• 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

Contact our team to find out how we can help your child    011 234 1212    hello@EDU360 .education

EDU360’s StepBEYOND School is a registered remedial high school in Johannesburg. We offer full-time schooling and support to students with specific remedial concerns. Our innovative high school programme is for moderate to high-functioning adolescents who have not reached their potential in a more traditional school setting.

Our integrated programme of support provides a structured, remedial solution which integrates special education needs (SEN) with learning support and therapeutic skills to make the regular, mainstream curriculum accessible to all students.

Importantly, we promote resilience, determination, positive self-talk and personal accountability within the greater remedial community of Southern Africa. Our school community is formed around a campus that welcomes students from every neighborhood and provides a learning gateway that is connected to the world.

We value the potential performance of each student experiencing a learning difference, beyond the reasonable capabilities of the mainstream schooling environment.

We understand that there is no one-size-fits-all teaching and learning solution, and promise to support all our students to manage their learning difference, better.

We pride ourselves in offering our school community a quality, remedial teaching and learning experience. We are different because we are small enough to offer a personalised classroom service and big enough to draw on the collective strength of the brightest minds in our global industry. We are connected!

Top reasons why StepBEYOND School is proud to be different

  1. We value the magic of self-esteem, above all else!
  2. Our school campus is unique. Clever design and smart layouts combine to generate a 21st century environment that is fit-for-purpose.
  3. We prefer to support our students to manage their own learning difference, independently. We avoid short-term assisted learning techniques.
  4. We are compliant and registered. Our remedial school is registered, all our teachers are registered, all with remedial training and experience.
  5. Our school is a happy place. We teach happiness as a subject.
  6. We are popular. Homeschoolers and mainstreamers appreciate the quality of our transitioning support offered to new students.

Our Aims

StepBEYOND School’s overarching goal is to provide quality remedial education experiences to all students. This philosophy is popular and gaining traction because our approach is structured, integrated and accessible to all students.

StepBEYOND School’s humanitarian effort is built upon key performance areas:

  1. To provide a quality remedial schooling experience.
  2. To develop wrap-around support promoting resilience, determination, positive self-talk and personal accountability.
  3. To provide skills-based teaching, with education and clinical remediation opportunities.
  4. To provide quality learning opportunities, to students with special education needs.
  5. To integrate support skills between schooling, education and clinical remediation departments.

Our values

Our values are our deeply held beliefs about the way that the world ought to be. As educational activists, the StepBEYOND faculty of staff, strives to lead by example. We hope to positively influence our students’ conceptual understanding and behavior.

We positively promote the following values:
Promoting access to tasks previously inaccessible and rewarding each student with a sense of accomplishment.

Encouraging all students to believe that they are capable of achieving significant milestones.

Fostering an honest approach which highlights the consequences of cause-and-effect.

Shifting mindsets towards a state of resilience and determination.

A thinking skill which harnesses the power of positive potential performance.

Supporting students and families with remedial needs.

Modern and innovative approaches to traditional and worthwhile education.

Our Virtues

A virtue is an inner disposition (an internal library of responses and consequences) that enables a person to make the right decision in a situation.

Our faculty of staff encourages the consideration of inner disposition, guiding our students to recognise that our virtues are what constitute our character.

Our Initiative

We are living the dream; to bring meaningful improvement to remedial families who experience the undulating impact of living a life within the constraints of a learning difference.

We appreciate the fact that remedial educators need to do more than talk about change. As education activists, we need to be the change. It is easy to talk about improving the remedial schooling experience of countless children on our continent, however actioning support to drive social and educational upliftment, remains a remedial gauntlet.

StepBEYOND School embraces this challenge wholeheartedly.

The African ‘Babies in the River’ parable captures the essence of our humanitarian intention:
To rescue students who may appear stranded at school.

One summer in the village, the people gathered for a picnic. As they shared food and conversation, someone noticed a baby in the river, struggling and crying. The baby was going to drown!

Someone rushed to save the baby. Then, they noticed another screaming baby in the river, and they pulled that baby out. Soon, more babies were seen drowning in the river, and the townspeople were pulling them out as fast as they could. It took great effort, and they began to organise their activities in order to save the babies as they came down the river. As everyone else was busy in the rescue efforts to save the babies, two of the townspeople started to run away, along the banks of the river.

“Where are you going?” shouted one of the rescuers. “We need you here to help us save these babies! Please, don’t go now, we have babies to save!”

After a long pause, a distant voice declared, “We are going upstream to find out why babies are falling in the water!”

Our approach to meaningful remedial change hinges upon the establishment of the root cause of the problem. Unfortunately, this is easier said than done; appreciating that a worthwhile solution may not appear obvious, or accessible. From this African fable, we understand that students may feel stranded at school, similar in comparison to the baby’s experience of floundering in the river. Of course, sadly it is easier to notice a floundering baby in a river than it is to observe a child floundering in a perfectly respectable classroom. Every child, in every context, deserves an equal opportunity of accessing quality remedial opportunities.

We are an inclusive, specialist, remedial education provider. StepBEYOND School welcomes all students, and their families, to our professional remedial education services.

Our school supports students to manage their underlying learning difference themselves, whether diagnosed, or not.

Our students are more than a label or diagnosis; they are unique individuals with specific needs, requiring learning support and management. Interpreting a diagnosis of special needs is important to us, however it is also important to emphasise that our understanding of the essence of a student enables us to provide the necessary education support. Our integrated strategy manages anxiety and develops happier students. We believe that a happy, relaxed and confident child, is a child who learns optimally.

We provide support to students with the following areas of diagnosed learning difficulty:

  • Anxiety disorders directly and indirectly impacting learning performance
  • Attention deficit disorder (ADD/ADHD)
  • Coordination and movement disorder
  • Autism spectrum difficulties (ASD)
  • Dyslexia, reading and comprehension difficulties
  • General processing and delay type difficulties
  • Social and emotional immaturity type difficulties

We offer a structured learning environment in which each student’s self-esteem is nurtured, and where mutual respect and courtesy are fostered.

We pride ourselves on flipping the classroom into something different that works to enable better personalised teaching and learning quality. Our students benefit from our innovative classroom design, which is a break from conventional thinking. Of course, we accommodate a maximum of 12 students, to ensure the optimum teacher-to-student ratio of 1:6 (two teachers:twelve students), in a class.

In addition to areas of diagnosed learning difficulty, we provide support to learners in the following historically validated, areas of learning difficulty:

  • Weak auditory memory – students struggle to retain what they have just heard
  • Weak visual memory – students forget what they have just seen
  • Weak memory for sequence – students confuse the order of what they have heard and/or seen
  • Weak gross motor skills – students have difficulty reading or writing, from left to right
  • Weak hand/eye coordination – students struggle to hold a pen, manipulate classroom equipment and throw and/or catch a ball
  • Weak fine motor skills – students cannot control their pencil, pen and ruler
  • Weak word finding skills – students struggle to retrieve the word they need to express an idea
  • Weak skills in processing words – students struggle to understand what they hear and/or read

Importantly, our school provides a SAFE, CARING and NURTURING environment to support students and their families. We want our students to reach their potential as functional members of society.

Top 10 facts: Our typical student profile*

  1. Our students are less anxious attending our school.
  2. Our students are regular teenagers who need specialist help to manage their learning difficulties.
  3. Our students are happy and ‘love’ attending school, for the first time.
  4. Our students transition to our school from a variety of independent and government schools, in the remedial and mainstream schooling sectors.
  5. Our students are more confident when working with money.
  6. Our students are becoming independent.
  7. Our students are learning resilience and commitment to their learning.
  8. Our students become responsible and accountable citizens.
  9. Our students are comfortable and feel like they ‘belong’ here.
  10. Our students are more confident when talking to members of the public.
    *(based on October 2016 survey data - Vocational Academy)

Our academics

A supported student is an inspired student. We support our students to access a world of knowledge and content theory that would otherwise remain foreign.

Good quality remedial teaching, a skills-based approach and years of academic experience blend our modern curriculum into something that is truly amazing – a living and breathing curriculum that our students can relate to.

We strive to be a truly balanced education establishment; focusing less on outright academic achievement and focusing more on the classroom dynamism between student and teacher - paramount to StepBEYOND’s holistic approach to educating all students.

Our Grade 8 preparation option is popular Our Grade 8 preparation class offers a bridging solution for scholars that have completed Grade 7 and are not yet ready for Grade 8. It serves as an optional and well-structured opportunity for recapping and consolidating Grade 8 entry-level skills. This option provides reassurance to parents, who understand the importance of moving onwards and upwards to a high school environment, with the security of a safety net.

Parents love our approach – offering a more mature high school setting with the security, familiarity and structure of a primary school setting. Ssssh! This is the secret of our success. Please keep it under wraps, thanks.

An education at StepBEYOND High School prepares our students to leave school, confident in their abilities to progress to tertiary study or employment. We aim to encourage and support each student to manage their respective learning difficulty; developing the critical thinking and learning skills required, that will build on the success achieved, here at our school.

Our school curriculum subscribes to the guidelines and GDE (Gauteng Department of Education) legislated CAPS practice, in accordance with the DBE’s (Department for Basic Education) recommendation. The term CAPS is an abbreviation for Curriculum Assessment Policy Statements. It is a revision of the National Curriculum Statement (NCS) of 2012. The intention of CAPS is to provide operational standardisation in every school subject, in each grade. Each phase, and the respective grade grouping, have a single, comprehensive and concise policy document that provides details on what teachers need to teach and assess on a grade-by-grade and subject-by-subject basis.

Our subjects

Subjects offered in Grade 8, 9 and our Grade 8 Preparation Class:

  • English Home Language
  • Afrikaans First Additional Language
  • Mathematics
  • Life Orientation (Additionally, we offer: Social skills, thinking skills and well-being as built in components of our Life Orientation curriculum.)
  • Social Science
  • Natural Science
  • Economics and Management Science (EMS)
  • Creative Arts
  • Technology

Subject information upon completion of Grade 9
Subjects offered in Grade 10, 11 & 12 will dynamically reflect upon the strengths and interests of our students. This implies that our subject choice is planned to vary each year. This is in line with our remedial operational guidelines; to support all our students to the best of their respective ability.

The subject pool in Grade 10, 11 and 12 comprises:
StepBEYOND School Compulsory Subjects

  • English Home Language
  • Afrikaans First Additional Language
  • Mathematics
  • Life Orientation

StepBEYOND School Elective Subjects

  • Accountancy
  • Business Studies
  • Computer Applications Technology
  • Hospitality Studies
  • Tourism

Our timetable

We utilise a flipped timetable approach. This is an enhanced strategy which follows the success of the flipped classroom technique. Our approach to timetabling is modern and compliments our classroom 2.0 strategy. We do things differently to bring about the greatest difference to our children. Our timetable design uses applied research to yield improved teenager learning performance, general alertness and working memory function.

Visit us to learn more.

Our pastoral

A happy student is a productive student. We complement our academic programme of subjects with a balanced and modern pastoral programme. Yes, it is true, we teach happiness as a subject at our school. Our course is orientated towards our low-EQ students and those students requiring social awareness support. This is particularly relevant to our students with ASD (Autism Spectrum Disorder). The EDU360 team considers happiness of mind and body to be an integral subject when navigating student perceptions of schooling and life.

Our flagship pastoral programme is elegantly titled, Wellbeing, and circles around the concepts of self and wellbeing:

‘Wellbeing is a dynamic state, in which the individual is able to develop their potential, work productively and creatively, build strong and positive relationships with others, and contribute to their community. It is enhanced when an individual is able to fulfil their personal and social goals and achieve a sense of meaning and purpose in their society’ (The Foresight Report, Government Office for Science: 2008).

Other words that are often associated with Well-Being, are ‘flourishing’, ‘thriving’ and the Greek word eudaimonia, which Aristotle used to denote happiness, or ‘the worthwhile life.’

Wellbeing at StepBEYOND School comprises 6 strands; every lesson, session, workshop or talk, links to one or more of these 6 aspects of what we believe wellbeing to be:

  1. Physical Health: this covers information on the foundations of wellbeing: keeping ourselves physically healthy in a modern world.
  2. Relationships: this aspect of the course explores what is arguably the most important aspect of well-being, namely our relationships with other people, especially the ethical aspects which feature in modern relationships.
  3. Perspective: this chapter of our wellbeing course is concerned with building a ‘psychological immune system’, or grit and resilience. It aims to help develop the thinking skills that enable us to overcome adversity.
  4. Engagement: this element of the course is concerned with recognising that humans are set up to be curious about phenomena and continuously investigate the world around us. The chapter looks at ways of staying engaged in the things we choose to do, and the things we have to do.
  5. The World: this wellbeing strand is concerned with discussing ways of living sustainably in a conspicuous consumer society, and promotes thinking and considering our place in the world and what our relationship to it might be.
  6. Meaning and Purpose: this final aspect of the course is concerned with exploring the term, meaning-making. This is a core aspect of the course which leads our students to discuss and discover our response to the questions life asks of us.

Our strategy

The legislated curriculum informs upon WHAT content all remedial schools may chart, however, and more importantly, HOW we apply the core and developmental curriculum components at StepBeyond School, distinguishes our service as being a quality remedial teaching and learning provider:

  1. StepBEYOND High School integrates a skill-based strategy, respecting the skills orientated intentions of the CAPS curriculum.
  2. StepBEYOND High School adapts and subtly modifies the core curriculum to meet remedial good practice requirements.
  3. StepBEYOND School integrates curriculum skills monitoring and remediation with learning support good practice.
  4. StepBEYOND High School subscribes to our SKILLSET philosophy where the;
    1. Passion Theory invokes a deeper love of learning in specific and chosen content areas;
    2. Self-Awareness Theory stimulates meta-cognition to identify and develop personality traits, strengths and motivation to improve performance;
    3. Craftsman’s Mindset Theory creates an awareness of strengths and the accumulation of competencies, forming career capital;
    4. Product-to-Market Theory where our students are empowered with the foresight to envision their role, as a potential service/product supplier, in an unknown job market.

This prepares our students for the future with a 21st century mindset.

Our StepBEYOND strategy mix is exciting and innovative. Wow!

Our thinking

StepBEYOND School is a thinking school. The cognitive demands placed on our students, when navigating a rich and demanding subject area, are as important in a remedial setting as they are in a mainstream setting.

Our faculty makes all the difference – our remedial teaching practice avoids subjecting our students to ‘teaching-to-the-test’ type scenarios, and instead, encourages learning skills that offer an alternative to memorisation and rote-learning techniques.

Rich content subjects like Science, Mathematics and Geography feature complex problems with complex answers. We avoid short term assisted-learning strategies and prefer that all our students are supported to think more effectively for themselves, and are able to work collaboratively with their peers.

Our concessions

StepBEYOND School sets the gold standard in providing quality remedial teaching and learning opportunities in a high school setting.

We qualify this claim because we understand how to apply meaningful and robust differentiation of teaching practice during regular classroom lessons; and provide full-bodied accommodation during all assessment opportunities. Our students benefit from our exam approach because our formative, assessment concession style is extended to our summative exam opportunities, in term 2 and term 4.

The EDU360 Educational Psychologist may provide an accommodation opinion that offers concession, or accommodation of assessment opportunities in validated scenarios, to support our students to perform academically to their potential. This is an important process and evidence should be collated from Grade 8 onwards. Importantly, concession applications for Grade 12 examinations should be submitted during the student’s Grade 11 year.

Concession and accommodation assessments are required by mainstream schools, remedial schools, education departments and examining bodies. Concessions and accommodations are usually granted once students have been assessed and been considered to perform reliably with reasonable evidence of an average, or greater, intellectual ability. This finding usually occurs in combination with a significant, long-term learning difficulty, which may compromise regular examination performance.

The following concessions (arranged alphabetically) may be granted for examination periods. Please be aware that there is no established precedent and that results vary considerably:

  • Additional Time – An additional five, ten or fifteen minutes per hour of examination is granted to qualifying students.
  • Amanuensis – An amanuensis is a person who reads to and scribes for the learner. The entire examination session must be recorded and a copy of the recording submitted with the answer booklet. A separate venue is required for this accommodation.
  • A Computer – A learner may use a formatted (un-resourced) computer to present his/her answers in a typed form. Access to a printer is essential. A separate venue is required for this accommodation.
  • A Prompter – A prompter’s function is to refocus a student who is easily distracted. This may be done using a verbal or physical cue. A separate venue is required for this accommodation. The prompter may not interfere with a student’s formal and final examination answers.
  • A Reader – A reader is someone who reads all text in an examination paper to a learner. The learner may request sections of text to be re-read. A separate venue is required for this accommodation. The entire examination session must be recorded and a copy of the recording submitted with the answer booklet to the respective examining body.
  • A Scribe – A scribe writes verbatim what the learner dictates. A separate venue is required for this accommodation. The entire examination session must be recorded and a copy of the recording submitted with the answer booklet to the respective examining body.
  • Braille – When a student has been educated using Braille, examination papers can be offered in Braille.
  • Enlarged Print – Enlarged print can be requested to make an examination paper more accessible to a learner.
  • Handwriting – A handwriting accommodation means that a sticker is placed on each of a learner’s answer books. This indicates to the marker that untidy writing must be accommodated.
  • Medication/Food Intake – Learners may require an opportunity to take medication during an examination and/or have access to food and beverages (used to maintain sugar levels and treat low blood sugars). Rest breaks should also be applied for in conjunction with this accommodation. A separate venue is usually required when this accommodation is granted.
  • Practical Assistant – A practical assistant accommodates a learner’s specific needs, to ensure he/she is able to complete an examination. For example, a student in a wheelchair may require a practical assistant during a practical examination and a colour blind candidate may require a practical assistant in Geography Paper II. The appropriate assistance must be provided without the practical assistant engaging in conversation with the candidate. A separate venue is required for this accommodation.
  • Rest Breaks – A rest break is a period of time when the student is not required to be at his/her desk but must remain in the examination venue. Rest break times do not count as extra writing time. The rest break time used will be added to the examination session. A separate venue is required for this accommodation.
  • Separate Venue – A separate venue is a quiet and controlled environment away from the main examination room. The use of a separate venue is either to assist an individual learner or to prevent possible disturbance to others.
  • Special Equipment – The examination board should be notified of specific equipment required. In circumstances where the use of specific equipment may distract others, a separate venue may be requested.
  • Spelling – A spelling accommodation is awarded when there is a significant discrepancy between the chronological (actual) age and spelling (performance) age of the student and the student’s ability to express their thoughts adequately, and their recorded expression is thus compromised. This concession requires that a spelling sticker is placed on each of a student’s answer books. The marker must ignore the spelling as long as what is written is phonetically correct. Kindly note that in language papers, specifically in Paper I, where textual editing is examined, spelling is part of the content knowledge required at Grade 12 level, hence spelling will be marked and form part of the marked outcome, regardless of the status of this accommodation.

Our student voice

The #studentvoice @StepBEYOND High School

The EDU360 faculty encourages our students to find their voice. The values, opinions, beliefs and cultural backgrounds of our students, shapes our approach to supporting our students to become thinking, engaged members of our learning community. StepBEYOND students are encouraged to take responsibility for their personal learning performance. #accountability

@StudentVoice #EDU360 acknowledges that students have unique viewpoints on learning, teaching and remedial schooling. Our students have the opportunity to shape their personal education experience. @StudentVoice encourages students to actively participate in their school community, contributing to decision making processes and collectively, influencing outcomes by putting forward their personal or collective view, concerns and ideas. @StudentVoice emboldens students to engage, participate, lead and learn #EDU360. #learningisfun #schooliscool #futureleaders

Comparison of student experience
We have compiled a snapshot comparison from student data. This table contrasts our specialist school and our vocational academy with a typical mainstream school experience. No specific school is identified or compared – this data is a reflection of our collective student voice; valued members of our remedial community.

We invite you to visit the StepBEYOND School campus to experience our fit-for-purpose facilities, first hand.

Our monthly Open Days make visiting our campus a productive and relaxed affair. Visiting our campus will give you a sense of the professional culture, course programmes, education services and nurturing student life supported within the campus. Our tours offer you a chance to engage with current students and practitioners, sit in on classes, and even sample our healthy, family friendly coffee and snack selection from our cafeteria; or grab a hot meal from the cafeteria on the ground floor.

Our helpful receptionist will point you in the right direction.

Our facilities

We take the health and safety concerns of our student and faculty members seriously, and to this end, strive to provide a balanced environment that is truly fit-for-purpose:

  • Comfortable and social waiting lounge
  • Friendly and monitored student arrival and departure
  • Uber, taxi, Gautrain, bus and school-grade transportation assistance
  • Fast, secure Wi-Fi service for all students and visitors
  • Classroom conferencing technology
  • Professional sound and interactive screens
  • Nearby gym and swimming pool facilities
  • Nearby stationery suppliers
  • Security clearance card access to buildings
  • External CCTV active monitoring of entrance and car park
  • Internal CCTV passive monitoring throughout
  • Generator ensures 24/7 connectivity
  • Snack, juice and coffee bar (first floor cafeteria)
  • Hot food service (ground floor cafeteria)
  • Modern and job ready

This offers you an excellent base from which to take full advantage of all our education options on offer at our Rivonia campus. Rivonia is a suburb of Sandton and features a cosmopolitan mix of tech, insurance and publishing companies. Sandton is one of Africa’s leading cities and offers work experience and networking opportunities to all EDU360 students.

Our Design

Our school is positioned in a quiet segment, of a modern office park, in Rivonia. We provide fit-for-purpose classrooms with modern, glass security measures (to protect students and protect faculty members from child protection issues), CCTV and air-conditioning, providing comfortable and professional learning facilities for students’ sensitive to distraction, noise and medical concerns. Our diesel generator unit ensures uninterrupted learning.

Our 2.0 classroom

Our smart classroom design is flexible and mobile to respond to the needs of students who require an alternative classroom layout.

Importantly, our minimalist classroom design encourages students with ADD and ASD to remain on-task and distraction free, for as long as possible. All our rooms feature equipment and furniture that is mobile to enable our teaching approach to match the needs of the students – not the other way around.

We offer a single level, wheel-chair friendly environment. Direct parking with easy access, is available from the main carpark. Please ask a faculty member for assistance.

Our urban outdoor project

The outdoor environment of our urban playground is intrinsically exciting to students. It offers them access to the world beyond the classroom — a place without restriction.

The scale and multi-sensory dimensions extend beyond what is possible to provide in the classroom. The playground provides a lens into the complexity of the everyday world. This project offers a continually changing environment, inviting students to explore on their own, and to interact socially. It encourages physical movement, and the stillness that comes with close concentration and reflection. It stimulates curiosity and questioning, and reinforces knowledge already gained. It is where many students in the city most closely encounter the urban outdoors.

StepBEYOND students learn and flourish when connected to the urban outdoors:

  • We actively encourage interest, creativity and imagination.
  • We nurture children’s innate desire to learn.
  • We promote a Growth Mindset in our students, which embraces failure, setback and difficulty, as a step towards meaningful learning.
  • We encourage the importance of unity, trust and support.
  • We create a setting in which students learn to accept, listen and participate.
  • We stimulate environmental consciousness and accountability.

The overarching aim of EDU360, our parent company, is to provide quality remedial education experiences to all our students.

This translates into actionable learning at StepBEYOND School that is accessible, flexible and wrapped-around the specific needs of each of our students.

Remedial Schooling

Our teaching is purposefully geared to match the specific learning performance of our students. Students with a formal or informal diagnosis of ADD, ASD, Dyslexiaand Dyspraxia, are proven to benefit from our teaching practice (just ask any of our parents or students). Our remedial teachers are trained to observe and assist our students where it matters most – in the classroom.

Learning Support

Our quality wrap-around student support is nurturing and integrative – our students benefit from our structured approach:

  • We coordinate remedial classroom teaching skills and remedial learning support skills.
  • We implement an intervention as soon as possible. The earliest intervention in a remedial setting carries the greatest benefit to our students.,/
  • StepBEYOND School is different because our most valuable and experienced teachers are tasked with recognising and implementing our educational remediation programmes.

This table shows the complementary nature of our services – we are truly integrated. Our school and support services fit

Education Remediation

Remedial education, also known as basic skills development, is complimentary tuition provided to students requiring more support, usually in core literacy and numeracy skill areas. These students qualify for remediation because of their poor subject expressive performance, independent of their comprehension performance; and are considered to benefit from specialist support which may be delivered in different ways:
  • Student academic mentoring
    Academic mentors are StepBEYOND faculty members specially selected and trained to work with students on the development of skills necessary for academic success. These skills include: time management, personal organisational skills, study techniques and reading strategies, which are good examples of this student support strategy.
  • Homework support
    Our homework tutors support StepBEYOND students to take responsibility for their own homework. We encourage our faculty members to limit and manage homework volume to minimise the quantity of work completed at home, after regular school hours.
  • Skills support
    The EDU360 team understands the importance of managing and supporting our student’s underlying skills development process. A skill is the ability to do something well, a certain competence or proficiency. Skills are typically acquired or developed through direct experiences and training, and usually, they can require sustained effort. Therefore, personal skills are simply those skills that you possess and consider your strengths.
  • Content support
    This support builds upon the skills development process at StepBEYOND School. Content support refers to the choice of topics, the organisation of tasks and the sequencing of course components. With support and repetition, the content becomes a coherent entity which leads to understanding of the subject matter.
  • Specialist teacher support
    Our special education needs (SEN) teachers are sensational. They work with students and young people who require quality learning support, or require an advanced programme of learning intervention in order to reach their full educational potential.

    StepBEYOND High’s students may have a physical disability, a sensory impairment (i.e. hearing or visual concern), a speech and language difficulty, a learning difficulty such as dyslexia, a condition such as autism, a social & emotional awareness issue or present with a combination of these difficulties.

    Our specialist teachers also support our gifted and talented individuals. Specialist teachers in this field support the management of individual needs and are responsible for creating a safe, stimulating and supportive learning environment.
  • Education therapy
    This therapy is especially relevant to our students with dyslexia, dyscalculia and memory concerns. It is a medium to long term process of support, where the specialist assists your child to implement structured strategies and skills to manage their underlying education knowledge effectively. Specific training and tools are provided to support efficient study skills, especially useful for completing homework tasks and when studying for tests. Our education therapists work hard to enhance a student’s reading, written expression and mathematical skill set.
  • Scholastic Assessment
    A variety of diagnostic tools inform our students’ scholastic performance, in accordance with the specific criteria determined by StepBEYOND School. Our choice of tool is also relevant to the expressive performance range of a particular student. We treat all our students independently, and prefer to avoid using a single diagnostic tool across all grades and students.

    Our evaluation criteria may consider:
    • Critical reading performance: e.g. reading passages and completing sentences.
    • Comprehension performance: e.g. stressed and unstressed memory and reasoning skills.
    • Writing performance: e.g. a short essay and questions informing grammatical performance.
    • Mathematical performance: e.g. numeracy, algebra, geometry, statistics and probability topics.

Clinical Remediation

The therapeutic aspects of StepBEYOND High School are built into the structures and culture of our school, and are woven into the fabric of our academic curriculum programming.

Key to this effort are the relationships formed between teachers, facilitators, practitioners, clinicians and students, which are carefully cultivated by our faculty.

Stepbeyond’s counseling team includes one full-time and one part-time psychologist. The team also includes one Speech Therapist and one Occupational Therapist. The entire process is monitored and guided by our Lead Psychologist.

Educational psychologist
Our Educational Psychologists support our faculty members, to support our students who have been identified as potentially qualifying for special services. Importantly, they monitor the progress of identified special needs students and plan academic and socio-emotional interventions.

Social, emotional and attitudinal counselling
We recognise that our students may require therapeutic support when there is some concern around the individual's ability to manage their emotional functioning, to a relevant and appropriate degree. Our clinical therapy provides a safe space for scholars, students and parents to explore their emotional challenges and life experiences.

Our counselling service supports the entire remedial student population. Importantly, regular counselling sessions support our students to overcome challenges specific to their learning difference. This promotes improved student social awareness, leading to better-quality choices that foster success. This may include helping students resist drugs or alcohol and other peer pressure or anxiety inducing compilations. An important component of EDU360’s success is our regular consideration of activities supporting the social skills development of all our students.

Play therapy
Play is a useful medium of expression. Most scholars and students use play activities and a variety of play styles to communicate. Play is relaxing and provides the therapist with access to the child’s world. During therapy, the therapist will try to better understand the child's experiences, feelings, needs and desires, through the medium of play.

Concessions, allowances and accommodations for exams
We consider the assessment of our students with a learning difference to be a serious matter. A formal accommodation determination implies that the examination condition shall been modified so that a student with a learning difference is positioned in a neutral space, and can fairly demonstrate their subject knowledge.

Briefly, accommodations in the classroom and those in assessment situations tend to fall into 4 categories of change:

  • Presentation Accommodations—Allows StepBEYOND students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile, and visual.
  • Response Accommodations—Allows StepBEYOND students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer
  • Setting Accommodations—Allows StepBEYOND students to change the location in which a test or assignment is given, or the conditions of the assessment setting.
  • Timing and Scheduling Accommodations— Allows StepBEYOND students to increase the allocated length of time to complete an assessment or assignment and modify the way the time allocation is structured.

Psycho-Educational Assessment
This supports our philosophy of providing real 360-degree care to all our students. A psycho-educational assessment supports and informs our quality remedial teaching at StepBEYOND High School. Following a holistic assessment, we are able to discuss a specific student's strengths, challenges and make appropriate clinical recommendations. The EDU360 approach is geared towards providing a wrap-around support network that is relevant to each of our student’s needs.

Speech and language therapy
Our Speech and Language therapist provides a pivotal intervention service that focuses on supporting and improving our students’ speech performance, and their respective ability to understand and express language, including nonverbal language. This service is an essential component of our integrated remedial school offering.

Occupational therapy
Our occupational therapy supports StepBEYOND students experiencing a variety of learning difference and associated complications. Our intention is to help and support our students to continue their appropriate life skills development, work skills and leisure activities, as independently as possible.

EDU360 is your preferred school provider for remedial education. We offer an innovative high school programme for moderate to high-functioning adolescents who have not reached their potential in more traditional school settings. Our integrated programme of support provides every student with individually formulated remediation in a structured and respectful environment.

Top 10 reasons for choosing EDU360

  1. Our amazing faculty of teachers have a long-standing reputation of delivering quality teaching and care to the community.
  2. Our facilities are fit-for-purpose. We have more of what our students need and less of what our students don’t need; to focus, learn and perform to their best ability.
  3. Our structured approach to learning draws on the expertise of remedial specialists to inspire academic performance and personal development.
  4. Our goal is to prepare our students for their prospective roles beyond high school, and their lives as citizens in our complex world.
  5. Relevant and individual attention is assured by our complementary low student-to-teacher ratio.
  6. We are more skills focused than content focused. We orientate our teaching more around how to think and less around what to think.
  7. Our teaching and support programmes are balanced and structured. Our balanced approach integrates social, emotional and attitude to learning. Our structured approach allows incremental skill progression.
  8. We are a Microsoft accredited education provider and integrate technology skills into our daily class teaching routine.
  9. We support integrated diversity by welcoming gifts of authentic cultural and socio-economic diversity. Our learning community comprises local and international families each contributing a multitude of cultural, social and religious perspectives to our EDU360 global village.
  10. EDU360 is registered as a non-profit company and is registered as a public benefit organisation. We offer affordable, specialist tuition with rates comparable to independent remedial schools.

Application Process

Due to the specialist SEN (Special Education Needs) nature of our School, it is important that the EDU360 faculty establish the true extent of a student’s specific learning requirements. The faculty will make every effort to ensure that every child who is offered a place with us is positioned to benefit from our offering, and equally important, we would like that every child is suitably comfortable within our learning environment. To this end, we require a thorough application process.

Step Complete and submit an Application Form

  • Please complete the Application Form.
  • Please complete the Student Background Form.
  • Please pay the R750 non-refundable application fee by EFT.
  • Our application process is thorough, careful and considered.

Step We will contact you for an appointment

  • Once your application has been processed, we will contact you to book an appointment to meet you and your child.
  • This will give us the opportunity to discuss your child’s needs and situation.
  • The information you provide will be reviewed with great care so that we may determine if the School will meet your child’s needs.
  • If the decision is made that the School is the right fit for your child and your child is the right fit for the School, we will proceed to our Enrolment process.

Step Complete an Enrolment Form and pay the Enrolment Fee

  • An Enrolment Form will be emailed to you once your child has been accepted into the School.
  • Please complete the Enrolment Form and pay the Enrolment Fee by EFT.
  • With your Enrolment Form we require the following documents:
    • Birth certificate
    • Copies of both parent’s ID’s
    • Most recent school report
    • Copies of assessments
    • Copy of medical aid card (front and back)
    • Any other information you believe will contribute to our understanding of your child

Our Fees

Application Fee R750 (Once off)
Enrolment Fee R15 000 (Once off)
Tuition Fee R119 700 (Annual)
Stationery Fee R1 700 (Annual)
Uniform R2 500

All students require a personal laptop with Windows 10 activated (Professional is better than Home version). EDU360 will supply ‘Office 365 for Education’ to each student during their tenure at our school.

Personal stationery costs are not included in the school fee structure. A supply of pens, coloured pencils, ruler and highlighters are essential and remain the responsibility of the individual student.

General stationery is included in the school fee structure. This includes printing, whole-school stationery provisions and examination materials.

Payment Options

Option 1 - Annual
(before 10th January 2018)
Discount = 4%
R119 700 – R4 788 (4%) = R114 912

Option 2 - Monthly
(over 12 months)
R9 975 x 12 = R119 700

All monthly tuition payments are payable in advance.

All costs are reflected below and apportioned equally for the period January to December 2018.

Banking Details

Account HolderEDU360
BankStandard Bank
BranchWoodmead – 001255
Account No420 101 160
ReferenceChild's Name
Email Proof of

Scholarship Programme

StepBEYOND School is a registered service of EDU360 Integrated Remedial Education. The company is registered as a Non-Profit Company (NPC) and is certified as a Public Benefit Organisation (PBO).

In line with our registration and parent constitution, we offer limited, part-funded opportunities to financially assist qualifying families to access our high quality remedial tuition.

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