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What are the functions of SGB'S?
To promote the best interests of the school;
To adopt a mission statement with the beliefs and values of the school;
To adopt a constitution for the school governing body;
To decide the times of the school day;
To administer the school property, buildings and grounds;
To encourage parents, learners, educators and other staff to offer voluntary services;
To recommend on the appointment of educators in the school to the provincial education department;


Mr. Nelson Mandela (Madiba)

Dirkie Uys Primary School Bluff Durban

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 Dirkie Uys Primary School 

Contact Number: Phone: 031 - 467 3343 

Fax: 031 - 467 4074   

Physical Address: 100 Hollesley Rd, Bluff, Durban, 4052

Mrs. Leoni Topka - Principal













Ms NP Nkonyeni,
KZN MEC for Education

A well educated, skilled and highly developed citizenry.

To provide equitable access to quality education for the people of KwaZulu-Natal.

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A KwaZulu-Natal Department of Education winning Principal - 2015 and onwards

A passion for commitment...

School leaders who are truly committed accept the challenges of the system as they arise and find ways to cope and flourish. They have a set of values that guides them and keeps them focused on their work, regardless of what they have to cope with on a daily basis. They are able to adapt and move on in changing circumstances.

Factors committed and passionate school leaders exhibit:

1. A clear, enduring set of values and ideologies which inform practice regardless of social context.

2. The active rejection of a minimalist approach to leadership (to just doing the(job).

3. A continuing willingness to reflect upon experience and the context in which practice occurs and to be adaptable.

4. A sustained sense of identity and purpose and an ability to find room to manoeuvre by managing tensions.

5. Intellectual and emotional engagement with all stakeholders.

A passion for trust...

Building a culture of trust whereby the principal allows his/her educators to do what is needed, to do things without infringing on their responsibilities, is central to passionate and good school leadership. Where there is trust there is a strong obligation towards and responsibility for each other within the school. There is a supportive, professional relationship.

A passion for inclusivity...

The school community is seen by passionate school leaders as the real context in which they work. They actively involve parents, guardians and other stakeholders in the schools activities not just through the SGB but in all aspects of the schools life. These school leaders spend a large amount of time engaging with the broader community to inform them how they run their schools and the path they are following. The community is seen as a partner and also an integral part of the school.

Mrs. L.Topka - Principal Dirkie Uys Primary - 2015

HOD at Addington Primary - Ushaka

HOD at Briardale Primary - Newlands West

HOD at Dirkie Uys Primary - Bluff

September 2011 to December 2014

acting Principal at Dirkie Uys Primary

Special Education Specialist

 Leoni Topka - Graduate of:

Henley Management College (UK)(SA)

 and holder of:

The GIMT Post-Graduate Diploma in School Management

The Graduate Institute of Management and Technology (GIMT)



Planning and Budgeting: creating systems for operational efficiency;
Organising and staffing: making sure that everyone knows what is expected;
Controlling and problem-solving: making it happen;
Predictability and order: stability from everything working well so that
teaching and learning happens with maximum impact!

Challenges can be overcome, to a significant extent, in South African schools through energetic, compassionate, innovative and empowering leadership. The key ingredients of school success appear to be the principal's passion for upliftment, the teachers' commitment and care, the parents' involvement and the learners' positive life-view and happiness.

Have you ever thought, I'm only one person, what difference could I make?
But what if you really could make a difference . . . A big difference?
When everyday people ignite the flame and take action . . . everything is possible!
Ten Common Principles
The school should focus on helping young people develop the habit of using their minds well. Schools should not attempt to be comprehensive if such a claim is made at the expense of the school's central intellectual purpose. Schools should be learner centered, addressing students' social and emotional development, as well as their academic progress. The school's academic goal should be simple: that each student master a limited number of essential skills and areas of knowledge. The aphorism "Less Is More" should dominate. Curricular decisions should be guided by student interest, developmentally appropriate practice, and the aim of thorough student mastery and achievement. Students of all ages should have many opportunities to discover and construct meaning from their own experiences. The school's goals should apply to all students, while the means to these goals will vary as those students themselves vary. Teachers who know their students well can individualize instruction, without limiting their expectations of any students. Strong habits of mind are necessary for all. Teaching and learning should be personalized to the maximum feasible extent. To capitalize on this personalization, decisions about the details of the course of study, the use of students' and teachers' time and the choice of teaching materials and specific pedagogies must be unreservedly placed in the hands of the principal and staff. The governing practical metaphor of the school should be student-as-worker, rather than the more familiar metaphor of teacher-as-deliverer-of-instructional-services. Accordingly, a prominent pedagogy will be coaching and guiding, to enable students to understand how they learn and thus to teach themselves and each other as members of a community of learners. Teaching and learning should be documented and assessed with tools based on student performance of real tasks. Multiple forms of evidence, ranging from ongoing observation of the learner to completion of specific projects, should be used to better understand the learner's strengths and needs, and to plan for further assistance. Students should have opportunities to exhibit their expertise before family and community. The final diploma should be awarded upon a successful final demonstration of mastery for graduation-an "Exhibition." As the diploma is awarded when earned, the school's program proceeds with no strict age grading and with no system of credits earned" by "time spent" in class. The emphasis is on the students' demonstration that they can do important things. Families should be vital members of the school community. Close collaboration between home and school yields respect and understanding. Correspondingly, the tone of the school should explicitly and self-consciously stress values of unanxious expectation ("I won't threaten you and I expect much of you") of trust (until abused) and of decency (the values of fairness, generosity and tolerance). The principal and teachers should perceive themselves as generalists first (teachers and scholars in general education) and specialists second (experts in but one particular discipline). Staff should expect multiple obligations (teacher-counselor-manager) and a sense of commitment to the entire school. Ultimate administrative and budget targets should include substantial time for collective planning by teachers, competitive salaries for staff and an ultimate per pupil cost not to exceed that at traditional schools by more than 10 percent. To accomplish this, administrative plans may have to show the phased reduction or elimination of some services now provided students in many traditional schools. The school should demonstrate non-discriminatory and inclusive policies, practices, and pedagogies. It should model democratic practices that involve all who are directly affected by the school. The school should honor diversity and build on the strengths of its communities, deliberately and explicitly challenging all forms of inequity.

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2015  -  Building South Africa

Echtzeit Besucherstatistiken

Contact Number

Contact Number: Phone: 031 - 467 3343 / Fax: 031 - 467 4074   Physical Address: 100 Hollesley Rd, Bluff, Durban, 4052


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