Privacy

This Policy applies as between you, the User of this Web Site and XXX Ltd the owner and provider of this Web Site. This Policy applies to our use of any and all Data collected by us in relation to your use of the Web Site and any Services or Systems therein.

In this Policy the following terms shall have the following meanings:

"Account": means collectively the personal information, Payment Information and credentials used by Users to access Material and / or any communications System on the Web Site;

"Content": means any text, graphics, images, audio, video, software, data compilations and any other form of information capable of being stored in a computer that appears on or forms part of this Web Site;

"Cookie": means a small text file placed on your computer by XXX Ltd when you visit certain parts of this Web Site. This allows us to identify recurring visitors and to analyse their browsing habits within the Web Site.

"Data": means collectively all information that you submit to the Web Site. This includes, but is not limited to, Account details and information submitted using any of our Services or Systems;

"XXX": means XXX Ltd, ADDRESS;

"Service": means collectively any online facilities, tools, services or information that XXX makes available through the Web Site either now or in the future;

"System": means any online communications infrastructure that XXX makes available through the Web Site either now or in the future. This includes, but is not limited to, web-based email, message boards, live chat facilities and email links;

"User" / "Users": means any third party that accesses the Web Site and is not employed by XXX and acting in the course of their employment; and

"Website": means the website that you are currently using (www.learnworlds.com) and any sub-domains of this site (e.g. subdomain.learnworlds.com) unless expressly excluded by their own terms and conditions.

Without limitation, any of the following Data may be collected:

2.1 name;
2.2 date of birth;
2.3 job title & profession;
2.4 contact information such as email addresses and telephone numbers;
2.5 demographic information such as post code, preferences and interests;
2.6 financial information such as credit / debit card numbers;
2.7 IP address (automatically collected);
2.8 web browser type and version (automatically collected);
2.9 operating system (automatically collected);
2.10 a list of URLS starting with a referring site, your activity on this Web Site, and the site you exit to (automatically collected); and
2.11 Cookie information (see Clause 10 below).

3.1 Any personal Data you submit will be retained by XXX for as long as you use the Services and Systems provided on the Web Site. Data that you may submit through any communications System that we may provide may be retained for a longer period of up to one year.
3.2 Unless we are obliged or permitted by law to do so, and subject to Clause 4, your Data will not be disclosed to third parties. This includes our affiliates and / or other companies within our group.
3.3 All personal Data is stored securely in accordance with the principles of the Data Protection Act 1998. For more details on security, see Clause 9 below.
3.4 Any or all of the above Data may be required by us from time to time in order to provide you with the best possible service and experience when using our Web Site. Specifically, Data may be used by us for the following reasons:

XXX may, from time to time, employ the services of other parties for dealing with matters that may include, but are not limited to, payment handling, delivery of purchased items, search engine facilities, advertising and marketing. The providers of such services do not have access to certain personal Data provided by Users of this Web Site. Any Data used by such parties is used only to the extent required by them to perform the services that XXX requests. Any use for other purposes is strictly prohibited. Furthermore, any Data that is processed by third parties must be processed within the terms of this Policy and in accordance with the Data Protection Act 1998.

5.1 XXX may, from time to time, expand or reduce its business and this may involve the sale of certain divisions or the transfer of control of certain divisions to other parties. Data provided by Users will, where it is relevant to any division so transferred, be transferred along with that division and the new owner or newly controlling party will, under the terms of this Policy, be permitted to use the Data for the purposes for which it was supplied by you.
5.2 In the event that any Data submitted by Users will be transferred in such a manner, you will be contacted in advance and informed of the changes. When contacted you will be given the choice to have your Data deleted or withheld from the new owner or controller.

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DIRECT PARENT ACCESS/TIME: In April 2020 onwards our phone calls to Parents intensified to make appointments for House Visits and to check in on Students coping through the pandemic - this made a huge difference in families becoming more familiar with us and the program. During a house visit we have learnt what challenges the Parents have revolving the Students.

TRUST BUILD TO PARENT: We have on numerous occasions found that Families open up about personal Challenges. They allowed us into a personal space in family challenges during our house visits.

360 FEEDBACK ON STUDENTS | SPACE TO SHARE: It is essential for us to understand the Student through the eyes of Parents and GrandParents. Here we see what Challenges the Students are dealing with in the home environment. We provided a safe space for them to discuss issues that revolved around their kids.

SOUNDING BOARD FOR PARENTS: What was particularly interesting/important was the understanding that was built between SmilingOne and Parents. On many occasions Parents contacted us to ask for a visit and advice in regards to Challenges that the Parents were facing to understand the Child. This shows us increased involvement from the Parent to be a partner in the Childs/students education (inner/outer)

AGILE DURING LOCKDOWN: We always had a place to go and check on the Students (at home). Our Student session space was moved to their homes and it was the perfect place for the Parents to join in on sessions. The parent had the option to benefit and equip themselves to understand more about the student - normally those sessions would have taken place at school. So the pandemic really was a win in this regard.

SAFETY | MINDFULNESS IN HIGH RISK AREA: The Change Agent being mobile made it much easier for them to navigate around in the area to the Students' Houses. The area is not really safe - however it made a difference having a car. Also Franklin grew up in the area which meant he understood to be aware while moving around.

EVIDENCE ON IMPACT | PARENTS & STUDENTS TACKLE CHALLENGES BETTER: We experienced dramatic Changes in the parent/student relationships during this time. The Parents observed changes in the Students behaviours through first hand experience of how they dealt with the challenges in our sessions (Students and Parents present). The Parents and the Students are now equipped to tackle the identified Challenges differently

PARENT SUPPORT: There has been instances where Parents call upon the Change Agent to chat to the Student. There have been challenges that made some of the Students contemplate dropping out of school and Parents ask the Change Agent to speak to the Students. Parents also got involved and wanted to know how to handle certain situations when it came to challenges that the Students are facing.

DIRECT INSIGHT: By doing our House Visits - we had direct insight to the Learners and Families living conditions. Families shared insightful developments that is influencing the Learner. We had an opportunity to build a relationship with families based on the assistance and support for Learners which allowed us to see Learner background, Family structures, and financial circumstances. We also get to see hobbies, sports activities, and talents of the Learners outside the school environment.

WHAT WORKED WELL

TRUSTED SPACE, RELATABLE ADULT, OPENING UP ABOUT CHALLENGES, SHARING EMOTION

The Change Agent has been a trusted relatable Adult for the Students to come and share and explore their Challenges in groups and in one-on-one engagement sessions. Opening up can for many Students be daunting as they do not have someone to talk to, or trust in. We have seen Students fully engage in this space offered to them and using the Change Agents to hold space for sharing of challenges and deeper feelings.
The one on one sessions are offered to our After School Club Students. It assists us to measure where they are at with understanding their tools, and what we must further build on. The Students appreciate both the group space and the personalised space.
The one on one sessions has also been an alternative to Students that did not want to be part of the After School Club (a group process), yet found that The Responsible Individual was something they really needed to be a part of. We have 11 Exposure Students that make use of regular 1-on-1’s. Last year these Students were more drop-in’s - now they are consistent in the process.
The venue that the school provided has been an exceptional space which Students identify with as the place of their development. It has been a safe space for interpersonal engagement for their development through The Responsible Individual and the gathering of Champions who are interested in changing their lives for positive Academic results.
The Grade 12's took full advantage of the space we provided after they had been thrown into speed Studies with excessive academic classes due to COV19. Grade 12 students came to release and share their Challenges with us. We hosted sessions for them to identify the abnormal/intense school tasks as an opportunity. One-on-one sessions were hosted for Grade 12 students who felt that they needed to deepen their understanding of personal Challenges hindering them from focusing on school tasks. Lorenzo Jantjies - one of the Grade 12s - became a real Champion of Change this year - inviting his fellow mates to session. They realized they needed a more intensified approach to strengthen their toolkits. They brought their lunches to sessions and enjoyed a space to relax and have open dialogues.

STUDENTS EMBRACE THE SMILING ONE APPROACH, CONCEPTS/TOOLKIT & WAY OF ENGAGING

Students are connecting with the Change Agent and the approach that SmilingOne uses. As time progresses we find that Students are becoming well known to the approach
Students are becoming Champions of the program which sparks curiosity amongst their fellow students. This has really stood out in the year of the pandemic! We have seen many more students showing interest. The Champions are bringing other Students along with them to benefit from the trusted sharing and development space.
We made graphic and colourful illustrations of the concepts and hanged them on the walls in the SmilingOne classroom, which sparked further interest of the Students. At first it was not easy for them to identify or relate to all the concepts, now it has become so much more tangible for them, easier to use - the visuals are greatly appreciated by the Students.
Students who enrolled in our program the year before (while still in Grade 11) are now showing up more intensified as Grade 12’s in our program. We also receive great feedback from Grade 12 teachers on how one of our Champions is impacting his fellow Grade 12’s positively, bringing them with him to sessions (Lorenzo)
We have seen students who last year experienced TRI through Exposure Classes to enrol in the program this year for support and then to be chosen for the Accelerator Program (a bridge between matric and their tertiary studies)

INSIGHT INTO DISENGAGEMENT | WE ARE EQUIPPED TO SUPPORT THEM

Students development through the program is revealing to us different aspects of why the disengagement happens and why it is so important to address. We have been learning as much as the students have so we can better support them to navigate through their challenges. Disengagement often leads to drop-out of school which will severely impact their future and any possibility for a promising life and career.
Students follow trends, what is popular amongst the youth.
Students do not consult or ask advice which often leads them to make choices alone - going solo in their adventures.
Students close down and are secretive about their feelings - suffering in silence
Students prefer gangsterism over families, they are much easier accepted in the gangs than in their families. At home there is expectations. In gangs… what flows goes.
Students regard the teachers almost as their parents - meaning someone they cannot easily share with - this is how they have framed it. Every adult is often perceived by students as a threat - as someone they cannot engage with. It makes it hard for them to open up and share. So they don’t accept the guidance and the teaching offered.

VIRTUAL SPACE DURING LOCKDOWN

During lockdown we created a space for the Students to communicate with us and stay connected with the Change Agents. This allowed them to share about their Challenges and experiences with the changes that came with the lockdown.
Old Students who were previously part of the process rejoined due to the Change Agents reaching out to them during the lockdown (via WhatsApp and phonically).
We posted videos in the virtual space and shared daily inspiration. We had 3 Change Agents in intensified daily sharing to inspire and motivate the students.
Our connection with Students never faded during time of Lockdown, on the contrary it increased. It wasn’t a usual thing to have the Change Agent so intensified in a virtual space, coming right into the home. It lead to the Change Agents being easily invited to house visits once lockdown was eased in June (activity 3).

ARMY OF SUPPORT (READ MORE UNDER ACTIVITY 2)

Partnership with the School and Teachers worked very well and was intensified during the Pandemic. We had access to the intercom system. Our sessions were announced via intercom. It was helpful instead of us going from class to class to remind Students. Teachers also reminded Students, nudging them to attend sessions.
The Principals and Management was guiding us in Covid-19 safety strategies of the School as we reopened School. This added to the strength in togetherness as we keep nurturing our Partnership.
We got a second classroom - one for the Students process and one for the Teachers process during the pandemic times to ensure no cross contamination, shows a strong Partnership - how willing they are to work hand-in-hand with us

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WHAT WORKED WELL

THE SMILING ONE CLUB SPACE HAS A MULTI PURPOSE - ALSO A SPACE FOR EXPOSURE & GATHERINGS:

The school gave us a 2nd classroom this year (2020) which is a re-creation building and the possibilities of the space is endless.
We had many Students keen to be in our space - mix of exposure students and intensified students in our project.
We had warmth, laughter and depth in our space. Where Students can come and share anything that troubles them.
We had many Students come and use the space to do Homework and extra curriculum activities. It was easier for them to seclude themselves from the busyness of school in the SmilingOne Club Space to focus on priorities at school.
The SmilingOne Club is a real connection space for Students from Matric who used the space to connect with our sessions, during a time of much difficulties and pressure. We always make sure that we open the space for them to share with us.
The SmilingOne Space is identified as a space where all Students can come for support and guidance. Students enjoy a quiet peaceful atmosphere to focus on extra school work. We have a little library to keep students busy reading - where they can borrow books from the space. The Matriculants have come to eat lunch in our space while having sessions at the same time.

OPEN DIALOGUE:

We have built solid relationships with Students which has allowed for trust in the shared space
The space is one of shared responsibility in regards to openness with the Students.
Our enabling platform is established at the school and the students use it to share with us about everything. We have touched upon many issues that is challenging in the Students life. Students have trusted us with numerous issues and shared topics which we could address.
We particularly made sure to understand which Changes and Challenges arrives in the school environment and bring it to the Exposure Classes for discussion. To learn and understand.
Our meet and greet on school grounds with Students assists us in gaining familiarity. Which makes it easy for Students to come to us and where we can address topics which affect the Students, Teachers and the School.
We are very lucky to be allowed in the Students and Families lives in the community through the open dialogue.
We discover so much of their culture and school through their sharing.
Students are communicating our The Responsible Individual language. It has been amazing to be involved in such a discovery.
Challenging issues are easily talked about. Teachers call us to assist them with open dialogue, addressing issues in an efficient way. There has been several instances where behaviour issues has been addressed - calling upon SmilingOne for assistance and enrolling Students to the program to see Student improvement.

IMPROVE SCHOOL CULTURE:

Having fun with innovative learning - Students are involved in their learning process with fun debates, challenging each others ideas and opinions.
Along with our Objectives to influence school culture - inner development also compliments academic progress. Many Students who have been in classes with disruptive reputations are welcoming us to have open dialogue to improve classroom humour and engagement with Teachers.
Students who are disruptive and have behavioural issues are on our radar - to be motivated and influenced in a positive way. We make sure that we identify these social leaders on school who are influential to their Student Peers. We do our check-ins with them to maintain a familiarity around our program and support - engaging in conversations regularly so as to build trust and invite them to expand on their toolkits.

FAMILIARITY | CHANGE AGENTS AS BEACONS IN A CHALLENGING ENVIRONMENT:

PRESENCE: We have made sure to show up and be present in every single class at school - exposing them to TRI - helping the Students to understand that they can come to us in groups of Friends or as a Class and also as an Individual. Any Challenge that they might be facing, we are here for them. They should feel free to come to us so that we can assist them in learning and understanding their Challenges.

BUILDING TRUST: The light touch dialogues build trust with the students and invited them to a safe space in our SmilingOne Club where Students can come and comfortably explore their Challenges. The Change Agents are a constant presence at school, they are beacons of light and continue to build the familiarity and share topics with the Students that are really interesting and engaging.

SAFE SPACE: The Change Agents are neutral when it comes to Challenges that arise on school. When it comes to their personal issues we have no Judgement. These are qualities that appeal to the Students.

A PLACE TO SAFELY RELEASE: During the Pandemic when School opened (for grade 12’s) we had grade 12 groups coming to see us, sharing about their Challenges and having a place to release their tension in our space. Now more grades are back at school and we have adjusted to the new schedule so as to be available for students. Interest has been building through the Exposure Classes over the past year. Students are looking for the Change Agents to motivate them and to share with them Challenging situations to gain understanding about what they are going through.

RECRUITMENT SPACE:

Going from class to class to involve students in light touch dialogues so as to invite them into a better understanding about self and also to get to learn how they contribute to the school culture. Each one is a contributor.
We used the Exposure Classes to invite the Students for more personal one-on-one sessions in our SmilingOne Club or to join the After School SmilingOne Club group sessions. We had Students that would always ask questions after the Exposure Classes and would like to know more. We invited them to the intensified process.
Our Light touch dialogues took the shape of the Change Agents making many rounds on the school premises, checking in on Students in a more informal way - blending into their every day. These opportunities were concluded with the Change Agent always being available for one-on-one sessions.
All we initiated was re-emphasised by a Teacher or a Student who through their own experience helped promote the project. The Teachers were especially resourceful as a new angle and first hand experience from their own process. They could easily speak on behalf of the program and encourage students to enrol and show up for the project. Teachers were our Ambassadors.
The opening of school for 2021 was big for us, new students became familiarised with SmilingOne. We went to the grade 8’s, fresh in High School, introduced ourselves and extended the invitation to be part of the After School Club, informing them that SmilingOne serves as Learner Support for the school. In our invitation they were made aware to feel free to come and speak to us about any issue whether academically or with students or socially. Our ‘road tour’ also helped Teachers become more aware of our presence - as we extended the invite to them to send Students to SmilingOne which they may identify having issues. Those already familiar with us, felt our presence from day one.

WE INVEST IN EDUCATING MORE NURTURING ADULTS TO TACKLE LEARNER DISENGAGEMENT

We have identified the need for Teachers to be involved in our program on a weekly basis with their own personal group session. They are now getting first hand experience of The Responsible Individual™ program and discover valuable tools to become better versions of themselves and much better teachers… this assists them in showing up for the Academic development… walking alongside the Student as a trusted partner in education… so as to better support the student in addressing the challenge of Student disengagement and becoming a contributor in a positive School Culture.
Teachers are now identifying deeper layers to Learner Disengagement and they trust that our program is an ideal access point to deal with aspects outside of academic issues (Personal Challenges) which automatically compliments the Students academic development.
Teachers are seeing significant changes in students after they have been to our exposure classes. The Students are more engaged and show up in class, ready to focus on Academics.
We are experiencing a beautiful coming together in our Partnership with the school. Teachers are always eager to assist us when we ask. They have been a great 'Army of Support'.
The Teachers in the program are asking management if SmilingOne can present the Value system of the Department of Education at school. This shows that our Partners in Education are keen to continue to build on the Partnership with SmilingOne - and that we have grown in Partnership. This work falls outside the scope of our work currently = means they needed to come on board with funding. We regard it as a very positive development that we are nurturing.

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Privacy

1. Definitions and Interpretation

2. Data Collected

3. Our Use of Data

4. Third Party Web Sites and Services

5. Changes of Business Ownership and Control

6. Controlling Access to your Data

7. Your Right to Withhold Information

8. Accessing your own Data

9. Security

10. Changes to this Policy

11. Contacting Us

Featured links

Connect with us

Privacy

1. Definitions and Interpretation

2. Data Collected

3. Our Use of Data

4. Third Party Web Sites and Services

5. Changes of Business Ownership and Control

6. Controlling Access to your Data

7. Your Right to Withhold Information

8. Accessing your own Data

9. Security

10. Changes to this Policy

11. Contacting Us

Featured links

Connect with us

KEY OBJECTIVE 3:Support Family Relationships of learners who show high risk of dropping out

KEY OBJECTIVE 1:Tackle learner disengagement by establishing a nurturing and relatable adult in a school to facilitate intensive personal development with learners

KEY OBJECTIVE 2:Improve school culture through light-touch open dialogues with learners

KEY OBJECTIVE 3:
Support Family Relationships of learners who show high risk of dropping out

KEY OBJECTIVE 1:
Tackle learner disengagement by establishing a nurturing and relatable adult in a school to facilitate intensive personal development with learners

KEY OBJECTIVE 2:
Improve school culture through light-touch open dialogues with learners