The underperformance of schools in many instances results in the education authorities (circuits, districts and even units from head office) sorting some schools according to their levels of performance. Schools that continue to perform below set out provincial and national targets are more often classified as “dysfunctional schools”, a concept that carries strong connotations. This article refers to this as the “school sorting paradigm” and the approach that is used by the department to deal with such schools has a stigmatising effect on the concerned schools. This article advocates that instead of sorting schools according to functional and/or dysfunctional, the department should engage in activities that, among other things, develop the available talent in the schools; assist the schools in creating a culture of teaching and learning and cultivating a culture of strong instructional leadership in the schools.