Copycat, promethean or cookie cutter: The definitive guide to choosing the right school in the mid-fee sector

Choosing a private school is a complex process and the wide range of available options does not make it any easier. Over the past decade, private schooling in South Africa has changed significantly and there are now private schools available across the economic spectrum.

With diminishing confidence in the public sector and the growing demand for high quality education, the provision of private education opportunities to the so-called middle-income sector has increased dramatically.


Choosing the right school for one’s child is a critical decision, and parents need to look beyond the marketing and sloganeering to identify a school that will help their child meet their aspirations, an education expert says.


Dr Felicity Coughlan, Group Academic Director at ADvTECH, SA’s leading private education provider, explains that there are three points on the continuum of private school options: Standalone schools (which are not part of a group or set up to be the start of a promised network or group) which are either modelled on the staid, top-end traditional models or who claim a position converse to those traditions (even if not well articulated beyond being contrary). 

Others are part of a mass roll-out of a model designed for scale and ease of replication (cookie cutter) rather than steeped in any solid educational belief or principle. 


The third point on the continuum is held by schools that are networked or grouped, but have a clearly articulated educational position supported by a framework for educational and financial sustainability without limiting the promethean opportunities any school should embrace to fully meet the unique needs of the community in which it is located.


Dr Coughlan says that while weighing up the myriad of private school offerings is a complicated calculation, there are 10 factors parents must take into consideration, which will help guide their thought process. These include:


1.    LOCATION

Many schools are in the communities they serve, offering meaningful alternatives for parents and students. Given traffic and other considerations, location is important and so is the availability of reliable and safe transport. On the other hand, location within a lifestyle environment may limit the children’s access to a diverse student community or to specialist facilities, teachers or sports of interest, or result in management arrogance at perceived lack of competition. There are always trade- offs and local is often more pragmatic, but the trade-off decisions must be carefully considered.

 

2.    HISTORY & REPUTATION

We send our children to school to set them up for later success so any school that cannot deliver well on the school-leaving examinations is a risk to these aspirations. New schools do not have a track record and parents must thus look for other indicators of what that performance is likely to be. If this is a standalone school, you will need to rely on the comfort gained from the way that the school speaks about its plans for its first Grade 12 class. A networked or group school can share the performance of its other schools and should be able to articulate how these will be replicated. In the lower grades and in primary schools, the school should still be able to talk competently about the transition to high school and how it is managed and why it is managed in that way.

 

3.    TEACHERS

 A strong cohort of teachers will combine new teachers with their energy and innovative ideas and recent training with a group of seasoned teachers with an established track record. A school that does not require all their staff to be registered with SACE and cleared by the police for child safety may not have thought through all the risks they are taking on. A school that employs only new teachers may be more focused on costs than on achieving the outcomes you want for your child. A transformed teaching staff is imperative – without it not all children are able to access role models that are like them and the gap between the school and the world out there is reinforced rather than closed.

 

4.    REGISTRATION

A school must be registered and accredited. Cottage “schools” are neither. If you are considering a “school” that is not registered or accredited, you will need assurance on how quality is managed, children are protected and acceptable national school leaving examinations are accessed.  It is critical to assess the legitimacy and standing of the assessment provider so that there are no nasty surprises when children try to access post-school study.

 

5.    LEADERSHIP

Schools succeed or fail based on their leadership teams. If you cannot access these people when considering a school, or if they are not able to answer your questions on matters such as culture and inclusion, then it is most unlikely they will be accessible and engaging after you register your child. If the leadership is not available to you as a prospective fee payer, they are also not likely to be accessible to you as a parent or the teaching team as staff. Try to understand what the school leadership believes about growth and discipline and community, and you will quickly identify if there is a synergy with your values.

 

6.    TECHNOLOGY

Modern campus-based education is technology enabled but not technology led. A few direct questions will enable you to assess if technology is adding to the teacher led learning or if it is a means of keeping costs (for the school) down.

 

7.    CULTURE

The match between the culture of the school and that of the family must be looked at. Schools that are diverse and inclusive generate skills in their students to live in an integrated world.  Even if a school aligns itself with a particular religion, its approach to other faiths is a means of communicating how inclusive and respectful the school is. Schools are more conservative than their public projections so if you choose a school that has already chosen a single world view you should not be surprised when that permeates most of what they do. Ask questions such as about non-traditional family structures or religious education beyond the chosen religion. The capacity to answer these questions with ease and concrete examples that are not patronising or paternalistic or filled with euphemisms is a measure of the ethos of inclusion and diversity.

 

8.    FACILITIES

A quick tour of the school will show you where they spend their money. What the school chooses to show you first or most tells you what they value. The way in which the school has thought through the needs of parents in matters such as parking, logistics, aftercare arrangements, and communication channels indicate how family-centred the school is. 

 

9.    FEES

Many schools advertise fees as fully inclusive but not all keep to that and many charge levies for all sorts of standard operational needs. Check the detail.

 

10. AGENCY

 In some networked or group schools, teachers are given lesson plans and standard assessments to “protect” quality and ensure uniformity and standardisation. The teacher as an autonomous professional is invisible. In others, teachers are given professional development and guidelines, and common tools and assessments are benchmarked, but each teacher is required to exercise professional agency and judgement to respond to the needs of the children in their class on a particular day. 

 

In some schools the teacher rules and is not subject to any evaluation or monitoring. In standalone schools one could find any of the three. If one employs professionals, they should surely be entrusted with professional practice while there are mechanisms of accountability that ensure that what children get is the best. Just asking why things are done the way they are would be instructive in learning whether the school sees its teachers as trustworthy professionals and has systems to monitor performance and promote growth, or whether the school does not trust its teachers or abdicates to them.

“Ultimately, when making a decision about which mid-fee private school is right for your child, parents are unlikely to find a school that measures up to all their expectations, given the fact that any school is a complex organization. However using the above ten elements as a guide for decision-making, parents will at least be able to reach a meeting of the minds that will allow them to make the investment with some sense of comfort and excitement for their child’s educational journey,” Dr Coughlan says.

Advtech Updates

Advtech at the Reggio Emilia Conference: Learning Where an Inspiring Global Philosophy Meets Classroom Practice

By Tamara Thomas • April 28, 2026
In April, Advtech was represented at the Reggio Emilia International Conference in Italy, represented alongside delegates from 47 countries and more than 360 participants from across the globe. This gathering offered a powerful opportunity to engage deeply with the Reggio Emilia philosophy at its source and to reflect on its relevance and resonance within Advtech schools. The Reggio Emilia approach, particularly within the Early Years (infant, toddler, preschool, and primary phases), is grounded in the belief that children are capable, curious, and rich in potential. It offers inclusive learning environments that support students’ wellbeing, encourage meaningful social interaction, and foster a strong sense of belonging. Central to this approach is a shared responsibility to the community, one that embraces diversity, promotes collaboration, and nourishes a creative culture for teaching and learning. At the heart of the Reggio Emilia approach lies the understanding that education is not self-sufficient. Learning does not happen in isolation; it emerges through resources, experiences, theories, dialogue, and relationships. Children do not learn by themselves, but through interaction with others and through engagement with thoughtfully designed environments. As a result, classroom spaces are intentionally equipped to reflect what is being taught, ensuring that the environment itself becomes an active participant in learning, often referred to as the “third teacher.” Advtech’s Early Years approach aligns strongly with this philosophy, where the “Hundred Languages of Children” is deeply valued. This metaphor, introduced by Loris Malaguzzi, recognises that children express their thinking, understanding, and creativity in many different ways, through art, movement, speech, construction, play, and inquiry. Children are seen as natural researchers who explore ideas through encounters with peers, materials, and experiences. Through thinking, acting, listening, and questioning with curious minds, they co-construct knowledge together. Accessible, everyday materials, such as paper, natural objects, and recycled resources play an important role in these learning experiences. These materials invite creativity, exploration, and critical thinking. Students engage in practices such as observational drawing, while teachers carefully document learning through photographs, notes, and displays. Documentation makes thinking visible and honours children’s learning journeys, allowing reflection for both learners and educators. A key principle of the Reggio Emilia approach is seeing each child as an individual with rights, resulting in personalised learning being evident in every classroom. The teacher’s role shifts from instructor to guide, listener, and co-learner, creating space for each child’s voice to be heard. As Loris Malaguzzi, founder of the Reggio Emilia approach, famously stated: “There is no learning without joy.”  Learning, therefore, should be joyful, playful, and filled with discovery. Children should experience learning as pleasurable, stimulating, and meaningful. Visiting Reggio Emilia schools demonstrated how this philosophy comes alive through rotational group teaching, flexible learning environments, and classroom spaces that change in response to children’s interests and inquiries. Importantly, learning in Reggio Emilia is a collective journey. Teachers, teaching assistants, and support staff all play an integral role in nurturing each child’s development. Even at a young age, children are encouraged to engage in research, which supports divergent thinking and honours the fact that no two learners are the same. Listening carefully to children’s ideas and theories becomes a fundamental act of respect.

Dealings in Securities by Directors, a Director of a Major Subsidiary, Prescribed Officers and the Group Company Secretary

By Tamara Thomas • April 22, 2026
Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech” or “the Company”) DEALINGS IN SECURITIES BY DIRECTORS, A DIRECTOR OF A MAJOR SUBSIDIARY, PRESCRIBED OFFICERS AND THE GROUP COMPANY SECRETARY In terms of paragraphs 6.77 to 6.90 of the JSE Limited Listings Requirements (“JSE Listings Requirements”), the following transactions, in respect of which prior written approval pursuant to paragraph 6.83 of the JSE Listings Requirements have been obtained, is hereby disclosed.

Dealings in securities by the Advtech Management Share Incentive Plan 2026 (“MSI scheme”)

By Tamara Thomas • April 21, 2026
Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech” or “the Company”) Dealings in securities by the Advtech Management Share Incentive Plan 2026 (“MSI scheme”) In compliance with paragraphs 6.77 – 6.90 of the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in Advtech securities by the MSI Scheme:

Publication of Annual Integrated Report

By Tamara Thomas • April 21, 2026
Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“the Company” or “Advtech”) PUBLICATION OF ANNUAL INTEGRATED REPORT, NO CHANGE STATEMENT, NOTICE OF VIRTUAL ANNUAL GENERAL MEETING, AND AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE Publication of Annual Integrated Report Shareholders are advised that the Advtech 2025 Annual Integrated Report (“Integrated Report”) and the Environmental, Social and Governance (“ESG”) Report have been published today. Electronic versions of the Annual Financial Statements for the year ended 31 December 2025 (“AFS”) and Ernst & Young Incorporated’s unqualified audit report are available on the Company’s website at: https://www.groupadvtech.com/financial-results and on the JSE Cloudlink at: https://senspdf.jse.co.za/documents/2026/JSE/ISSE/ADH/AFSYE2025.PDF The Integrated Report and ESG Report are available on the Company’s website at www.groupadvtech.com No Change Statement The consolidated AFS contain no modifications to the financial information published on SENS on 23 March 2026. Notice of Virtual Annual General Meeting Notice is hereby given that the virtual annual general meeting (“AGM”) of shareholders of the Company will be accessible on an interactive electronic platform, in order to facilitate participation and voting by shareholders, as permitted by the JSE Limited, the provisions of the Companies Act and the Company's Memorandum of Incorporation, on Wednesday, 27 May 2026 at 10h00, to consider and, if deemed fit, to pass with or without modification all of the ordinary and special resolutions set out in the notice of AGM to be distributed to shareholders on or before 21 April 2026. To this end, the Company has retained the services of The Meeting Specialist Proprietary Limited (“TMS”) to host the AGM on an interactive electronic platform, in order to facilitate participation and voting by shareholders. Our transfer secretaries, JSE Investor Services Proprietary Limited, will act as scrutineer. Shareholders who wish to participate in and/or vote at the AGM are required to contact TMS on proxy@tmsmeetings.co.za or alternatively contact them on 081 711 4255 / 084 433 4836 / 061 440 0654 as soon as possible, but in any event no later than 10h00 on Monday, 25 May 2026.  Shareholders are strongly encouraged to submit votes by proxy before the meeting. If shareholders wish to participate in the AGM, they should instruct their Central Securities Depository Participant (CSDP) or Broker to issue them with the necessary letter of representation to participate in the AGM, in the manner stipulated in their custody agreement. These instructions must be provided to the CSDP or broker by the cut-off time and date advised by the CSDP or broker, to accommodate such requests. SALIENT DATES The record date for the purposes of determining the shareholders of the Company entitled to receive the AGM notice is Friday, 10 April 2026. The record date for purposes of determining which shareholders of the Company are entitled to attend, participate in, and to vote at the AGM is Friday, 22 May 2026. Accordingly, the last date to trade in the Company’s shares on JSE Limited in order to be eligible to attend, participate in and vote at the AGM is Tuesday, 19 May 2026. AVAILABILITY OF B-BBEE COMPLIANCE CERTIFICATE In compliance with paragraph 12.7(g) and Appendix 1 to section 6 of the JSE Listing Requirements, shareholders are advised that the Company’s annual compliance certificate in terms of section 13G(2) of the Broad-Based Black Economic Empowerment Amendment Act, No 46 of 2013, is available on the Company’s website at https://www.groupadvtech.com . 21 April 2026 Johannesburg Sponsor: Bridge Capital Advisors Proprietary Limited

Education: Why Parents Should Approach It As A Long-term Investment

By Tamara Thomas • April 15, 2026
Choosing a school for your child will be one of the most complex and consequential decisions parents will ever make. When parents choose a school for their child, the decision is often shaped by immediate needs: convenience, reputation, or results in the senior years. Yet schooling is not a short-term decision. It is one of the longest and most formative investments a family will ever make, stretching over 12 to 15 years or more, from early childhood development through to Matric and further study. Darren Purdon, Head of Advtech Schools Academics, says the real value of education lies not in isolated moments of achievement, but in the intentional construction of learning over time, and that parents should approach their child’s educational journey intentionally, from start to finish. “Education depends on interconnected building blocks, each phase deliberately designed to prepare learners for the next,” he says. Parents should therefore carefully consider the elements that underpin a successful, lifelong educational journey before making this important decision. FOUNDATIONS MATTER Learning does not begin in Grade 1. It starts far earlier, in Grade 000 and Grade 00, where children develop the cognitive, social, emotional, and language skills that will underpin their entire academic journey, Purdon says. “When these early years are thoughtfully planned, children are more likely to arrive in the Foundation Phase confident, curious, and ready to learn. When they are not, gaps emerge that can widen over time. If the foundations are secure, progress accelerates, as we see in our Advtech Schools where we utilise international best practices and benchmarks to personalise early learning.” THE IMPORTANCE OF BELONGING Academic success is deeply connected to emotional safety and a sense of belonging. Children learn best when they feel comfortable at school, when they feel seen, supported and happy. And when teachers are supported, engaged, and professionally fulfilled, that sense of wellbeing naturally filters into the classroom. When students are excited about going to school, engagement increases, persistence improves and learning deepens. Social and emotional learning and supportive classroom environments with caring teachers underpin deep learning. Advtech schools include experienced psycho-social specialists to continually ensure teachers are upskilled in managing diverse classrooms. RESPONSIVE TEACHING AND TECH Effective education is not defined by what has been taught, but by what has been learned. “At Advtech schools, there is a growing shift toward instructional models that prioritise responsiveness. If learners have not grasped a concept, the expectation is not to move on regardless, but to re-teach using different strategies until understanding is achieved,” Purdon says. Additionally, technology has become a powerful enabler of this responsiveness, but not as a replacement for teachers. “AI-assisted tools, and classroom digital platforms such as Advlearn, increasingly act as classroom assistants, helping teachers identify learning gaps quickly and accurately. These tools provide insight into where students are struggling, allowing teachers to personalise support and adjust instruction accordingly.” INTENTIONAL SUBJECT PATHWAYS Consistency and coherence across subjects are another critical component of long-term value creation in education. “Take Mathematics as an example. Mathematical competence is not built in isolated units or single phases, it requires a carefully sequenced programme that develops conceptual understanding, fluency and confidence year after year,” says Purdon. “An intentional approach ensures that each phase prepares students for what follows, creating a golden thread that runs from early numeracy through to advanced problem-solving in the senior years. Gaps are far harder to close when this thread is broken.” The same principle applies across subjects: literacy, science, languages, and beyond. “Strategic curriculum alignment therefore ensures that learning compounds rather than resets each year, and parents should keep this in mind when strategising their child’s educational journey.” CHOOSING A SCHOOL WITH THE LONG VIEW For parents, the key question should not only be “Is this a good school now?”, but rather “Is this a school that understands the full journey, as well as understands where my child excels and needs support in each subject?” “Advtech Schools value long-term academic growth, student wellbeing, teacher development, and intentional curriculum design offers far more than short-term results. It offers continuity, stability, and a clear vision of success from the earliest years through to matric,” Purdon says.  “And in an education landscape that continues to evolve, the most trusted institutions are those that recognise schooling not as a series of isolated years, but as a curated journey, using regular academic data to personalise learning and shape student success for life.”

DEALINGS IN SECURITIES BY A DIRECTOR

By Tamara Thomas • April 8, 2026
Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ Advtech ” or “ the Group ”) DEALINGS IN SECURITIES BY A DIRECTOR In compliance with paragraphs 6.77 to 6.90 of the JSE Limited (“ JSE ”) Listings Requirements, the following transaction relating to dealings by a director is hereby disclosed pursuant to the provisions of the ADvTECH Management Share Incentive Scheme (“ MSIS ”). As set out in the SENS announcement published on 6 May 2025, the director had been awarded 730 459 shares in terms of his employment contract, which shares ceased to be forfeitable vested on 1 May 2025 and were subsequently committed by the director to be held in escrow for a period of 12 months towards meeting his minimum shareholding requirements in terms of the Minimum Shareholding Requirement (“ MSR ”) Policy of the Group. The director has on 8 April 2026 re-committed the aforementioned shares to be held in escrow for a further holding period of 12 months towards meeting his minimum shareholding requirements in terms of the MSR Policy of the Group.

Digital Literacy In SA Education Must Go Beyond “Computer Skills”

By Tamara Thomas • April 8, 2026
Key to increasing access to quality education

Dealings In Securities By The Advtech Management Share Incentive Plan 2026 (“MSI Scheme”)

By Tamara Thomas • March 27, 2026
Advtech Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“Advtech” or “the Company”) DEALINGS IN SECURITIES BY THE ADVTECH MANAGEMENT SHARE INCENTIVE PLAN 2026 (“MSI Scheme”) In compliance with paragraphs 6.77 – 6.90 of the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in Advtech securities by the MSI Scheme:

Dealings In Securities By The Advtech Management Share Incentive Plan 2026 (“MSI Scheme”)

By Tamara Thomas • March 26, 2026
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) DEALINGS IN SECURITIES BY THE ADVTECH MANAGEMENT SHARE INCENTIVE PLAN 2026 (“MSI Scheme”) In compliance with paragraphs 6.77 – 6.90 of the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by the MSI Scheme:

Advtech Posts Two Billion Rand Operating Profit

By Tamara Thomas • March 23, 2026
Double digit revenue growth and margin improvement deliver a 17% increase in earnings