At the beginning of 2024, Crestway High School in Retreat was making headlines for all the wrong reasons. With a dismal matric pass rate, it was the Western Cape's worst-performing school. Things seemed bleak, with the school plagued by indiscipline, gang activity and academic struggles. But just a year later, Crestway has become a symbol of transformation, boasting a significant improvement in its matric results from a dire 35% to more than 66%. The driving force behind this dramatic turnaround? Stellenbosch University's Prof Jonathan Jansen, distinguished professor of Education.
A personal connection sparks a mission
Jansen's involvement was deeply personal. When he saw the tabloid headline condemning the school's performance as “SWAK!" (HORRIBLE!), he was struck with a sense of urgency. Crestway was not just any school; it was woven into the fabric of his childhood. Located next to his erstwhile family home, it was the schoolyard where he had once played soccer, a space filled with memories.
“I had an emotional connection to this school," Jansen notes. “It was a matter of conscience for me to step in and help." Recalling his mother's words – “Charity begins at home" – Jansen called the head of the Western Cape Education Department and offered his services as a school turnaround specialist, free of charge.
With the backing of SU's leadership, Jansen committed to spending every morning at Crestway, working tirelessly alongside principal Cheryl Jacobs and her team to reignite a culture of discipline and a strategy for improving their academic results.
Jacobs says her immediate reaction was to welcome Jansen with open arms. “Anything to get us out of the rut was welcome. We'd been working so hard; the staff were doing their level best to teach in very difficult circumstances. It was a terrible blow not to see the results we were hoping for."
Jansen's arrival was a godsend, she says. “Many people have been praying for our school. Prof Jansen helped us look differently at how we do things. We've developed a mutually beneficial relationship. We haven't looked back."
Instilling discipline, one step at a time
After his first week at Crestway, it dawned on Jansen just how big a challenge this would be. Classrooms were noisy, fights broke out frequently, and teachers struggled to maintain control. The disorder was so severe that teaching often couldn't start until ten minutes into each lesson.
“I couldn't believe what I was seeing – learners wandering in and out, graffiti on doors, even condoms littering the stairwells," he says. “It was clear: Crestway wasn't just underperforming academically; it was a dysfunctional school. For some of my colleagues, that description was a hard pill to swallow."
The first step was to restore order. One of the simplest yet most effective measures was closing the school gates at 08:00 sharp. Jansen left his home in Crawford every morning at 06:20 to personally greet learners at the school gate. Previously, learners arrived whenever they pleased, causing a disruptive start to the day. Naturally, there was resistance, but Jansen knew from experience that change often meets pushback. “Dysfunction works for some people," he notes. “But once accountability is introduced, the culture starts to shift."
Leaving Crestway at lunchtime, Jansen would then drive to Stellenbosch for his “paid job" at the Faculty of Education. Sometimes he would only get home late at night, but his enthusiasm never faltered.
He also worked closely with teachers to improve classroom management and establish a sense of structure. The school's educators embraced the challenge. “They wanted change. They just needed the right support," Jansen emphasis.
Vice-principal Ashley Jaftha describes Jansen's impact as a breath of fresh air. “Prof Jansen's energy is contagious; he cheered us up when we needed it most." Jaftha points out that the professor never interfered with the school's leadership. “This was important to the teaching staff. His contribution was very valuable to all of us. He provided a much-needed fresh perspective to help us improve."
Providing resources and support
Beyond discipline, Jansen also recognised the need for better learning tools. Thanks to financial support from SU and external donors, Crestway received state-of-the-art teaching aids, including large screens and data projectors. Teachers were given textbooks, photocopying materials and other essential resources – on one condition: accountability.
“For every ounce of support, we required an ounce of accountability," Jansen explains. After each major exam, he and the principal met with teachers to assess the results. “We asked three questions: What went wrong? How will you be fixing it? How can we help?" The process was solution-driven, and teachers responded enthusiastically. Some achieved a 100% pass rate for the first time ever.
“Throughout my career, I've discovered that when people understand that you love them and will do anything to help them succeed, accountability is easy. They will perform," Jansen says.
Small yet meaningful victories accumulated throughout the year. Behavioural improvements among students mirrored the school's rising academic success. A visit to the SU campus, facilitated by Jansen, made a big impression on the matric class and opened a new world to the thrilled teenagers.
Jansen recalls a poignant moment when a boy from a particularly rowdy class approached him and said sincerely: “Prof, I want to be part of the solution." For Jansen, such moments are priceless. “No amount of money can buy that. That's when you know real change is happening."
His commitment extended beyond academics, as he also provided emotional and practical support. In the cold winter months, he bought raincoats for learners who arrived wet and freezing at school. On winter mornings, his wife, Grace, would serve hot chocolate for those arriving early at the school gate. Learners with toothache were taken to the local dentist.
Jansen personally mentored students, providing financial assistance to those in need and helping to coordinate interventions for learners facing extreme personal hardships. A girl who longed to see her father in a psychiatric hospital was able to visit him before he passed away – all because Jansen made a phone call and accompanied her to Valkenberg.
For learners who lacked a stable home environment, the school arranged a quiet study space at a local church. The teachers and principal often sacrificed their free time to organise and supervise learners studying.
At the heart of Crestway's transformation is a powerful partnership between Jansen and principal Jacobs. Unlike many external change agents who attempt to impose their authority, Jansen approached his role with humility and respect.
Known for igniting a passion for teaching in educators, the professor even inspired one of his former SU education students, Neels Haasbroek, to volunteer at Crestway. Haasbroek served as substitute Life Orientation teacher at the school and loved every minute of it. “After I completed my Postgraduate Certificate in Education at SU, I wanted to gain practical experience, and what better way than to job-shadow Prof Jansen. I realised I could learn a lot from him. He has such a magnetic personality, but more importantly, he genuinely cares. And he backs it up with action; he walks the talk," Haasbroek says.
The road ahead
The success at Crestway has inspired an even broader initiative. Jansen has launched the nationwide project Professors Back to School (PBS), which sees ten leading education professors from South Africa's top universities – including Wits, Cape Town, Limpopo and Stellenbosch – spending time in struggling schools. The goal? To ensure that the next generation of teachers are being trained to meet the realities of South Africa's education system.
While Crestway's 66% matric pass rate in 2024 was a major improvement, Jansen believes the school's best is yet to come. He predicts a 100% pass rate in the near future. “This year, no Grade 12 learner is there because they were pushed through artificially. Every single one of them passed on merit," he says confidently.
For Jansen, the key lesson for any struggling school is simple: “Never work on the assumption that the learners are the problem. They are not. If you believe in them and give them discipline, structure and support, they will rise to the occasion."
Through his energy, wisdom and support, Jansen has reminded teachers and learners at Crestway that every school day counts, Jacobs observes. “And the past year has shown that every minute of every school day does indeed matter," the proud principal adds smilingly.
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