Five ways to begin.
A child who needs a different kind of attention is not a child with a fixed problem. Each of these is a place to start, not a label to keep — and the shape of the support fits the shape of the child, at the start and as it changes.
Bellavista-trained · BA Education · SACE registered · SAALED member
Weekly one-to-one in the practice room.
A standing 45-minute slot, weekly. Same room, same teacher, same routine. Most children stabilise into a rhythm by week three.
Sessions are play-led but evidence-tracked. Each block has a written objective the child can see for themselves — “by half-term we want to read CVCC words without sounding them out.” Progress is reviewed every six weeks with a parent.
Most appropriate for children showing reading, spelling, written-output, or number-sense difficulty in Grade R, 1, 2, or 3, with or without a school-issued concern. Pricing on request.
A small group of two or three.
Two to three children, similar level, similar focus. The social part of remedial — and a lower price point per family.
Children working on the same target — phonics, letter formation, number bonds, reading fluency — sometimes do better in small groups than alone. The peer modelling matters. So does the cost.
Groups run weekly for a six-or-eight-week block. Composition is decided by Chelsi after each child's screening; we do not place groups by friendship or by class.
Wait-list-based — group placement depends on finding the right two or three children working at a similar level. Pricing on request.
Identifying gaps. Building a plan.
A structured 90-minute observation session followed by a customised intervention plan you can show a school or a paediatrician.
The screening covers phonological awareness, visual-perceptual skill, gross- and fine-motor control, and number sense — identifying academic gaps and creating a customised intervention plan. It is not a diagnostic psycho-educational assessment — for that, we refer to registered educational psychologists.
You leave with a concrete plan: weekly sessions, a small group, a referral on, or “wait six months and revisit.” Sometimes the answer is the last one.
Closing specific skill gaps.
Targeted learning strategies built around a single, specific gap — phonological awareness, number bonds, working memory, written-output stamina.
Bridging programmes are short, focused arcs — typically four to six weeks — that take one identified gap and close it through repeated, evidence-led practice. They sit between a screening and a long-term one-to-one commitment, and they're the right shape when a child needs concentrated work on one thing rather than a steady, broader weekly rhythm.
Most useful after a screening that's surfaced a single load-bearing gap. Often run as a small group of two or three children working at the same threshold.
For KZN homeschool families.
Structured assistance to ensure learning goals are met — built around an existing homeschool rhythm, on the KZN North Coast.
For homeschool families on the KZN North Coast, the practice sits alongside whatever curriculum you've chosen — Cambridge, IEB-aligned, Charlotte Mason, eclectic — and provides the specialist remedial layer that homeschool parents don't always have time to build.
This is the most flexible service shape and the most varied: some families book weekly one-to-one, some monthly check-ins, some a single block to set up the year. Best discussed on a discovery call.
Toward a centre. Under one roof.
The longer arc is a dedicated centre on the KZN North Coast — a single home where remedial teaching, screening, occupational therapy and speech therapy all sit together.
The practice will continue to add collaborative specialists — occupational therapists and speech-and-language therapists first — so that a child whose plan needs more than remedial teaching gets all of it in the same room, with one teacher across the plan for parents and partner schools.
In planning. Currently the practice operates as a freelance learner-support service partnering with local schools and families directly.
Not sure which one fits? A discovery call is twenty minutes.
You tell me about your child; together we work out which shape of support — if any — is the right next step. No card. No commitment.