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Schools
—Learners
—Performance
—Attendance
—Critical sites
—Open interventions
—BTM sessions
—BXM journeys
—
2025 NSC · released Jan 2026
All 9 provinces · 75 districts · 6 421 secondary schools
Refreshed ≤24h after capture (OBJ-1)
NSC pass rate
88.0%
▲ 0.7pt vs 2024 (87.3%)
Cohort throughput
~58%
Gr10 2023 → NSC 2025
Maths participation
34.1%
Gateway constraint
Quintile gap
185pt
TIMSS Gr5 maths Q1–Q5
Grant-recipient pass
78%
▼ from 86% · equity flag
Provincial performance heat map — 2025
click any cell to drill down → school register → school → learner
All 75 districts cleared 80% pass — the meaningful comparison is throughput, gateway subjects and equity, not pass rate.
Weaker
Stronger · shaded relative to the national spread
School classification
s58B bands · current review cycle
Healthy4 11864.1%
Monitor1 20418.7%
Concerning64110.0%
Risky3174.9%
ICU1412.2%
Foundational deficit (TIMSS 2023)
362Gr5 maths · last of 59 systems
Benchmark 400 · only 42% school-ready at age 4–5
At-risk learners flagged
38 402Gr 11–12
≥1 term before finals · model precision 76.4%
Active interventions
1 087plans
142 ICU improvement plans mandatory (s58B)
⚠
Pass rate never travels alone. The 88% headline masks attrition — measured against the ~1.14m learners who entered Grade 10 in 2023, effective completion is ~58%. Dropout concentrates in the Grade 11–12 window (FR-AN-02).
Grade 10 (2023) entry cohort → NSC 2025 outcome
Gr 10 entry · 2023
1 140 000
baseline · 100%
Gr 11 · 2024
1 010 000
▼ 130 000 · 88.6%
Gr 12 wrote · 2025
900 000
▼ 110 000 · 78.9%
NSC passed · 2025
656 000
~58% of Gr10
Gr 11–12 attrition window — highest-value early-warning target
−110 000 learners lost in one year
Reach Gr 10
84%
of the age cohort
Bachelor passes
345 000
46% of passes · 66% from no-fee schools
Tracking key
LURITS ID
follows learners across schools (FR-INT-02)
The quintile gap — TIMSS 2023, Gr 5 mathematics
Benchmark for minimum competence: 400. The system's largest documented disparity (OBJ-4).
307Q1
341Q2
378Q3
432Q4
492Q5
Q1 → Q5 gap: 185 points
Grant-recipient NSC pass rate
78%
grant recipients ▼ from 86%
88%
national
10-point equity penalty · visible only in aggregate & to intervention roles (Data Ethics §10)
Girls in NSC cohort
56%
boys under-represented in Gr12
No-fee Bachelor share
66%
of all Bachelor passes
Small-cell suppression on — equity views disaggregate by quintile, grant status, gender and urban/rural only where cell counts permit (FR-AN-05, FR-RP-06).
Mathematics — NSC participation 2025
34.1%▼ declining
Flagged by experts as a serious constraint on national development — STEM pipeline, university admissions and workforce planning.
Physical Sciences — participation 2025
26.8%gateway to engineering
Instrumented as a first-class KPI (§3.4). Targets set per province; pass-quality trends surfaced per school & circuit (OBJ-3).
Mathematics participation by province
Enrolled in NSC Mathematics as a share of the Gr 12 cohort (illustrative)
Free State41%
Gauteng38%
Western Cape37%
KwaZulu-Natal34%
Eastern Cape30%
Limpopo29%
Five-band escalation re-anchored to SASA section 58B: three statutory criteria assessed every cycle — academic performance below NCS standards, safety threats, and management/governance failure. All thresholds are configurable parameters (FR-CL-01), not hard-coded.
Healthy
No criterion met. No corrective action.
Monitor
Leading indicators drifting. Watch-list.
Concerning
Academic criterion met (pass <65% & B+D <30%).
Risky
Safety or governance criterion met.
ICU
Any criterion ≥3 cycles. Mandatory resourced plan.
Select a school to drill down to profile, s58B assessment, improvement plan and learner roster. Access is scoped to your role (FR-AD-01).
{{ sName }}
{{ sEmis }} · {{ sDistrict }} · {{ sProv }} · {{ sQ }}
Current band
{{ selBandLabel }}NSC pass
{{ sPass }}
Bachelor
{{ sBach }}
Maths part.
{{ sMaths }}
Throughput
{{ sThru }}
Learners
{{ sLearners }}
s58B assessment — all three criteria
Every cycle assesses all three (FR-CL-02). Academic-only is flagged incomplete.
{{ c.label }}
{{ c.sub }}
Improvement plan
ICU classification auto-opens a mandatory resourced plan assigned to district & circuit (FR-CL-03). Consecutive cycles in band: {{ sCycles }}.
◦ Owner: District intervention lead
◦ Actions tracked with due dates (FR-IV-01)
◦ Outcome vs matched baseline (FR-IV-03)
◦ Provincial + national confirmation logged
Learner roster — Grade 11–12
authorised drill-down to learner (FR-RP-02) · click to open profile
Identifiers masked; full LURITS visible only to authorised roles with logged access (FR-AD-03).
LearnerGradeAvg markAttend.At-risk
{{ lName }} {{ lLurits }}
{{ lGrade }} · {{ sName }} · {{ sDistrict }} · {{ sProv }}
Predicted at-risk
{{ lRiskLabel }}Average mark
{{ lAvg }}
Attendance
{{ lAtt }}
Risk score
{{ lRisk }}
Cohort
Gr10 ’23
Learner journey · Grade 8 → NSC
single continuous record, tracked by LURITS ID across schools & years (FR-INT-02)
Average-mark trajectory with milestones, transfers, flags and interventions on one timeline — the spine of the platform.
80
30
Gr8 ’21Gr9 ’22Gr10 ’23Gr11 ’24Gr12 ’25NSC ’25
actual average
projected without support
Gr 8 · enrolled
Entered at Emalahleni High. Baseline avg 66%.
Gr 9 · transfer
Moved to Realeboga Sec. Record followed by LURITS.
Gr 10 · subject choice
Took Maths + Phys Sci. Avg dips to 58%.
Gr 11 · flagged
Attendance ↓ 74%, maths ↓. Early-warning triggered.
Gr 11 · intervention
Maths club + mentoring. Projected pass restored.
Gr 12 · NSC
Target: Bachelor pass. On watch through finals.
Subject marks by term
Per learner per subject per period (FR-INT-03) · click a subject to drill to individual assessments.
SubjectT1T2T3Trend
Primary risk drivers
◦ Mathematics term-mark declining (41→35)
◦ Attendance 74% · below 80% floor
◦ Grant-recipient · equity cohort
◦ Grade 11–12 attrition window
◦ Attendance 74% · below 80% floor
◦ Grant-recipient · equity cohort
◦ Grade 11–12 attrition window
Linked interventions
Maths tutoring cohortActive
Attendance mentoringActive
POPIA. Child's data — competent-person consent basis. No psychological, behavioural or biometric profiling (§10). This view logged to the immutable audit trail (FR-AD-03).
{{ subjName }} · assessment ledger
every captured data point · click one for its full recordThe lowest-level evidence behind the term mark — each row is an individual, provenance-tracked datum.
TypeAssessmentValueWeightReleaseStatus
Atomic data point · deepest level
{{ pTitle }}
{{ pSubject }} · {{ pKind }} · {{ pDate }}
{{ pValue }}recorded value · weight {{ pWeight }}
Captured by
{{ pBy }}
Release state
{{ pRelease }}
Verification
{{ pVerLabel }}
Audit reference
{{ pAudit }}
Provenance chain
Captured at source · {{ pBy }}
{{ pDate }}
Validated · range & duplicate checks passed
Aggregated into term mark & risk model
Audit-logged · immutable (FR-AD-03)
Lineage. This single datum is traceable end-to-end — from the educator's weekly entry to every KPI and prediction it contributes to (FR-INT-04, FR-AN-07).
Model precision
76.4%
target ≥75% (OBJ-2) ✓ · reported each cycle
Flagged Gr 11–12
38 402
≥1 full term before finals (FR-AN-03)
Lead time
1 term
Grade 11–12 window is a designed focus
Top predictive features
Attendance trend0.31
Maths term-mark slope0.24
Submission lapses0.18
Prior-grade repetition0.14
Explainable & governed. Models are documented and explainable (Annex A). No psychological, behavioural or biometric profiling of minors (Data Ethics §10). Attendance is the only behavioural proxy carried.
Draft
96
Active
1 087
Overdue
73
Completed (term)
412
Outcome vs baseline
Matched-baseline comparison (FR-IV-03, FR-AN-07)
Attendance recovery cohort
71%
83%
Maths term-mark (pilot schools)
38%
46%
Duplicate data requests (OBJ-5)
100%
−35%
Phase 3 automation is decision support with human sign-off — no escalation or resource decision executes without an accountable official.
BXM
{{ activeStops }} stops · {{ totalLearners }} learners · bell 07:45
Route optimisation — live solver
Capacity-constrained nearest-neighbour with 2-opt improvement, ending at the school. Change demand or capacity and the map re-solves.
As scheduled
{{ baseKm }}
listed order · one vehicle
Optimised
{{ optKm }}
{{ vehiclesNeeded }} vehicle(s) · capacity respected
Distance saved−{{ savedKm }}
{{ r.label }}{{ r.learners }} · {{ r.km }} · {{ r.mins }}
{{ r.seqLabel }}
Single stop exceeds vehicle capacity — split the pickup point.
Position triangulation
GNSS fix cross-checked against cell-tower trilateration — a stop event is only accepted when both agree.
MTN-KAG-1141.45 km
VOD-MOG-0721.72 km
TEL-RIE-3181.31 km
Resolved accuracy± 38 m
Well inside the 180 m arrival geofence — the arrival event is evidence, not a claim. Offline fixes are queued and device-signed, then reconciled on sync.
Pickup points
Multiple learners board at each point. Adjust demand — the solver re-sequences and adds a vehicle when capacity is exceeded.
{{ s.name }}
{{ s.learners }}
BRE-33 boundary. Stop geometry, live tracking and manifests stay within the operator-and-guardian plane. Oversight tiers receive only the derived indicators — arrival punctuality (BXM-IND-02) and transport-attributable absence (BXM-IND-01) — never a child's stop, route or position.
Five clients, one identity system. Each app is bound to exactly one access plane — a driver sees today's manifest and nothing else; a guardian sees only their own children. Terminology follows BRE-52: guardian and learner throughout.
9:41▂▄▆ ⌾ ▮
09:41▲ ⌾ ▮
◁○□
Built for the field
◦Offline-capable capture with device-signed sync (NFR-06)
◦Low-bandwidth — usable on a 3G-class link
◦44px minimum hit targets · WCAG 2.1 AA
◦.NET MAUI Hybrid sharing the Blazor component layer
Boundaries in the clients
BRE-32 · session content stays inside school-and-guardian
BRE-33 · manifests stay inside operator-and-guardian
BRE-34 · module consent separate & refusable
BRE-42 · tutor and driver principals mutually exclusive
BRE-35 · no biometric inputs for learners
Directive v4.0 — surgical realignment. The standalone Rutang and Tsela identities are withdrawn. Both are now modules of The Bridge: modules depend on the Core, never on each other (BRE-01), and each must emit at least one indicator to the M&E framework (BRE-04).
The Bridge Core
BRCInstitution registry (EMIS) · Learner registry · Oversight hierarchy (school → circuit → district → province → national) · Indicator framework · Five-band classification & ICU escalation · SA-SAMS / LURITS ingestion · Academic calendar · Curriculum spine · Identity & access · Consent & data ethics · Ledger · Geospatial · Audit
Tutor Module
BTMAcademic intervention delivery + measurement. The instrument that delivers an intervention and proves whether it worked.
TutorEngagementSessionLearning Plan
Transport Module
BXMAccess & attendance assurance. Verified, geofenced arrival evidence — not a register mark — plus live operator compliance.
OperatorDriverVehicleTripManifest
✕ no direct dependency between modules — both depend on Core only (BRE-01)
The loop that closes
Neither module had a systemic place standing alone.
Core identifies
5-band · s58B · at-risk
Module intervenes
BTM support · BXM access
Core measures
outcome & band delta
Governance — declared, not discovered
The Bridge identifies underperformance; it must not be the sole vendor of the cure.
BRE-20Classification logic published & independently auditable — a school can challenge its band
BRE-21Intervention layer open to accredited third parties — no exclusivity in our own ecosystem
BRE-22Provider selection rests with the institution or department
BRE-24Conflict declared in every institutional proposal, with mitigations attached
The hard rule on data flow
BRE-30Oversight tiers above the school receive indicators, never individual learner records — enforced by the data model, not by a permission that could be widened. A district needs to know transport-attributable absence is 14%; it does not need to know which children. This is what keeps The Bridge an evaluation system rather than a surveillance system.
BRE-31
k ≥ 10 aggregation floor, with complementary suppression
BRE-32
Tutoring records never leave the school-and-guardian boundary
BRE-33
Manifests & tracking stay within operator-and-guardian
BRE-34
Module consent separate & refusable without loss of service
Equity tension — named and resolved
The capability is funding-agnostic. Funding source is a ledger attribute only — invisible to matching, allocation, tier assignment and every service standard (BRE-10).
Private
Guardian wallet
Full premium standard
Institutional
School or group
Identical standard
Programme
Dept · s58B intervention
Identical standard
Donor / CSI
Targeted Q1–Q3
Identical standard
Tutors are not informed of a learner's funding source (BRE-11). Intervention equity (BTM-IND-03) is reported to the board quarterly — if the premium book grows and the programme book does not, that is a strategic failure and must be visible as one (BRE-12).
BTM
Academic intervention delivery & measurement · attached to the Core's identification logic
Learners supported
12 480
BTM-IND-01 · dosage & reach
Outcome delta
+8.4pt
BTM-IND-02 · dosage-adjusted
Sessions delivered
46 220
verified delivery · term to date
Accredited providers
7
BRE-21 · no exclusivity
Intervention equity — support distribution
BTM-IND-03 · reported to the board quarterly (BRE-12)
Quintile 13 620 · prog
Quintile 23 210 · prog
Quintile 32 340 · mixed
Quintile 41 760 · priv
Quintile 51 550 · priv
Programme & donor delivery reaches Q1–Q3 at scale. The premium market funds the capability; the capability serves everyone to the same standard.
Efficacy by subject
Mathematics+11.2pt
Physical Sciences+9.1pt
English HL+5.6pt
Life Sciences+4.8pt
BRE-32. Session content, learning plans and individual tutoring records never leave the school-and-guardian boundary. No oversight official sees what a child was tutored in.
Tutor providers are tenants. A registered company may hold sub-tenants — branches, regions or subject faculties — each with its own lead, tutors and learner book, consolidating upward. A sole practitioner is a tenant of one and cannot nest. Sub-tenancy unlocks only once the parent is an accredited provider (BRE-21, BRE-22).
Tenants
4
3 companies · 1 sole practitioner
Sub-tenants
5
branches & faculties
Tutors across tenancy
60
each vetted individually
Awaiting accreditation
1
sub-tenancy withheld
Sub-tenancy eligibility gate
A tenant must clear all four before it may create sub-tenants.
✓Registered legal entity — CIPC company or close corporation number on file
✓Accredited provider standing (BRE-21) — not merely an applicant
✓Every tutor individually vetted — parent standing never inherits to a person
✓Named accountable lead per sub-tenant, with its own audit identity
Isolation rules
A sub-tenant sees only its own learners, tutors and sessions. A parent tenant sees consolidated indicators across its sub-tenants — never another tenant's book, and never a learner record outside its own engagements.
Tenancy is a commercial structure only. It confers no oversight scope — no tenant, at any level, gains access to Core classification or oversight data (BRE-41), and no tenant principal may also hold an oversight principal (BRE-42).
Create engagement
Matching consults subject and accreditation only — funding source is never passed to the engine (BRE-10).
{{ engError }}
Active engagements
{{ e.learner }} · {{ e.subject }}{{ e.id }}
Tutor {{ e.tutor }} · {{ e.progress }} sessions · baseline {{ e.baseline }}%
BXM
Learner access & attendance assurance · verified arrival evidence, not a register mark
Transport-attributable absence
6.2%
BXM-IND-01 · by school
Arrival before bell
91.4%
BXM-IND-02 · punctuality
Licensed & compliant
73.8%
BXM-IND-03 · sector-first visibility
Reconciliation failures
14
BXM-IND-04 · this term
⚠
A genuine sector gap. No authority in South Africa currently holds a live, school-by-school picture of which learner transport serving its learners is lawfully licensed. BXM-IND-03 fills it as a by-product of the module doing its own job properly.
Operator compliance by district
Share of learner transport that is licensed, roadworthy and vetting-current
Metro Central94%
Johannesburg C.86%
Capricorn South71%
Nkangala62%
OR Tambo Inland54%
Safety invariants — unaltered
Realignment is not licence to reopen settled questions (§2.2).
✓Irreversible vetting terminal states (NRSO, CPR) — no override path in code
✓Dual-event attendance: geofenced check-in and check-out, device-signed
✓Manifest reconciliation + mandatory vehicle sweep
✓Licensed-operators-only admission & daily dispatch gate
✓Append-only double-entry ledger, derived balances
BRE-33. Individual manifests, stops and tracking never leave the operator-and-guardian boundary. Oversight sees the 6.2% — never which child was on which vehicle.
{{ trackingCount }} vehicles en route · positions updating live
Operator plane. Scoped to this tenant's own fleet only — an operator can track its own vehicles and no one else's. District oversight sees all tenants; neither sees which learner is aboard (BRE-33).
Group schedule · Kagiso AM. Positions come from app-logged-in phones — driver, learners and guardians — cross-referenced against registered home addresses and the school address. Location sharing is consented per device and refusable without loss of service (BRE-34).
Distance between phones in the group
Pairwise separation, computed on device positions. Sub-150 m pairs are highlighted — that is the same-vehicle threshold.
{{ r.name }}
{{ r.role }}{{ c.label }}
{{ r.role }}
The driver and N. Dlamini sit metres apart — corroborating the boarding event. T. Khumalo is still at the registered home address, which is why the manifest shows an outstanding check-in.
Distance to school
Each device's separation from the school address, used to project arrival against bell time.
{{ s.name }}{{ s.role }}{{ s.label }}
BRE-33 & BRE-35. These positions never leave the operator-and-guardian plane, are retained only for the trip's reconciliation window, and no biometric input is collected from any learner device.
{{ t.route }} · {{ t.vehicle }}
{{ t.id }} · manifest reconciliation required before close
{{ t.count }}learners accounted for
{{ t.sweepError }}
The constraint. A trip cannot close while the manifest is short. Record the two outstanding check-ins, then confirm the sweep — the vehicle sweep is mandatory and cannot be skipped even when the count reconciles.
Access is enforced by Layer 5 (Security & governance) of the reference architecture. Every session follows the same pipeline, and every role sees data only within its scope in the reporting hierarchy (FR-AD-01, FR-RP-02).
Authentication pipeline · mirrors Layer 5
1
Identity
Entra ID SSO / email
2
MFA
mandatory 2FA, all roles
3
Token + claims
OAuth2 · role & scope
4
RBAC filter
scope-bound data access
✓
Audit log
every access recorded
Integration-ready. Versioned REST + gRPC connectors to every authoritative source system. OpenAPI 3.1 published, OAuth2 client-credentials, capture-once with no duplicate submission (OBJ-5, FR-INT-01).
Connected systems
5 / 6
1 in onboarding
Endpoints
48
v1 · OpenAPI 3.1
Uptime (30d)
99.7%
≥99.5% target
Records synced (24h)
1.2M
across connectors
Sample request200 OK
GET /api/v1/learners/{lurits}/journey Authorization: Bearer <oauth2> Accept: application/json // response { "lurits": "0405126001083", "grade": 11, "school": "700241058", "riskBand": "watch", "terms": [ /* … */ ] }
Auth
OAuth2 + mTLS
client-credentials · scoped
Contract
OpenAPI 3.1
versioned · backward-compat
Delivery
Webhooks + poll
event-driven sync
Governance
Audited & rate-limited
every call logged (FR-AD-03)
Indicative five-layer reference architecture (Annex A), realised on .NET 10: Blazor United front-end, ASP.NET Core Minimal APIs, EF Core 10 over a governed data platform, in-country hosting (NFR-09), offline-capable school edge (NFR-06).
Layer 4
Application services
Role-based dashboards per tier, reporting, intervention workflows, rewards, notifications, admin.
Blazor UnitedSignalRMAUI Hybrid
Layer 3
Analytics & intelligence
KPI computation, cohort-throughput engine, trend analysis, predictive at-risk & classification engine.
ML.NETHangfirePython interop
Layer 2
Data platform
Governed lake/warehouse for master, transactional & contextual data; lineage & quality metrics.
EF Core 10PostgreSQLAzure Synapse
Layer 1
Data ingestion
Versioned APIs to SA-SAMS / LURITS / EMIS & exam systems; mobile + bulk capture; validation & exception queues.
Minimal APIsSQLite edgegRPC sync
Layer 5 · cross-cutting
Security & governance
RBAC + MFA, encryption in transit/at rest, immutable audit, consent records, release-state & export approval.
Entra IDOpenTelemetryPOPIA-by-design
Minimal API — classification endpoint
// RBAC-scoped, POPIA-audited app.MapGet("/schools/{emis}/classification", async (string emis, IClassificationEngine engine, ClaimsPrincipal user) => { var band = await engine .ClassifyAsync(emis, cycle: Current); return Results.Ok(band); }) .RequireAuthorization("DistrictScope") .WithName("GetSchoolBand");
EF Core 10 — domain model
public record SchoolBand( string Emis, Band Band, // 5-band enum bool AcademicMet, bool SafetyMet, bool GovernanceMet, int ConsecutiveCycles, DateOnly ReviewedOn); public enum Band { Healthy, Monitor, Concerning, Risky, Icu }
Availability
≥99.5%
RPO ≤24h · RTO ≤8h
Dashboard load
<5s
on 3G-class link
Accessibility
WCAG 2.1 AA
offline capture · sync
Sovereignty
In-country
no vendor lock-in
Offline-capable
Capture works offline and auto-syncs (NFR-06), validated at entry (OBJ-5). Weekly signals — not just term marks — are what make prediction accurate and early.
Weekly continuous assessment
feeds the risk model
High-frequency signals per class per week — the leading indicators term marks can't see in time. Enter one row per learner; save the whole class at once.
LearnerQuiz %SubmittedDays present
30-second weekly capture · works offline, syncs later (NFR-06)
Learner result capture
Term / quarterly result per learner per subject (FR-INT-03).
{{ e_lurits }}
{{ e_emis }}
{{ e_term }}
{{ e_subject }}
{{ e_mark }}
Embargoed & provisional results are inaccessible outside authorised examination roles.
Bulk upload
CSV / Excel with the same validation rules, for schools without electronic source systems (FR-INT-06).
⇪
Drop CSV / XLSX here, or browse
Columns: LURITS · EMIS · Subject · Term · Mark · Release
learners_gr11_t2.csv — 842 rows processed · 804 accepted · 38 routed to exception queue. Rejected records carry reasons and can be corrected inline.
Exception queue
{{ capAccepted }} accepted · {{ capRejected }} rejected
Rejected records routed with reasons — mandatory fields, ranges, duplicates, referential integrity (FR-INT-04).
{{ r.lurits }}
{{ r.detail }}
{{ r.status }}
{{ r.markLabel }}
Why weekly signals matter
Cadence of each input into the risk model.
AttendanceWeekly
Class testsWeekly
SubmissionsWeekly
Term markTermly
Term marks arrive too late to act on. Weekly cadence gives the model a ≥1-term lead time (OBJ-2, FR-AN-03).
Governance on capture
◦ Children's data — competent-person consent basis (NFR-01)
◦ Immutable audit trail of every write & export (FR-AD-03)
◦ Prefer source-system interface (SA-SAMS/LURITS); capture screen is fallback only
Mathematics · Realeboga Secondary · 2 classes · 64 learners
You see only your own classes (FR-AD-01)
My classes
11B · 12A
Class average
48%
Needing support
9
Weekly capture
Due today
Learners to watch — 11B Maths
from your weekly signals + the risk modelThese learners are trending down. A short conversation this week makes the biggest difference.
N. Dlamini
Quiz 41% · 2 missed submissions · attendance 74%
K. Mthembu
Quiz 47% · homework slipping
P. Sithole
Volatile marks · attendance dipping
Capture this week
Enter this week's quiz, submissions and attendance for your class — it takes about 30 seconds and powers early warning.
My timetable today
P1 · 11B Maths08:00
P4 · 12A Maths11:10
P6 · Maths club14:30
Class performance by topic — 11B
Algebra58%
Functions39%
Trigonometry33%
Geometry61%
Functions & Trig are dragging the class — worth a re-teach block before the Ch 4 test on Monday.
Band: Concerning
EMIS 700241058 · Johannesburg Central · Quintile 2 · 842 learners
Scoped to your school only (FR-AD-01)
Your improvement plan
Assigned actions with owners and due dates. Progress rolls up to your circuit and district (FR-IV-01).
Submit Grade 11 term-2 marks
Data capture · owner: Deputy principal
Launch maths after-school support
Intervention · owner: HOD Mathematics
✓Done
Attendance mentoring roster set
Retention · owner: Grade head
Learners needing support
47
Grade 11–12 · flagged this term
Subject performance vs district
Mathematics29%
Phys Sciences34%
English HL72%
Next deadline
Term 2 marks
Fri · 3 days left
Sawubona,
Naledi 👋
You're in Grade 11 and doing well in English and Life Sciences. Let's give Maths a little more attention this term — support is ready when you are.
Term average
58%
▲ up 4% from Term 1
Attendance
88%
Aim for 90%+
Recognition
3 ★
Improvement badges
My subjects
Mathematics42%Focus
Physical Sciences55%OK
English HL71%Strong
Life Sciences68%Strong
Support ready for you
◦ Maths after-school club · Tue & Thu
◦ Peer study group · library, break 2
◦ Talk to Mr. Khumalo (HOD Maths)
◦ Peer study group · library, break 2
◦ Talk to Mr. Khumalo (HOD Maths)
Coming up
Maths test · Ch 4Mon
Life Sci practicalWed
English oralFri
My journey so far
Look how far you've come — every year builds on the last.
Gr 8
Started strong
Gr 9–10
Chose sciences
Gr 11 · now
Improving ▲
Gr 12
Your goal: pass well
You lifted your average +4% this term and kept attendance high. Keep going with maths and Grade 12 is well within reach. 🎯
Your view shows encouragement and support — never a risk score. No behavioural or biometric profiling of learners (Data Ethics §10).
N
Naledi Mokoena
Grade 11 · Realeboga Secondary · Class 11B
Overall this term
On track, improving
How Naledi is doing
A plain-language summary, updated after each reporting period.
Naledi's overall average rose from 54% to 58% this term. She is strong in English and Life Sciences and her attendance is good at 88%. Mathematics needs attention — the school has offered her a place in the after-school maths club, and joining would make a real difference before the final exams.
Snapshot
Attendance88%
Term average58%
Subject to watchMathematics
Fees / grant statusNo-fee school
How you can help at home
◦ Encourage the Tue & Thu maths club
◦ Set a quiet 30-min study time for maths
◦ Check in on the Ch 4 test next Monday
◦ Set a quiet 30-min study time for maths
◦ Check in on the Ch 4 test next Monday
Teacher note
"Naledi is engaged and asks good questions. A little extra maths practice will lift her confidence." — Mr. Khumalo
Naledi's journey through school
Her full record follows her from grade to grade — even if she changes schools — so support is never lost.
Grade 8–9 · settled in
Started well and transferred to Realeboga Secondary; her record moved with her automatically.
Grade 11 · needed a hand
Maths dipped and attendance slipped. The school noticed early and reached out.
Now · getting support
She's in the maths club and mentoring, and her average is rising again (+4%).
Grade 12 · the goal
On track for a good NSC pass — your encouragement at home makes the biggest difference.
Your data & consent
You control what is shared, under POPIA. Consent is on the competent-person basis (NFR-01).
Public & partner transparency
The state of the system, in the open
Aggregate outcomes across 6 421 secondary schools. All figures are anonymised with small-cell suppression — no individual learner or school is identifiable (FR-RP-06).
NSC pass rate
88.0%
▲ 0.7pt YoY
Cohort throughput
~58%
Gr10 → NSC
Quintile gap
185pt
closing target set
No-fee Bachelor share
66%
of all Bachelor passes
Where intervention is moving the needle
Outcome vs matched baseline across funded programmes (FR-IV-03).
Attendance recovery cohort
71%
83%
Maths term-mark, pilot schools
38%
46%
Bachelor passes, no-fee schools
61%
66%
Reach of funded programmes
Learners & schools touched this cycle.
1 087
active intervention plans
142
ICU schools resourced
38k
learners supported early
9 / 9
provinces reporting
Open data, privacy protected — public views are aggregate only, with small-cell suppression and no personally identifiable information. Methodology and refresh dates are published alongside every figure.
Educators
34
of 37 posts filled
Learner : educator
32 : 1
target ≤ 30 : 1
Out-of-field
2
teaching unqualified subject
Vacancies
3
Maths, Phys Sci, LO
Avg load
26/30
periods per week
⚠
Alignment gap on a gateway subject. Grade 10 Mathematics is assigned to a Languages-qualified educator — a direct driver of the school's 29% maths outcome. Recommended action: prioritise the Maths vacancy or redeploy a specialist.
Realeboga Secondary
EMIS 700241058 · Johannesburg Central, Gauteng · Ordinary public · Quintile 2 · No-fee
Enrolment
842
Band
Concerning
Infrastructure & resources
Classrooms24
Science lab1 · shared
LibraryYes
Computer labNone
WaterPiped
ElectricityGrid
SanitationBelow ratio
ConnectivityIntermittent
Staffing establishment
Posts filled34 / 37
SGB-paid posts 2
Out-of-field 2
Vacancies 3
L:E ratio 32:1
Context & support programmes
No-fee school
NSNP feeding scheme
Scholar transport
78% grant-recipient learners
Classification history
s58B band per review cycle — trending the wrong way.
’22 Monitor
’23 Monitor
’24 Concern
’25 Concern
Governance (SGB)
SGB functionalityPartially functional
Audited financialsSubmitted
Section 21 statusYes
Last visitCircuit · Apr 2026
A school profile is conformant when all eight mandatory data domains are present, sourced from the authoritative system, refreshed on cadence and verified. The standard is the contract every capture, integration and audit is measured against (OBJ-5, FR-INT-01).
Overall conformance
Silver
6 of 8 domains ≥ 90%
Completeness
87%
fields populated
Timeliness
94%
on cadence
Verified
78%
audit-confirmed
Bronze
Identity, enrolment & performance present. Minimum for the national register.
Silver
6 of 8 domains ≥ 90% and verified. Eligible for full analytics & classification.
Gold
All 8 domains complete, timely & audit-verified. Trusted for public reporting.
Audit & verification workflow
Every profile advances through five accountable stages before it is locked into the national register. Each stage has an owner, an SLA and an evidence requirement.
1
Self-declaration
School SMT submits & signs
2
Circuit verify
Circuit manager checks evidence
3
District validate
Reconcile vs source systems
4
Provincial QA
Sample audit & sign-off
✓
National lock
Immutable, audit-logged
Evidence checklist
Emalahleni High · circuit stage
✓Enrolment snapshot vs LURITS
✓Staffing vs PERSAL reconcile
Infrastructure photos (NEIMS)
Audited financials — missing
Discrepancy handling
Records failing verification are returned to the previous stage with a reason and SLA. Nothing advances to the national lock without every domain verified and signed (FR-CL-06, FR-AD-03).
Recognising effort and surfacing talent is core to The Bridge's original mandate — reward hardworking learners & schools, identify talent early, and connect high-potential learners who can't afford tertiary study to bursaries. Recognition is merit- and improvement-based, never punitive.
Learners recognised
12 480
this academic year
Most-improved schools
318
badged for gains
Talent flagged
2 906
STEM, sport, arts
Bursaries matched
641
to funded schemes
Recognition programmes
Active reward tracks (concept from original mandate).
🏅
Most-improved learner
Term-on-term gain, all quintiles
🏫
Turnaround school of the term
Biggest throughput improvement
🎓
Bursary bridge
High-merit, high-need → funders
⭐
Talent spotlight
STEM, sport & arts scouting
Fair & consent-based — bursary matching shares a learner's data with a funder only after guardian consent (NFR-01). Recognition is improvement-weighted so under-resourced schools compete fairly.