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  • StepBEYOND Remedial School Integrating skills to manage learning difference. Better
  • StepBEYOND Remedial School Integrating skills to manage learning difference. Better
  • StepBEYOND Remedial School Integrating skills to manage learning difference. Better
 
 
     

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Discover StepBeyond Remedial School

StepBEYOND High School is a registered, remedial school offering integrated educational and clinical support, to students and families, with diverse learning needs.

We are located in Johannesburg, South Africa.

Our school is a specialist remedial provider offering quality remedial classroom teaching, a nurturing and inclusive environment, a 360° supported framework around each student and an internationally integrated, remedial community which is committed towards improving upon the potential performance of each of our valued students.

What does integrated mean? We combine multiple support opportunities to form a tailored packaged of support. Academic remedial support, clinical remedial support, homework support, SEAL support (social, emotional and attitude to learning) and healthy living support services are packaged to create a winning formula which prepares each of our students for the future.departments.

Our Services

  1. We offer a CAPS-aligned mainstream curriculum.
  2. We offer integrated academic remedial and clinical support.
  3. We offer integrated health, movement and coordination support.
  4. We offer a specialised Gr 7 to 8 bridging option for students with high support needs.
  5. Our teachers and teaching assistants are qualified, with special needs experience.
  6. Our teacher-to-student ratio is a highly desirable 1:6 factor.
  7. Our personalised teaching is limited to a maximum class size supporting 12 students.
  8. Our remedial environment is unique. Truly innovative!

Our applicants

This overview serves as a guide to the breadth of student and family interest in our school. It is by no means exhaustive, and provides a flavour of the type of student, for which our school is designed and provisioned, to support.

Diagnosed remedial students attending
  • a remedial primary school
  • a non-remedial primary school
  • a non-remedial high school
  • a formalised home school
Validated and undiagnosed students attending
  • a remedial primary school
  • a non-remedial primary school
  • a non-remedial high school
  • a formalised home school
Validated students with a general learning difficulty attending
  • a remedial primary school
  • a non-remedial primary school
  • a non-remedial high school
  • attending a formalised home school
Validated students with English as an additional language attending
  • a remedial primary school
  • a non-remedial primary school
  • a non-remedial high school
  • attending a formalised home school

Our school

  • Our speciality is providing remedial education to students with general, moderate, complex and specific SEN (Special Education Needs) learning difficulties.
  • We support our students to become happy and confident young men and women.
  • We are an independent remedial education provider that subscribes to the South African Department of Education rules and guidelines.
  • We are connected to the international teacher network and follow global guidelines and standards in remedial education.
  • We use SEN techniques to make our regular curriculum accessible to learners with special needs requirements.
  • We are conveniently located to all major highways, in Rivonia, Sandton.
  • Our school offers a 'whole school' approach, which aims to balance requirements of the curriculum with the remedial provision required by each student.
  • Our students benefit from our integrated support, which features our skills-based approach to the CAPS Curriculum.
  • The school facilitates access to the CAPS Curriculum at an age appropriate level - differentiating the curriculum, as and when required.
  • Our families are attracted to our remedial school community because our school is structured to function like a ‘normal’ school, in a non-competitive and friendly manner.
  • Our approach is successful because we balance our communities desire to address the management of specific learning difficulties, whilst promoting a broad and balanced approach to teaching and learning.
  • There is no such thing as a ‘typical student’. We understand that all students learn differently. This is evident when two students, with a similar diagnosis of dyslexia or ADD, may present differently and beyond expectation. In such a case, our talented and experienced staff recognise the range of characteristics presented in the classroom, to support our student effectively.

*(based on survey data from our Vocational Academy)

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