Harare · Primary, O-Level & A-Level
Specialist teaching for students who learn differently.
Remedial School teaches children whose needs a mainstream classroom does not have the time to meet — dyslexia, dysgraphia, dyscalculia, and the gaps that grow quietly behind them.
One teacher. One child. One pace.
A mainstream classroom
One teacher to thirty. Your child is one of thirty.
At Remedial School
One teacher to one. Your child is the whole class.
Why we exist
A child who cannot read the question cannot answer it.
Most children who struggle at school are not struggling with the subject. They are struggling with the way it arrives — text that will not hold still, a pencil that will not cooperate, numbers that swap places between the page and the working.
By the time that is noticed, a gap has usually opened. Remedial School exists to close it: specialist one-to-one teaching for students whose needs a mainstream timetable does not have the room to meet.
- 1:1
- Every lesson, one teacher to one student
- Primary → A-Level
- Foundations through public exams
- 11–50
- Specialist teaching staff
What we work with
Named difficulties, and the gaps that grow quietly behind them.
A diagnosis is useful but it is not a requirement. Bring us what you are seeing and we will assess from there.
Reading and decoding
Dyslexia
Letters and sounds that will not reliably map to one another. Reading is slow and effortful, spelling is inconsistent, and comprehension suffers because all the energy went into decoding.
How we teach it
Structured, cumulative phonics taught multisensorily, at whatever rate holds. We rebuild the sound–symbol map rather than drilling whole words.
Handwriting and written expression
Dysgraphia
The gap between what a child knows and what reaches the page. Letter formation is laboured, spacing and lines drift, and written work is far below what the same child can tell you out loud.
How we teach it
Handwriting retrained from grip and posture up, alongside planning scaffolds and, where it is the right call, typing and exam access arrangements.
Number and arithmetic
Dyscalculia
Numbers without a sense of size. Counting on fingers well past the age it is expected, place value that will not stick, and arithmetic facts that never move into memory.
How we teach it
Concrete before pictorial before abstract. Number sense built with objects the student can hold, then moved onto paper only once it is secure.
Missed foundations
The gap behind them
Not every struggling student has a named difficulty. Illness, a school move, a difficult year, or a topic that was taught the week everything else went wrong — the effect on an exam grade is the same.
How we teach it
We test backwards to find the last secure step, then teach forward from there instead of forward from the syllabus.
What parents say
In their words.
Progress at this school is measured a term at a time, by the people who see it at home.
“A parent’s words about their child’s progress will sit here.”
Awaiting a real, permissioned quote from the school. Nothing invented — see site.testimonials.“A parent’s words about their child’s progress will sit here.”
Awaiting a real, permissioned quote from the school. Nothing invented — see site.testimonials.“A parent’s words about their child’s progress will sit here.”
Awaiting a real, permissioned quote from the school. Nothing invented — see site.testimonials.
Tell us what you are seeing.
A diagnosis is not required to start. Call the school, send a message on WhatsApp, or book an assessment and we will take it from there.