The Thrive by Five Index, a comprehensive national survey of preschool child outcomes, was released this month and the findings are sobering: fewer than half of South African four-year-olds in early learning programmes are developmentally on track. Even more worrying, children from vulnerable communities are most at risk of starting school already behind. 

Students from Christel House South Africa prove every day that these outcomes can be different. With the right age of entry, quality teaching, and strong family and school support, children can thrive by five — and far beyond. 

What the Data from Thrive by Five Tells Us 

• Among four-year-olds enrolled in ELPs (Early Learning Programme), only 42-43% are “on track” in early learning. That means learning tasks expected of their age (language, emergent literacy, numeracy etc.) are met by fewer than half.  

• For children not enrolled in any ELPs, the picture is much worse: only 18% are on track, and over half are falling far behind. 

• Stunting (moderate to severe) affects about 7% of enrolled children, which corresponds to an average developmental delay of ~5 months by age four. Mild stunting is more widespread.  

• Domain-specific weaknesses are glaring: for example, only 29% of enrolled children meet expectations in Fine Motor Coordination & Visual Motor Integration (FMC-VMI). Yet these skills are foundational for writing, drawing, manipulating objects — and support overall literacy.  

• Emergent literacy & language is somewhat stronger: about 53% of enrolled children are meeting expectations in that domain. But the disparity with fine motor skills (and other domains) means that even literacy strengths may not be fully leveraged without support.  

At Christel House SA, we do things differently because not all education is created equal. We care about whole-child development, and our theory of change is built on our learners escaping multi-generational poverty and achieving upwards economic mobility. Our 25-year track record (95% of our alumni are either working or studying or both) attests to the success of a social enterprise that enables education and positive life outcomes by providing an ecosystem of support that directly counteracts the weaknesses shown in the data: 

1. Age-appropriate entry & foundational time
We admit learners into Grade RR at “4 turning 5” (before Grade R), allowing time for foundational development that aligns with the domains the Thrive by Five Index measures: language, early literacy, fine motor coordination, cognitive skills. This gives us time to build readiness before formal schooling starts. 

2. Holistic wraparound support that provides every learner with safe transport to and from school as well as nutritional support in the form of two hot meals and two snacks daily. 

• Trauma-informed practices: As a trauma-informed school, Christel House SA trains teachers in neuroscience, the scientific study of brain chemistry. This training emphasises how strategic activation of neurotransmitters such as serotonin, dopamine, endorphins and oxytocin can significantly reduce the debilitating effects of trauma on children. Teachers have the support of social workers and counsellors, who work with students to overcome the challenges they face at home and in their communities.  

• Primary Healthcare: Our two full-time nurses together with our health partners manage the health of every learner, including immunizations, health checks and interventions. 

• Parental involvement: We provide an active parent programme as part of our no-fee scholarship model that ensures parenting participation, not only equipping caregivers with parenting skills, but financial literacy and skills development that helps them better provide for their family and themselves. 

3. High quality teaching & teacher support 

• We invest in training, continuous professional development, mentoring of practitioners to ensure they can support emergent literacy, maths, executive functioning, etc. Good pedagogical practices, not just content delivery. 

• Our curriculum goes beyond minimum WCED requirements: we spend up to 30% more instructional time on Math & Language than WCED baseline.  

• We provide teachers with resources and only allow 30 students per class so that each child gets sufficient support. 

4. Monitoring, measurement & early intervention 

• Because we track learner development from Grade RR, when we spot delays (in language, motor skills, cognition), we intervene early (therapy, remedial support) rather than waiting for formal schooling. 

• By doing this, we aim to mitigate the kinds of gaps Thrive by Five shows, especially in fine motor and emergent numeracy / visual motor integration. 

5. Proven outcomes 

• Nationally, only 43% of children in early learning programmes are developmentally on track. At Christel House SA, that figure is at 100%, according to the Western Cape Department of Education standards.  

These outcomes are not an accident. They are the result of a deliberate model that places children and families at the centre, and supports teachers to deliver their very best. 

Conclusion 

The Thrive by Five Index is a clear wake-up call: too many children are starting school already at a disadvantage. But it also confirms what we at Christel House SA have long believed — that with deliberate design, high quality teaching, early and supportive interventions, and holistic family support, vulnerable children can thrive by five — not just survive. 

If South Africa is serious about breaking cycles of poverty and inequality, we must act decisively on readiness, quality teaching, and full support systems.  

We cannot do this alone. To continue breaking cycles of poverty through education, we need the partnership of individuals, corporates, trusts and foundations who believe that every child deserves the right start. Visit our website to see how you can support us or contact partnership@sa.christelhouse.org.