Remedial and Special Educational Needs Assistance

At Newberry Park we have found a way to make all children feel like equal participants in the classroom experience with our remedial academic assistance. This is achieved by ensuring every student receives an individualised learning plan to maximise their individual academic success.

All children follow a specific grade-level programme from Cambridge International. We then pair the curriculum goals with our data-driven programmes using precision teaching, as well as consistent weekly assessments, to identify underlying problems.

Our precision teaching programmes ensure that the child is not only mastering the content necessary for understanding the next section, but it ensures that the child is able to fluently complete the tasks in generalised settings.

ABA Therapy

For the students who need it, we offer an embedded individual structured ABA therapy under the oversight of an in-classroom Board Certified Behaviour Analyst (BCBA) – all integrated into the classroom experience. These ABA programmes will focus on the increase of communication and language development required for the National Curriculum and Assessment Policy Statement (CAPS) model. 

Whether a learner is struggling with the course content, or has special educational needs which need to be taken into account, our team of tutors is ready to assist your child.

Our Mission at Newberry Park

We aim to transform children’s educational experiences at school, through small daily achievable moments that create a sense of positive self-esteem and a respected work ethic. Newberry Park’s team of staff are there to welcome students every morning and see them off each afternoon because we know the power of a ‘positive’ school day. We give students a safe and warm foundation from which to step out and challenge themselves, to test and stretch their limits, to exceed expectations.

What makes our remedial academic assistance model UNIQUE is that we believe every small moment is achieved through intensive and exhaustive planning and preparation by our staff. Our staff meet on a weekly basis to evaluate and assess the children’s programmes and progress. We want to ensure that all children are welcomed as equal participants in the classroom and encouraged as members of their peer group.

Within our remedial academic assistance, teachers engage students in lessons that are either created from scratch or adapted from a curriculum to be both accessible and meaningful. Teachers measure progress in an individualised manner so that every student’s performance is contextualised within their overall progress as a learner – based upon their abilities. In this way, students with autism, anxiety, ADHD, learning disabilities or students with no diagnosis at all can participate together in the classroom. We ensure that students become active participants with their peers.