning? Small gaps can become bigger challenges over time. Identifying them early allows parents and teachers to work together before they impact future progress. Behaviour, Effort, and Classroom Engagement 5. How does my child participate during lessons? Find out whether they ask questions, contribute to discussions, remain focused, and engage confidently with classroom activities. 6. Are there any behavioural patterns I should know about? Teachers may notice behaviours that are different from those seen at home. Understanding both positive habits and areas for improvement creates a fuller picture. 7. How does my child respond to feedback or correction? Learning how your child accepts guidance helps build resilience and a positive attitude towards continuous improvement. 8. Does my child persevere when work becomes challenging? Resilience is an important life skill. Ask whether your child keeps trying when tasks become difficult or tends to give up too quickly. Social Wellbeing and Relationships Social wellbeing plays a significant role in both emotional health and academic success. 9. How does my child interact with their peers? Ask whether they have positive friendships, collaborate well with classmates, and feel included within the classroom community. 10. Have you noticed any signs of social difficulty, conflict, or exclusion? Early conversations about friendship challenges can help address concerns before they affect your child's confidence or learning experience. Support, Next Steps, and How Parents Can Help 11. What is one thing I can do at home to support my child right now? Teachers often have simple, practical suggestions that can make a meaningful difference between school and home. 12. If my child needs additional academic or emotional support, what does that process look like? Understanding the school's support structures ensures you know what help is available if needed. Learn more about Crawford's approach to academic support and how we help every student reach their potential. What to Do After the Meeting Once the meeting is over: Write down the key discussion points while they are still fresh. Share the feedback with your child in an encouraging and age-appropriate way. Follow up with the teacher if any questions remain unanswered. Arrange another check-in if ongoing support or monitoring is needed. Remember that a parent-teacher meeting is the start of an ongoing conversation, not the end of one. Making the Most of Your School Partnership Strong partnerships between home and school are built through consistent communication, shared goals, and mutual trust. Parent-teacher meetings are just one opportunity to work together in supporting your child's development. Staying engaged throughout the year helps create the best possible learning experience. If you're exploring educational options, our guide to choosing the right school offers practical advice on what to look for when selecting a private school. Key Takeaways Preparation helps you make the most of every parent-teacher meeting. Arriving with written questions leads to more focused, meaningful conversations. The most valuable discussions cover academic progress, classroom engagement, behaviour, social wellbeing, and next steps. Parent-teacher meetings work best when they result in practical actions both at school and at home. Engaged, informed parents play one of the most important roles in supporting a child's long-term educational success.

Create a realistic mid-year exam revision timetable for Grades 8–12. Learn how to plan your study time, stay organised, and revise with confidence.

When Leah Mari matriculated from Crawford International La Lucia College in 2019, she already had a passion for music, performance and storytelling. Today, she is one of South Africa's most exciting young performers, building an impressive career across musical theatre, film and music. A graduate of the Luitingh Alexander Musical Theatre Academy (LAMTA) in Cape Town, Leah has quickly earned recognition for her talent and dedication. Following her graduation at the academy, she received a nomination for the Fleur du Cap Theatre Award for Most Promising Student in 2024, highlighting her emergence as a rising star in the performing arts industry. Born and raised in Durban, Leah's creative journey began long before she stepped onto professional stages. A singer, pianist and emerging composer, she recorded her first EP whilst doing Grade 9 in 2016 and was a member and soloist of the KwaZulu-Natal Youth Choir. In 2019, she was awarded the prestigious DALRO ACT Scholarship, further supporting her pursuit of a career in the arts. In 2021, Leah was one of two winners of the national Cabaret and Beyond Songwriting Festival. The achievement led to the creation of her original one-act musical, Call Me A Fool, which was produced in association with The Centre for Creative Arts and staged in both Gqeberha and Durban in 2022 under the direction of Steven Stead. A second production followed later that year in collaboration with LAMTA. During her studies, Leah performed in a number of theatre and musical theatre productions at Theatre on the Bay and Pieter Toerien's Montecasino Theatre. Her credits included roles in Mephisto, The Seagull and Cosi, as well as several original South African productions including All Together Now, Come Together and Being Steve. Leah made her professional debut as the alternate Maria in Pieter Toerien and Cape Town Opera's production of The Sound of Music in 2023 and 2024. She followed this with a role in the South African premiere of Stephen Sondheim's Company in 2024. Her breakthrough came when she was cast as Eliza Doolittle in My Fair Lady. Her acclaimed performance earned her both a Fleur du Cap Theatre Award and a Naledi Theatre Award for Best Performance by a Lead Actress in a Musical, cementing her place as one of the country's leading young musical theatre performers. In 2025, Leah expanded her career into film, making her feature film debut as Meera in Lucky Fish. She also appeared in several short films, including Gangsters Tea and At Horizon's End, showcasing her versatility as a performer across different mediums. Most recently, audiences have seen Leah on stage in Chicago: The Musical and Pretty Woman: The Musical. It has also been announced that she will take on the role of Sophie Sheridan in the highly anticipated return of MAMMA MIA!, adding another iconic character to her growing list of achievements. Leah’s journey from Crawford International La Lucia College to award-winning performer highlights how Crawford empowers global leaders to thrive on the world stage. Her success continues to inspire current Crawford students to pursue their ambitions with confidence and creativity. As her career continues to flourish on stages and screens locally and internationally, Leah remains a shining example of what can be achieved when talent is nurtured and dreams are pursued with determination.

Learn what executive function skills are, why they matter in primary school, and how parents can help children build organisation, focus, memory, and self-control.

25 years of science, curiosity and community Fromplant physiology to the physics classroom, a career built on wonder. From the laboratory to the classroom After completing a master’s degree in Plant Physiology and Biochemistry from the University of KwaZulu Natal in 1990, a six-month lecturing stint quickly gave way to an unexpected opportunity: Ms Visser, a locum teaching position at George Campbell Technical High School. It turned out to be a defining moment. Recognising that teaching was a true calling, a Diploma in Higher Education from UNISA followed in 1995, formalising a commitment to the profession. A family connection to Crawford International La Lucia January 2000 marked the beginning of an extraordinary chapter at Crawford International La Lucia, joining the school the same month that the oldest of two sons started Grade 000. Both boys went on to complete their full 15 years of schooling at the school, a journey their father witnessed firsthand from the other side of the classroom. “Both our sons completed 15 years of schooling at Crawford International La Lucia, and they are truly grateful for the opportunity to have attended this incredible school.” Subjects and philosophy Over the years, Physical Sciences, Life Sciences, Technology and Further Studies Physics have all featured in her timetable. Across every subject, the goal has remained constant: to develop independent thinkers and well-balanced individuals with a natural curiosity and wonder for the world around them. What makes Crawford International La Lucia special The classroom has been the source of some of the happiest memories, with the energy students bring, their genuine interest, and their willingness to contribute meaningfully to every lesson. Equally treasured are the colleagues encountered along the way: dedicated, talented professionals whom it has been a privilege to work alongside, many of whom have become lasting friends. She says, “I love the energy and interest that our students display and their willingness to contribute meaningfully to lessons.” Looking back on more than two decades at Crawford International La Lucia, the years have been fun-filled, busy and deeply rewarding, a proud part of the school’s history. Fun Facts At Crawford International La Lucia since: January 2000 Qualifications: MSc Plant Physiology & Biochemistry (UKZN), Diploma in Higher Education (UNISA) Subjects taught: Physical Sciences, Life Sciences, Technology, Further Studies Physics Teaching philosophy: Independent thinkers with a natural curiosity for the world

When Rafie Mehrji Manshadi walked out of Crawford International College Sandton in 2018 with seven distinctions and his Student Prefect badge, he had no conventional road map for what came next. Today, he is a certified AI specialist, enterprise consultant, and co-founder of Angel Enterprise - a multi-division business ecosystem spanning AI consulting, creative design, hospitality, promotions, and education. His journey has been anything but linear. After matriculating at Crawford, Rafie pursued a Bachelor of Optometry at the University of Johannesburg, completing his degree in 2023. But throughout those four years, one thing never left him: a deep fascination with technology and artificial intelligence. Where others saw a completed degree as a destination, Rafie saw a crossroads. He made the bold decision to step away from optometry entirely and pursue the field that had always captivated him most. "It was a challenge to deal with the fact that I spent four years studying and then completely changed direction," he reflects. "But I was never happy with the conventional path - study, get a degree, get a job. I knew I didn't want to be an employee. I wanted to build something." And build he did. At the heart of Angel Enterprise sits Angel Intelligence, Rafie's primary focus - helping organisations move from AI experimentation to genuine, measurable impact through consulting, workflow automation, and AI system engineering. Beyond that, the broader ecosystem delivers branding, hospitality staffing, promotional services, and structured AI education programmes, all operating under one cohesive vision. Holding certifications from the Dubai Centre for AI, IBM, Anthropic, and Yale University, Rafie brings rare technical depth to a field reshaping every industry. His Crawford years, he says, gave him something no curriculum can fully teach. "Crawford showed me how to be myself - and that if I don't see a path for me, I should create my own." That instinct - to build rather than follow - is precisely what Crawford has always nurtured. And in Rafie Mehrji Manshadi, Sandton College has an alumnus who embodies it completely.

With 15 years at Crawford International Sandton Pre-Primary and a career dedicated to supporting young students who need a little extra encouragement, Ms Goldberg brings patience and deep professional expertise to her role as a Learning Support Teacher. For the children in her care, her classroom is a place where it is safe to try and safe to grow. The Road to Teaching Ms Goldberg has spent her entire teaching career at Crawford International Sandton, where she has built a reputation as a trusted and deeply committed member of the learning support team. Over 15 years, she has worked closely with Grade 0 students, focusing on small-group intervention that meets children where they are and gently guides them forward. Her passion for supporting students who find certain areas of learning more challenging has been a consistent thread throughout her time at Crawford, shaping both her approach in the classroom and the relationships she builds with the children and families she serves. Qualifications and Expertise Ms Goldberg's qualifications focus on early childhood and inclusive education. She holds a Higher Diploma in Pre-Primary and Junior Primary Education, which laid a strong foundation in understanding how young children develop and learn. She furthered her expertise with a B. Ed Honours degree in Learning Support, equipping her with the specialist knowledge required to identify and address the diverse needs of students in the foundation phase. This combination of early years training and focused learning support expertise has proven to be one of her uniqueness in the classroom, providing targeted intervention for the youngest members of our Crawford community. Teaching Philosophy At the core of Ms Goldberg's practice is a belief that every child is capable, plus that the environment in which they learn makes all the difference. She is guided by patience and a deep respect for the fact that no two children learn in exactly the same way. Creating a space where students feel genuinely safe, safe enough to take risks, make mistakes and keep going, is not incidental to her teaching. It is the foundation of it. For Ms Goldberg, building academic skills and building self-belief are not separate goals. They grow together, and both deserve equal attention and care. "My teaching philosophy is centred on patience, encouragement and understanding that every child learns differently. I believe in creating a safe and supportive environment where students feel confident to try, make mistakes and grow. My goal is to help each child build both their skills and their self-belief." What Ms Goldberg Values About Crawford For Ms Goldberg, Crawford International Sandton is more than a place of work. It is a community she has been part of for over a decade and a half. "My colleagues are like family, and we share a very close and supportive environment. Being part of such a strong team makes my work even more meaningful." This sense of belonging and shared purpose is something she carries into her classroom, creating the same spirit of care and mutual support for the students in her groups that she herself experiences among her peers. Beyond the Classroom Outside of school, Ms Goldberg is a proud mom to three teenage boys, a full and lively household by any measure. She finds balance and energy through regular gym sessions, long walks with her dogs and a well-deserved cup of coffee. These small, grounding rituals reminds us of the same intentionality and warmth she brings to her professional life. Quick Facts: 15 years at Crawford International Sandton Role: Learning Support Teacher, Grade 0 (small group intervention) Qualifications: Higher Diploma in Pre-Primary and Junior Primary Education and B.Ed Honours in Learning Support Passionate about building confidence and self-belief in young students Mom to three teenage boys Enjoys coffee, the gym and walking her dogs

A practical guide for parents on choosing the right private school in South Africa, from academics and culture to costs and location.

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