About us

About Us

The Anna Foundation is a non-profit organisation that runs after-school centres for the children of farm labourers, within rural schools, and in children’s homes throughout the Western Cape. It was started in 2005 to provide a safe and constructive place for rural children living on farms (Grade R - 12) to be after the school gates close.  It is at these after-school centres that our professionally designed 3 R’s Programme: “Reading, Running, Right-ing” is implemented. 

Our aim ?   To offer rural children lifelong learning in order to build positive self-worth and self-respect.

The secondary objective of the Anna Foundation is to provide on-going training for local farm women - the majority of whom do not have a background in education. They are equipped with skills and provided with the support they need to feel confident and to successfully run the programme in the afternoons.  This ensures that there is sustainable support for the children from within their own community.


The Anna Foundation’s primary activities are :

  • Educational and reading programmes; Remedial programmes; Homework support
  • Sports programmes
  • Life skills activities
  • Training of rural women


Children in rural areas are largely under-serviced due to their isolation. Rural schools tend to be under-resourced and under-staffed while classrooms are multi-grade and overcrowded.  Children often return home from school to an empty house as parents are at work. Parents who are at home don’t always have the ability to assist their child with school work or simply do not take an interest, not fully understanding the importance of having an education. The Anna Foundation’s 3 R’s programme is holistic in nature and meets the needs of disadvantaged and vulnerable rural children.

In the farming communities there is often a sense of helplessness, apathy and farm workers often suffer from low self-esteem.  Women living in the farming and rural communities are empowered by being trained and given the skills to implement the daily running of the 3 R's Programme.  We want the women to feel proud about their role as an educator, enthusiastically grow and grant them with an opportunity to better themselves.


Projects are based in various rural areas of the Western Cape:


Stellenbosch, Paarl


Robertson, Ashton, Bonnievale, Worcester, Montagu










Support the Anna Foundation with the Cape Town Marathon, FNB Wines2Whales & ABSA Cape Epic

As an official beneficiaries of these upcoming events, we have entries to sell and fundraisers to be supported! Here are a few ways you can get involved and support our work with rural children in the Cape Winelands.

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Anna Foundation Mid-Term Report

It has been an incredibly fast-paced and jam-packed first half of the year at the Anna Foundation. In a way, it feels like we made up for many of the opportunities we could not offer the children in the previous 2 years!

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Well… 2022 has not disappointed us! It is fantastic to have so many events back, allowing us the opportunity to get the children out of the ordinary and into excitement!

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Anna Foundation wins GOLD!

The Anna Foundation is delighted to have won 1st prize for the “GEES” charity competition at the Sanlam Cape Town Marathon! #SCTMcharitygees . For many years the Anna Foundation children have been participating in the Sanlam 5km

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Anna Foundation - Quarterly Highlights 2021

It is hard to believe that a whole year has passed since the pandemic changed life as we know it.

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What Does the ANNA FOUNDATION do ?


In the afternoons the Anna Foundation implements the “3 R’s Programme: Reading, Running, Right-ing", with Right-ing referring to ‘right living’. This is a professionally designed programme aimed at learners from Grade R to 12 and involves education, sports and life skills programmes. Children attending the after school do so voluntarily and participate in all three aspects of the programme.

Reading: The ‘Reading’ hour focusses on education.  Each child receives a grade-specific worksheet which includes literacy and numeracy activities.  Each month we focus on a different life skills theme and the activities in the worksheets are central to this theme. Homework support is offered and remedial assistance is given to those children with learning barriers, many of whom have various degrees of Foetal Alcohol Spectrum Disorders. FAS (or Foetal Alcohol Spectrum Disorders) remain prevalent in the rural communities affecting not only academic ability but also the self-confidence of these children.

Running: The focus of the ‘Running’ programme is to encourage an active and healthy lifestyle through sports. The sports lessons are aimed at increasing fitness levels, improving motor skills, developing team work and introducing the children to new types of sports.

Right-ing: Life skills lessons are taught through drama and drama games. The focus of this programme is to instil values and deal with social issues by developing communication skills, problem solving skills, creativity and imagination as well as learning to have empathy for others. Drama helps children to develop confidence and positive self-esteem. For us, building a child’s self-esteem is the most valuable tool we can give them.


The above 3 R’s Programme is implemented every afternoon at various sites. The children attend the after school once they return to the farms from their day schools. Facilitators arrive at 14h00 to set up and prepare for the afternoon. The children usually arrive from school around 14h30/15h00. The programme runs for 2 hours every afternoon. The first hour is for academics (homework + educational programme) followed by an hour of sports or drama (alternating every afternoon).


The Anna Foundation provides skills training and development for women from the farming and rural communities. The aim of the training is to provide them with the skills required to successfully implement the 3 R’s Programme. They need skills typical of a teacher, a care giver and a sports coach.

Our farm women receive:

  1. Monthly formal training session (focuses on teaching strategies, child development, classroom management, learning tools, 3 R’s curriculum revision)
  2. Onsite training from Project Managers (programme and project specific activities and needs)


  • Designed by professionals: educational specialists (educational programme), a drama therapist and drama play specialist (life skills programme) and persons with specialisation in Human Movement studies (sports programme)
  • Specific to the needs of our beneficiaries (rural/farm children)
  • Educational support that is child-centered
  • We adapt our interventions to the level of the children
  • We can repeat something over and over using remedial programmes and activities
  • Our groups are small enough to offer individual attention to all children
  • Empowerment of children in rural areas by means of improved self-worth and self esteem
  • Empowerment of women in rural areas by means of skills development
  • Providing opportunities for rural children to broaden their vision and appreciation of life
  • Holistic development and positive, healthy lifestyles
  • Sport as a means to promote health, education and self-development
  • Creating alternatives to a cycle of substance abuse and lack of hope in rural communities
  • Upliftment of rural communities and parent-child involvement
  • Creating opportunities for well-adjusted future leaders and citizens of South Africa
  • Creating a platform for involvement of local communities and volunteers
  • Innovative use of limited resources
  • Easily replicable model
  • Flexible model adjustable to a variety of schools and community settings







  • Sponsor an after-school project
  • Use your business to provide us with a service (printing, copying, advertising, goods in kind)
  • Use your professional skills/expertise to assist us with a service (consulting, marketing, child psychology, sports coaching, etc).
  • Get your staff involved in one of our “Fun Fridays” as a team building day/activity at one of the Anna Foundation farm projects.
  • Host an event/golf day for your clients and make the Anna Foundation your beneficiary.
  • Get your staff on board and committed to donating 1% of their salary every month to the Anna Foundation projects! Join the 1%Club. www.1percentclub.yolasite.com
  • Get your staff actively involved by being Support Runners at our Fun Runs (it is only 5km’s and they get a medal !!)



  • All donations (including goods-in-kind) are tax deductible: we issue you with a Section 18A donation receipt.
  • B-BBEE scorecard points (Socio-Economic Development Code 700): we can provide you with our organisation profile and beneficiary declaration, as stated in the verification manual for B-BBEE verification which enables your company to score additional B-BBEE points. The Anna Foundation is a Level 4 B-BBEE Contributor and has 100% B-BBEE procurement recognition.
  • You fulfil your CSI responsibility
  • Good public image: your business seen to be supporting a reputable charity like the Anna Foundation.
  • Marketing and public recognition for your business: your logo on our website, mention in our monthly newsletter and acknowledgement on social media (Facebook, Twitter etc.), promotion at our events.
  • We value relationships with our donors and acknowledge all contributions, whether big or small!

The Anna Foundation is registered as follows:

Non-Profit Organisation: 045-689-NPO
Public Benefit Organisation (Section 18A): 930 023 567
VAT registration number: 406 024 4607
BEE: Level 4 contributor

Banking Details:
BANK:     Standard Bank
BRANCH: Stellenbosch
BRANCH CODE:     050610
ACCOUNT NAME: Anna Foundation
ACCOUNT No.:     033026130

Monitoring & Evaluation

Education:  In June and November each year we complete internal formal assessments with all the children in the programme. This assessment helps us to monitor the impact of our educational interventions.   All learners write a formal exam on their grade level based on the 3 R’s Curriculum. In addition to this each learner is tested for reading ability. At the end of the term each child receives a report card to take home to their parents. We analyse the outcome of these results to help us determine which children need to be placed on the remedial programme rather than our standard curriculum and other academic interventions.

Our approach is not only academic. We also aim to develop positive self-esteem and self believe in all the children with whom we work. Hence the strong focus on our drama and life skills programmes.

In order to monitor our life skills (‘Right-ing’) programme, the Anna Foundation has had to determine how it is impacting on the children’s overall self-development and self-esteem. In 2014 assessments of the drama life skills programme were done by conducting one on one interviews with the facilitators in the Langeberg and Boland, and a sample group of learners. The aim was to monitor the success, appeal and impact of the drama programme and to evaluate whether there have been any perceived changes in the children’s behaviours and attitudes.

The interviews done during June 2015 have been compared to the interviews done in November 2014 where three common trends have been identified: Improved ability to recall experiences, improved ability to elaborate on answers and improved critical awareness (analysing experiences). The facilitator interviews were then compared to those done with the children, and their experiences correlated on almost every aspect.

Here are some of the other observations from interviews done in December 2015:

The most significant change is that there has been a major improvement in the children’s confidence:

  1. Confidence to speak in front of class mates;
  2. being more willing to ask questions and an eagerness to share opinions and ideas which weren’t there before.
  3. The learners themselves reported that they felt more confident at the time of the interview than at the beginning of the year.

This improvement in confidence can be attributed to the development of the learner’s sense of self-worth and self-esteem. Facilitators report that the drama class has become a space where the children support and encourage each other. They could identify specific activities that had helped the learners to gain more respect and have compassion for each other.

Interestingly, many of the activities mentioned were creative exercises, meant to develop the children’s imagination and their ability to think ‘outside of the box’.

Games that encourage emotional expression and exploration were also cited by facilitators and learners as a way in which the life skills programme has helped the children gain respect for one another. The facilitators reported that while the games helped the children to identify a wide variety of emotions in themselves and in their peers, it also helped them (the facilitators) to understand how to handle their own, and others’ emotions in a positive and constructive way. Learners developed a sensitivity to their class mates’ emotions and would try to help sad or angry friends, where in the past they would only agitate them further. The majority of the children reported that the most important thing that they learned about emotions was that they are ‘contagious’. They explained that they now understand how their emotions can influence other people’s emotions and vice versa. The learners could also explain to the interviewer the practical steps they can take in order to handle emotions such as sadness and anger in themselves, and in other people in a positive way. Overall, the learners’ ability to empathise has developed significantly during the year.