Preparatory

College

Preparatory

College

OVERVIEW

Cedarwood School, is an inclusive, co-educational remedial Preparatory School (Grade 1 – 6) and College (Grade 7 – 12) for children who have mild to moderate support needs preventing them from coping adequately in a mainstream school.

We are a member of The Independent Schools Association of Southern Africa, (ISASA).

Set in the scenic country setting of Glenferness, north of Johannesburg, our school comprises around 280 pupils drawn from a broad demographic group across Gauteng.

We are equipped to provide a supportive, non-competitive environment where pupils can regain lost confidence and work to the best of their abilities and potential.

Our classes are small, allowing the necessary time for individual attention and monitoring by our remedial teachers so that pupils advance steadily, build self-esteem, and start to believe in themselves and their abilities. A full range of therapists ensures that all areas of development are supported and barriers to learning accommodated.

Cedarwood School is a Non-Profit Organisation with PBO status and governed by a board of trustees. The members of the board give generously of their time and expertise, offering sound governance and prudent financial management of the school’s affairs.

Board Members:

Duncan Turner, Jeanine Kerr, Phillip Kotze, Jacqueline Staniforth, Nomsa Chabeli, Thirumala Pillay, Janna Couto, Nerona Ramkissoon and Thando Sibindi.

HISTORY

Cedarwood has its roots deep in the local community. In the mid-1990’s, a group of parents established a remedial school in Chartwell so that their children, who had different needs, could be accommodated. They called that school Cedarwood.

A non-profit company was established and in January 1998, Cedarwood Preparatory School operated from 113 Dunmaglass Road, Glenferness, with 34 pupils, 4 remedial teachers and 4 therapists.

Cathy Plewman took on the role of principal and bursar and Jayshree Ranchod joined Cedarwood as the school’s educationalist psychologist. Mrs Plewman handed over the reigns in the early 2000s but the roots that had been established by the school’s founders allowed Cedarwood to go from strength to strength.

In 2009, a college was started on the adjacent property and through a conscientious effort to follow the best practices, the school’s leadership team and dedicated staff have made improvements and enhancements wherever possible, keeping up to date with leading trends and putting Cedarwood at the forefront of remedial education in Johannesburg.

For a number of years, Cedarwood has maintained a pupil population just below 300 and has ensured its high staff-to-pupil ratio which creates such benefit for Cedarwood pupils.

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A MESSAGE FROM AN EDUCATIONAL PSYCHOLOGIST

As an educational psychologist at Cedarwood College with a focus on psychotherapy, my role is to support the emotional and psychological well-being of our pupils – meeting them where they are and helping them navigate the challenges they face both in and outside the classroom. This support takes many forms, from building tools for emotional regulation and developing resilience, to helping pupils cope with anxiety, depression, social difficulties, low confidence and self-doubt, and relational struggles. Each pupil’s journey is different, and I tailor every session to their unique needs, personality, and goals.

At the heart of my work is a deep belief that all facets of life and functioning are interconnected – emotional and psychological, social, physical, cognitive and academic. It’s very common for emotional difficulties to show up in academic challenges, and vice versa, which is why our support approach at Cedarwood School is holistic and collaborative. Before pupils can truly learn and thrive academically, they often need to feel emotionally safe, confident, valued and supported.

I feel privileged to work one-on-one with pupils in a space where they can begin to explore their thoughts, feelings, and behaviours openly. Therapy isn’t always easy – there are moments when vulnerabilities are exposed and discomfort surfaces. But with time, patience, and trust, it becomes a space for real growth. These personal victories, big and small, not only impact pupils’ current school life but ripple outward, improving how they relate to themselves, their peers, their families, and their future relationships with all people they come across.

As part of Cedarwood School’s incredible multidisciplinary School-Based Support Team, we as multifaceted professionals bring our own strengths and insights to the table. Together, we collaborate thoughtfully and intentionally, always in the best interests of each pupil. While confidentiality remains a cornerstone of my work, being part of a team that shares knowledge and values allows us to wrap support around each pupil from all angles.

The school’s nurturing and inclusive environment creates a space where pupils feel seen for who they are and supported to become who they can be. For me, there is nothing more rewarding than walking alongside a young person as they begin to understand themselves more fully and start to believe in their own capacity to cope, connect and grow.

Andrea Nicolaou