read our half-year report

ANNA FOUNDATION
Half Year Report
July 2016
045-689-NPO
PBO NUMBER: 930023567
Boland Office: 021 - 885 1922 | Langeberg Office: 021 - 100 0434
Fax: 086 608 8021
P. O. Box 2229 Dennesig Stellenbosch South Africa
www.annafoundation.com
[email protected]
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TABLE OF CONTENTS
Page
Message From The Director
3
Organisation Overview And Profile
4
New Projects 2016
4
Our 3 R’s Programme: “Reading, Running, Right-ing”
5
Reading Programme: News from our Head of Education
6+7
Monitoring and Evaluation of our Education Interventions
8+9
Running Programme: News from our Sports Coach
9 + 10
Right-ing Programme: News from our Life Skills Coach
10 + 11
Improvements to Conditions in Rural Communities
1. Basic Hygiene
2. Upgrading of Schools
3. Computers and Eduplay
11
11
12
School Scholarship Programme News
13
Marketing
14
Internal Financial Report 2016
15
Our Clients (Farms and Projects)
16
Funders and Donations
17
Thanks
18
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MESSAGE FROM THE DIRECTOR
A year ago my husband and I made the decision to pack up our life
in Stellenbosch and move to the little Karoo town of Montagu. Our
reason: To offer the Anna Foundation programmes to children
living in the Karoo. It was a planned and researched decision,
knowing that support to rural children living in these areas was
desperately needed. In fact, the needs of these children have been
completely overwhelming. From the moment we established our
offices here and got the programmes operating in full force, we
have not stopped running. We have duplicated what we do at our
Stellenbosch projects, but with a long list of extras. And by extra’s I do not mean luxuries, I mean basic
necessities. Feeding children every day, clothing over 350 children, providing hygiene facilities to over 100
children (toothbrushes, washing hair, washing clothes, etc.), providing blankets to all children, providing a
school with grass where none was in sight and upgrading schools to a standard fit for purpose. We have also
had to help some families with basic needs (food, clothing, blankets, beds). And that all aside from the ‘usual’
3 R’s Programme in the after schools. Thank goodness my staff are all hard working, dedicated and
passionate people!
When it comes to our interventions we cannot ignore the complex social challenges faced by these
communities. When we consider the children in our programme who come from the socially most
vulnerable communities and live in real poverty, we note how directly this impacts on their school marks and
reading scores. A child who sleeps on a concrete floor with nothing more than a thin blanket and goes to
school on an empty stomach wearing worn out school pants no longer reaching his ankles, hasn’t washed his
body for lack of warm water or a bath… how do we expect that child to learn? Keeping in mind this is the
Karoo where night and morning temperatures are on average around 2 degrees. Thank goodness we are
here and are in the fortunate position to help and to fill these gaps so that these children can have a chance
to learn.
It takes many hands to make a difference and we definitely do not do this alone. So many of you help in so
many different ways to make it all come together.
This year we were selected by the Absa Cape Epic as one of their 4 official charity partners! The Absa Cape
Epic is THE biggest mountain bike stage race in the world! – and they choose us to partner with….. what an
honour for us to be associated with this world-class event but also a real recognition of what we stand for
and the way we do our business. We have so many fantastic sports enthusiasts who recognise and associate
with our holistic approach to development and love our ‘Running’ angle: these brave folk do all sorts of
fantastic sports events to help raise funds and awareness for us. We are so grateful to them. For those who
support by donating vegetables, blankets, clothing, laptops, shoes…. the list goes on and on…. Thank you
thank you!!!!!
Last but not least to our donors and those who give financial support towards the work we do, thank you for
placing your trust in us and for helping us do what we do best.
With so much gratitude,
Anna 
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ORGANISATION OVERVIEW
The Anna Foundation is a registered Non Profit Organisation (045-689-NPO, registration 11 November 2005) and
Public Benefit Organisation (930023567). The organisation works in the Western Cape, currently covering the
municipal districts of Stellenbosch, Drakenstein, Langeberg, Overberg, Swartland and Witzenberg. The
organisation has offices in Stellenbosch and in the Langeberg. The Anna Foundation employs 3 full time staff, 4
part time staff members and 13 project facilitators. A total of 52 project facilitators are trained and skilled by the
Anna Foundation. Anna Brom is the head of the organisation and is responsible for the day to day management of
the organisation. She has a Master’s degree in Social Development as well as a teaching degree and a Diploma in
Business Management and Entrepreneurship.
MAJOR OBJECTIVES OF THE ANNA FOUNDATION
The primary objective of the organisation is to address the educational and social needs of rural children and to
offer these children lifelong learning in order to build positive self-worth and self-respect.
The second objective of the organisation is to train and skill local rural women with the necessary teaching and
management skills in order for them to be confident in implementing the 3 R’s Programme.
Primary activities of the organisation are educational and reading programmes, remedial programmes, sports
programmes, life skills activities and training of rural women.
ANNA FOUNDATION PROFILE 2016
ANNUAL OPERATING BUDGET
2016 = R3 796 821
STAFF
Full time = 3
Part time = 3
Part time facilitators = 13
Part time facilitators = 39 (not on Anna Foundation payroll – directly paid by clients)
2016 PROJECTS
1.
2.
3.
4.
5.
6.
7.
3 R’s Programme Boland (6 projects, 12 communities)
3 R’s Programme Breede River Valley (7 projects, 10 communities)
3 R’s Programme Swartland (1 project, 1 children’s home)
3 R’s Programme Witzenberg (1 project, 1 children’s home)
3 R’s Programme Overberg (1 project, 1 community)
Skills Development and Empowerment (52 women/men)
Scholarship Programme (4 beneficiaries)
REACH
Total beneficiaries as per 1 January 2016 = 710 children, 52 women
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NEW PROJECTS IN 2016
1. New rural school project in Montagu (Langeberg): started January 2016
 62 primary school children from AF Kriel Primary
 3 facilitators receive weekly on-site training and support and monthly
official Anna Foundation training workshops
 Clothing purchased for all children (t-shirts, shorts, winter jackets)
 School upgrades done (ceilings fixed, fans installed)
 Grass laid (previously no grass at all) and play areas/jungle gym fixed
 Food provided in partnership with the Lunchbox Fun d
 8 computers installed at the school and loaded with Eduplay software
2. Sustainability Institute (SI) after school (Boland): started April 2016
 58 children making up this after school – from various farms in the region
(De Morgenzon, Blaauwklippen and Meerlust Wine Estates)
 4 facilitators receiving weekly training on site and at Anna
Foundation official training workshops
 Additional activities to date: Athletics coaching received for
4 children (Endurocad); Theatre outing for all children
(University of Stellenbosch Drama Department)
 Food provided by the Lunchbox Fund
 New reading books donated at project start up
3. Additional Grade R project at Graham Beck (Langeberg): started February 2016
 12 new Grade R children added to the current after school programme at Graham Beck, children
accommodated at the crèche
 1 new facilitator trained and supported
4. Computers and Eduplay at all projects (Boland and Langeberg)
 All projects have computers stationed in the classrooms (where the
venue is too small, laptops are utilised)
 All computers are loaded with Eduplay which is an educational software
programme containing literacy and numeracy games aimed at children
from Gr R until Gr 7 level.
 Facilitators assist children to use these games on a daily basis as
additional stimulation and support to the education programme
OUR PROGRAMME: 3 R’s Reading, Running, Right-ing
The “3 R’s Programme: Reading, Running and Right-ing” has been professionally designed and aims to meet the
holistic needs of rural children from Grade R - 12. It has been designed by educational specialists (educational
programme = Reading), persons with specialisation in Human Movement studies (sports programme = Running), a
drama therapist and drama play specialist (life skills programme = Right-ing). The programme is implemented
after school hours and children participate in all three aspects of the programme.
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READING: Education in 2016
We made some serious changes to our educational interventions in 2016, most significantly bringing in our new
Head of Education, Mary Ludho. Mary comes to the Anna Foundation with more than thirty years of experience in
the teaching profession. She has specific experience and interest in remedial education and the teaching of
literacy. This knowledge and practice has been instrumental in providing opportunities to develop different
approaches and techniques with children. Previously Mary worked for Read Education Trust on a six year WCED
literacy intervention, training teachers, principals and Subject Advisors in the Balanced Language Approach and
CAPs literacy methodologies. She is experienced in working with adults and teaching methodologies, strategies
and techniques for reading as well as monitoring and supporting teachers within a school and classroom
environment.
Our focus this year has turned to helping all the children in our programme LEARN TO READ WITH MEANING. The
ability to read is central to the ability to learn and therefore a prerequisite to progress successfully through the
education system. Irrespective of the subject, the South African curriculum assumes that children have learned
how to read by the end of Grade 3, an assumption that is not supported by the evidence. Most South African
children are not acquiring the most basic reading skills (in any language), and as such remain on the periphery of
the learning process and never fully access the curriculum despite being promoted to higher grades. According to
findings done by education researcher, Nic Spaull and colleagues in the “Binding Constraints” project
(Presidency/EU), “…The most important of these outcomes is the fact that approximately 60% of South African
children do not learn to read for meaning in any language by the end of Grade 3.” The report goes on to say that
“Unless students have been given sufficient opportunity to ‘learn to read’ they cannot subsequently ‘read to
learn.’”₁.
Our experience has shown that schools are not placing enough emphasis on this central goal, and as such we have
made this our priority in all of our after school projects in 2016.
From Mary: Never let it be said, that working with children is a boring job. Each day
provides challenges that need quick thinking, patience, empathy, energy and initiative.
Staying one step ahead of the children is part and parcel of the job. Creating an atmosphere
that is conducive to the enjoyment of reading, as well as establishing children’ selfconfidence and creating a holistic approach to teaching reading and writing is what we have
strived to do these past six months.
The facilitators have thus engaged in a variety of language activities during the training sessions, so that they will
be better equipped to enable the children to develop and consolidate a more comprehensive vocabulary, write
more interesting sentences with words and read the very important high –frequency/ sight words. There has
been much emphasis placed on the teaching of these sight words using a variety of games and fun activities. The
facilitators and the children have learnt to play and enjoy games suc h as Word Bingo, Sight Word Snakes and
Ladders, Word Dominoes and Arm Spelling. Learning through play has definitely been observed!
The development of perceptual skills to encourage reading and writing abilities has been an important focus with
the Grade R and Grade 1 children. Forming letters, words, numbers and shapes with play dough, building puzzles
and copying patterns with the pegboards are fun ways to encourage these early reading and writing skills. Oral
prompts introduced to facilitate thinking and discussion is being used even with the Grade R children and has also
been used as a written activity with older children. Engaging in a discussion and thinking are very important
elements in the development of language skills in children.
₁. Nicholas Spaull, Servaas van der Berg, Gabrielle Wills, Martin Gustafsson and Janeli Kotzé, “Identifying Binding
Constraints in Education” p.5 (May 2016)
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Just as reading is a process so is writing and this has been supported in the implementation of the Writing Process
in the classrooms. The Writing Process involves the planning, drafting, editing and publishing of a piece of writing.
The facilitators have been encouraged to look for opportunities to write with the children and the pictures and
topics from the worksheets have provided some ideal material. Mind-maps, stories, poems, paragraphs, a written
task on Egypt and Shared Writing with our Grade R’s and Grade 1’s are some examples of the writing being
implemented.
The facilitators appear to enjoy the reading and writing activities they have learned to implement and seem to
welcome any other ideas suggested during the classroom support visits. It has been most encouraging to observe
the good implementation and initiative many have taken to adapt the strategies and activities for the children
they engage with.
Megan is teaching sight words
Lena helps learners recognise and practice beginning sounds
Fishing for my word!
Resources that support the development of fine motor skills
We are extremely grateful for the fantastic donation from De Morgenzon Wine Estate who gave us their prize
money from the Standard Bank/Chenin Blanc 2015 Challenge. We put the money towards the purchase of
Foundation Phase resources (see photo above). Educational resources were provided to all after school projects
from Stellenbosch, to Robertson and Montagu, to Elgin and Tulbagh. This helped make learning so much more
dynamic for these young children.
In addition to all that has been mentioned above, we also were able to provide all our projects with laptops or
computers, loaded with Edu Play. This educational programme provides learners from Grade R up to Grade 7 with
both literacy and numeracy games.
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MONITORING AND EVALUATION OF OUR EDUCATION INTERVENTIONS
Considering our interventions this year have been so specifically focused on teaching children to read, through
practicing high frequency sight words, building comprehension and sentence writing, it makes sense to assess
them on these skills in order to monitor the impact of our interventions. Hence we have used the One Minute
Reading Test as a tool for assessment. This test helps us determine the reading age of a child (compared to
his/her chronological age). We are then able to retest after a set period of time to determine if the child’s reading
age has improved because of our intervention.
The first reading age tests where done in February this year, and a second follow up test was done with the same
learners 3 months later. Only the Langeberg region was tested with this method. It is utterly exciting that EVERY
SINGLE child tested showed improvement. This means that after a period of 3 months, all children tested could
read more words per minute than they did in the first test. These are high frequency sight words (not reading for
comprehension), but without these high-frequency sight words learners are not able to read. They are highfrequency – meaning these words pop up all the time, learners need to look at them and know them.
It’s an exciting start, but at the same time also illustrates just how desperate the situation is. While all children
improve, when you take their scores against the benchmark score set by the department of education, most
children fall below the required score. This is most dramatic in the case of our newest project, who have only
received our interventions for 6 months. The graph below indicates the strongest learner and weakest learner in
Grades 2 until Grade 6 (Grade 1’s can only be tested at the end of the year). This graph shows that even the
strongest reader in each grade is well below the national benchmark at this stage of the year.
One Minute reading Test: Comparison of Results
Test 1 Score:
Test 2 Score:
National Guide:
The above graph is from one of our projects servicing a farming community outside Montagu in the Western Cape.
It indicates the strongest and the weakest child in each grade from Grade 2 to Grade 6.
(Grade 1’s are only tested at the end of their first school year thus not included here.)
It is quite hard to comprehend that a child in Grade 2 could only read 2 words correctly in the time of 1 minute
(February this year). You wonder how this child ever progressed into grade 2 in the first place. Thank goodness
when tested the second time (in May) she improved to 10 words in the minute. Still well short of the required 58
words per minute in Grade 2 (NOTE: She is by no means the only example). Without a focussed intervention this
gap will only grow. Our aim is to provide this intervention so that when we retest at the end of the year, the gap
between their reading score and the benchmark score has decreased substantially. If we can achieve this, it would
be a significant contribution.
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As per past years we also assess all children by means of a grade specific exam paper. These results are useful in
identifying learning difficulties of the children and highlighting which areas we can focus our attention (beyond
reading). We compare these June assessment results to the assessments administered later in the year
(November) in order to gauge improvements made. At this stage it is interested to compare two projects both
from the Langeberg, Project A having received our interventions for 3 years and Project B only joining in January
this year. These projects are comparable in terms of community background and social conditions, day school size
and teachers and quality/training of after school facilitators. The graph below uses grade averages for the June
exams, comparing the 2 projects with each other. It is exciting to see the significantly stronger performance of the
children who have benefitted for 3 years from our support, compared to children who are new in the programme.
June Exam Scores 2016
100
90
80
70
60
50
40
30
20
10
0
Gr R
Gr 1
Gr 2
Project A = 3 years intervention
Gr 3
Gr 4
Gr 5
Gr 6
Project B = 6 months intervention
RUNNING
Estelle Wessels has taken over the role of Coach this year at the Anna Foundation. She is responsible for training
all facilitators in the implementation of the sports programme, as well as assisting on site during the sports
lessons.
From Estelle: The past 6 months the sports lessons have focussed on fitness, agility and
ball skills. Soccer has been a main theme and we have practiced ladder drills, receiving and
passing and team work. I have noticed how well many of the sports activities can be
integrated with learning in the classroom especially in terms of maths: direction, numbers,
score keeping, time…. The sports lessons also help with crossing the middle line, body and
spatial awareness – all important components of perceptual development of the child.
I can see that the children really enjoy the sports. They also seem to enjoy learning new
sporting skills. This gives them an opportunity to develop the ability to strategies, work
together as a team and practice constructive competitiveness. This is critical to their
emotional development as we often experience that the children do not know how to
handle winning and losing. In these instances, it is exciting to see how skills learnt in their
drama lessons can assist learners to cope and manage challenging social situations. Many
of the drama games teach the children to listen to each other, to breathe when angry or to
manage their personal space…. All these skills are often utilised when competitiveness on
the sports field comes to the fore!!
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We train the facilitators once a month in order to equip them with the understanding they need for the upcoming
months lessons. In most instances I take the ladies out onto the grass and together we play the games. This is
great fun and something I have really enjoyed doing! Through playing the games themselves, the facilitator’s
remember the games better and enjoy doing the sports programme with the children. During site visits to
projects I have been encouraged to see the facilitators implementing what they have learnt and playing along
with the children.
Many of the children also got the opportunity to participate in local fun runs. For some of the
Langeberg children this was a new experience and they were so proud of their medals or
certificates after the race! Our children have participated in the following fun runs so far this
year: Gino's Night Run (Stellenbosch), Safari Fun Run (Wellington), Leipzig Fun Run (Nuy
Valley), Montagu Mountain Mania (Montagu) – see photo -, Olyfberg Fun Run (Robertson)
Through sport the children are learning many life values: self-respect, self-discipline, selfconfidence, responsibility, perseverance and honesty. So much more than just kicking a ball!!
RIGHT-ING
We started designing our drama life skills programme almost 4 years ago. Uné Conradie with her drama
background has been responsible for the programme design, implementation and training. She has been
instrumental in making it all happen and together we have watched the success of the programme unfold. So it
was with great caution that we opened this space up to someone new when Uné recently took maternity leave. I
was particularly interested to know how someone else would experience the programme and what impact they
would feel the programme makes for the children. Uné is always so enthusiastic about the programme, it is
valuable to have a new person to gauge the impact. It is so pleasing and so reassuring for me to find that Natasha
Rossouw (currently acting in her place) gives similar feedback!
From Natasha: As an Applied Theatre practitioner with a stronger theoretical background
as opposed to a practical one, observing the life skills program developed by the Anna
Foundation, implemented into communities, has been rewarding. The core of the program is
to help develop life skills through drama activities. Observing our different projects,
improvements are visible when looking at (over a period of time) how the children listen,
interact and participate in a session. The program allows the facilitator to adapt the sessions
according to the level of capability of each group. The key to impact in this area is patience.
The progress is sustainable when we take baby steps with the program, implementing and focussing on all areas
of life skills and guiding the children to identify the change for themselves. What we try to do is to educate these
children in a stable environment where there is consistency and where the children also know what is expected of
them. Rules are made in a playful way so that boundaries can be created which benefits both the facilitators and
the children. As an outsider entering the play space of every project, I was kindly and warmly accepted by each
group because of the commonality we had – drama. In projects where the Anna Foundation had been involved for
a longer period of time, the language I spoke was one that was familiar to them and this made it easy to engage.
In our most recent project, this language has not been established yet, thus it was a little bit more difficult to
engage. We first had to establish a ‘vocabulary’ and every week, with our ‘life skills-vocabulary’ growing, it started
to get easier to engage. They knew what was expected of them.
The program is implemented into the projects in a sustainable way. Staff training once a month keeps the
facilitators equipped with the right tools for the program. It is also an opportunity to discuss matters and interests
with the rest of the facilitators. We can always learn from each other and often the matters discussed are
relatable to most facilitators and their groups. Site visits to the farms, gives the facilitators a safety net. They know
that there is someone who they can ask for help should they struggle.
It’s humbling to see how these children develop. Small improvements in multiple areas contribute to one holistic
whole.
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“Little by little, a little becomes a lot.”
The Anna Foundation life skills program focusses on the little so that we can have an outcome of ‘a lot’.
Dress up: imagination games
Taking turns to perform a puppet show
The ‘magic game’ – children are told who/what they must
be transformed into (above: a classroom of trees!)
Facilitators play the drama games at each month’s training
session so that they know what obstacles may be encountered by
the children, and so that they understand the games themselves.
IMPROVEMENT TO CONDITIONS IN RURAL COMMUNITIES (Langeberg Region)
1) Basic hygiene and health (well-being) support to beneficiaries
We have identified the need to provide children with basic hygiene and clothing needs. Many learners only have 1
set of school clothes. Considering they now remain at school for the after-school every day, there is no time for
parents or children to wash the 1 set of clothes and have it ready for the next school day. It is not uncommon for
children to miss school because they do not have clean clothes to wear. For this reason, the Anna Foundation
provides shorts and t-shirts to be worn in the afternoon as part of their after-school kit. In winter children require
warm jackets or tops. We also provide all children with a toothbrush and toothpaste to be used after each lunch.
Furthermore, we observed the urgent need for additional afternoon food considering children remain at school
until 5pm. We have partnered with the Lunchbox Fund who provides all these projects with a warm lunch every
day. We assist with the logistics of this, the gas needed to cook and the vegetables to add to the meals.
The children each have their own toothbrush with toothpaste
and lunchbox for use at the after-school
A warm meal before the after school programme starts
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2) Upgrading of Rural Schools attended by our Beneficiaries
The Anna Foundation partners with rural schools to offer after-school support for these children who otherwise
have nowhere safe to be in the afternoons. The after-school is based at the school, utilising the school classrooms
and grounds to implement our 3 R’s Programme. Children thus remain at school all day until 5pm when their
parents finish work. For this reason, it is paramount that the school facilities are in working order. Besides
ensuring basic infrastructure is fit for purpose, we also need to ensure the playing grounds are appropriate for
sports and recreation. This typically means the Anna Foundation takes on the responsibility of fixing broken jungle
gyms, swings, laying grass, fixing gutters, installing insulation in ceilings, fans for summer, heaters for winter,
kitchen facilities, etc. We do not consider this a luxury but a necessity if we wish to impact positively in this school
environment.
AF Kriel Primary (Montagu):
Grass laid down in the playground
Riverside Primary (Robertson):
Creating a more inviting environment for play
3) Computers and Eduplay at all projects
We provide all our after-school projects with computers or laptops (depending on venue safety and size). These
computers are used by all children (from Grade R) to play educational games. We installed Eduplay software
(www.eduplay.com) on each computer which gives the children access to literacy and numeracy games, in
Afrikaans for all grades. Facilitators assist children to use these games on a daily basis as additional stimulation
and support to the education programme.
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SCHOOL SCHOLARSHIP PROGRAMME NEWS
We have a new addition to our Scholarship Programme, and our 1st child from the Langeberg – Welcome Debroh!
Debroh spent his foundation phase school years at his local farm school, Riverside
Primary. The Anna Foundation started working at this school 3 years ago and
immediately noticed Debroh as a strong academic candidate and a child motivated to
succeed. At the start of 2016 Debroh relocated to Robertson Primary school to
commence his Grade 4 year. We are proud to be offering him this opportunity! In his
first term school report he did extremely well, particularly in maths, scoring 98% (which
is virtually unheard of among the children with whom we work)! He achieved 74% for
English (also unheard of) and 67% for Afrikaans, being placed 8th overall in his class at
Robertson Primary. Considering Debroh’s background and social circumstances, we think
this is an excellent achievement in a new school! Debroh’s school teacher comments
that he is “a quiet boy, that his work is always neat and that he always tries his best”. In
the most recent Anna Foundation exams, Debroh scored 96% - keep an eye on this kid!!
Debroh, Grade 4
Mariska has turned on the heat this year on the netball court! Since starting at Stellenbosch Primary in 2011,
netball has always been her winter sport of choice and coaches have often referred to Mariska as their “star
player”. She is currently in the school’s U12 team and after passing a series of zone and regional trials, she has
been chosen for the Winelands (previously Boland) team to participate in the Western Cape Inter District
Tournament in Riversdal in August. This is such a huge achievement for her and we
are delighted! She is the ONLY child chosen from the entire school at this level,
providing a much needed confidence boost for her! This opportunity would never
have presented itself had Mariska not been in this scholarship programme and we are
humbled by her success. At Stellenbosch Primary she has been given ongoing support
from both the school and netball coaches which has developed her abilities and her
confidence in the game. Most importantly though, she has received the safety and
security of a stable home and loving day mother to whom we owe so much of
Mariska’s development. Her self-confidence has grown as a result of this constant
encouragement, enabling her to step up to the challenges, envisage and achieve
Mariska (right) before a
greater goals for herself. We are super proud!
netball match
Our other Scholarship Beneficiaries:
Randy: Grade 5 at
Stellenbosch Primary
st
Jazzmin: Grade 12 at
Stellenbosch High School
Elzaan Wiese: 1 Year Educare at
Bergzicht Training College
The Scholarship Programme is funded by:
Ackerman Family Education Fund |
1%Club
|
Croft Trust
|
Van der Merwe Family
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MARKETING
In The Public Eye and In The Media:
 Stellenbosch Harvest Festival Parade: Our Boland farms took part in the annual Harvest Parade which
serves to celebrate and bless the wine harvest. Many children rode with our bus, handing out
brochures while others joined their farms, all children wearing Anna Foundation t-shirts
 On TV: Children at Simonsig Wines were filmed doing their reading activities, sports and drama
lessons to be included in an insert on SABC 3’s magazine programme, 'Top Billing'. This was as a result
of a donation received from De Morgenzon Wine Estate who donated to us their winnings from the
Standard Bank/Chenin Blanc 2015 Challenge. The insert was aired on 4 February 2016.
 Cape Wine Auction Lot: "The Ultimate Week In Robertson Wine Country With the Anna Foundation"
0000
featured as one of 40 prestigious lots on offer for the online and live auction for which we are
beneficiaries. We teamed with top wine estates to include an exclusive experience for bidders which
includes week-long accommodation, wine pairings, lunches, dinners, game drives, and a special visit
to one of our after-school projects in Robertson!
 On Radio: KFM Breakfast Show (Walk in the Park) and Smile FM interviews
In Print: WineLand Magazine (February feature), Die Burger and Cape Times (Absa Cape Epic), Breede
Gazette, Paarl Post, Stellenbosch Gazette and Neighbourhood Directory
 Walk in the Park: In March, Struan Buchanan, Mark Westcott and Pete Hofmeyr aka "The Three Oaks"
walked from Saldanha to Cape Town, raising R179 580 for us! Their friends were extremely
supportive of the Oak’s cause and didn’t hesitate to contribute towards their fundraising efforts.
Special thanks to Bob Jones-Davies for stepping in.
 Absa Cape Epic 2016: Three team entries to use as a fundraising tool, including much publicity
through our podium-finishers, Nic White and Adrian Enthoven in the Masters’ category. Race village
activations and our children being seen at the race villages, on international TV and even
photographed with top riders, including the overall winning team!
 SuperSport: As part of the Absa Cape Epic activities and National Water Week, Woolworths donated
a water tank and trees to the Buffet Olives after-school. SuperSport filmed the ‘hand over’ which
included interviews with our staff. Footage was aired during the live coverage of the Finale.
 Old Mutual Two Oceans Marathon: As a charity partner we were allocated 50 entries for the soughtafter half marathon. Through the sale of these entries and other fundraising efforts, an additional
R62 000 was raised through this event not to mention all the exposure we received through social
media and online!
 Event Activations: We were invited to provide kiddies activities at a number of local events including
the Pinotage& Biltong Festival, Muddy Princess and Wacky Wine Weekend (Excelsior Estate). Our
face painting, games, colouring and puzzles enable us to participate, add value and be seen.
VOLUNTEERS:
 Project Volunteers: We currently have 5 after-school volunteers helping with academics, providing
remedial assistance and offering regular Fun Friday art activities to our projects the Boland. They are
not only appreciated by the children, but also provide tremendous support to the facilitators.
 Event Volunteers: We have established a good relationship with the students at S omerset College
who assist us at events by providing extra pairs of hands while they gain experience working with the
public, stepping out of their comfort zones, and serving the community.
DONATIONS THAT HAVE MADE AN IMPACT:
 Laptops and Computers: Through the donation of laptops and desktops we have been able to expose
our learners to the world of ICT. Not only do children learn computer basics but also get to practice
reading and maths through the Eduplay software games.
 #TBD2016: Thanks to the Shoebox of Love project (a beneficiary of the annual Twitter Blanket Drive)
we were given 100 blankets which we distributed among our Langeberg after-schools
 Spreading Warmth: Second hand clothing collected by the Somerset College Pre Prep, Rotary Ann’s
(Somerset West), NG Gemeente (Kuilsriver) and VinPro, enabled us to provide much-needed extra
warmth to a number of our children in the Langeberg where it is so bitterly cold!
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INTERNAL FINANCIAL REPORT 2016
Income Statement: January - June 2016
INCOME
Targets
Operating Budget
R480 992
R587 050
R114 268
R101 410
R409 511
R24 200
R17 265
R126 301
R176 400
R981 600
R988 488
R641 726
R102 000
R697 185
R28 400
R35 000
R298 800
R352 800
R2 037 398
R4 125 999
January - June 2016
Operating Budget
School Scholarship
Donations Made
Depreciation
R120 423
R44 448
R362 100
R65 308
R87 835
R2 028
R10 104
R31 299
R124 840
R581 984
R205 287
R128 977
R5 080
R1 067
R11 043
R9 862
R13 335
R81 642
R6 947
R30 164
R126 301
R78 342
R240 846
R95 520
R579 359
R124 085
R158 102
R20 072
R31 200
R52 259
R249 681
R1 175 608
R390 000
R245 055
R9 653
R2 027
R20 982
R18 737
R25 336
R155 121
R13 199
R57 891
R298 800
R78 342
TOTAL EXPENSES
R1 999 439
R3 796 821
Company Donations
Event Income
Government
Private Donations
Project Fees
Scholarship Programme
Interest Received
Donations in Kind
Services in Kind
TOTAL DONATIONS / INCOME & GOODS KIND
EXPENSES
Project Management
Motor vehicle expenses
Education
Sports
Life Skills
Printing and Stationery
Transport (Bus Hire)
Accounting and Audit Fees
Skills Development
Salaries and Wages
Event Expenses
Administration
Marketing
Entertainment
Insurance
Communication
Computer Expenses
Rent
Bank Charges
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OUR CLIENTS 2016:
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FUNDERS AND DONATIONS 2016
MAIN FUNDERS:
SPONSORSHIP AND CORPORATE FUNDING:
Ackerman Family Education Fund
Croft Trust
J E T Lee Will Trust
AD HOC MONETARY DONATIONS
Klem Carstens
De Morgenzon
Dornier Wine Club
Moonstone Compliance
Somerset College Pre Prep Classes
MONTHLY DONATIONS (Private)
De Villiers Family
Dr Brom
van der Merwe Family
EVENT BENEFICIARY/PARTNER
Absa Cape Epic
Old Mutual Two Oceans Marathon
Sanlam Cape Town Marathon
The Three Oaks Foundation
GOODS/SERVICES IN KIND
Builders’ Express
Carin Burger
Futurelife
Green Carrots
NG Gemeente, Kuilsriver
PERI
Rotary Ann’s
Santa Shoebox
Sing Africa Books
Snowball
Somerset College
StatPro
Twitter Blanket Drive
VinPro
WAM Technology
Woolworths, Wellington
PARTNERSHIPS
1%Club
Amoija Events
Cloverfield
Radtrax
Maties Athletics
Mountain Mania
Muddy Princess
MySchool MyVillage MyPlanet
Operation Shoebox
Pinotage and Biltong Festival
Robertson Wine Valley
Stellenbosch Wine Routes
Top Events
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 THANKS 
Huge thanks to all the individuals and companies that have supported us through
time, expertise, goods and money. Thank you for helping us to make a difference in
so many precious little people’s lives.
We value you!
Profile Photos: Carin Burger
Report compiled by Anna Foundation Founder and Director, Anna Brom (July 2016)
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