The pre-school morning programme runs from 8:00 until 12:30 every day. The programme caters for children between 2 ½ and 7 years. Classes are small, and each class has a teacher and teaching assistant. All aspects of a quality pre-school and grade R programme are followed. Over and above this, all aspects of the school day are used to develop and facilitate listening, language and communication. Children are grouped in classes according to language ability and differentiated teaching occurs.

Teachers run daily language, perceptual and movement/music rings. In addition to these, in each class a weekly specialised language-communication group is run by speech-language therapists and a specialised music group is run by a music therapist.

Clamber Club is offered as an after-school activity. Aftercare is available until 4:00 every school day.

All children in the pre-school programme receive intensive speech-language therapy, with most children receiving this therapy up to three times a week. In speech-language therapy the development of speech, speech-motor, language, listening and communication skills is worked on. The auditory-verbal approach is provided for young children with hearing impairment where indicated.

Audiological services include hearing testing, cochlear implant mapping, hearing aid fitting and assistive listening device fitting. An ear, nose and throat specialist monitors children monthly.

Occupational therapy and physiotherapy services are provided for children as required. Sensory integration occupational therapy and neuro-developmental physiotherapy are provided.


Children are referred to the Centre by therapists, doctors and educationalists. Concerned parents/family members also contact the Centre of their own accord. Early referrals and early intake result in better outcomes for the child.

When a child’s family first contacts the Centre an intake consultation/visit to the Centre is scheduled. The aim of the assessment is to determine candidacy for the morning programme, as well as the child’s language development level. Children who respond best to the Centre’s approach are children whose primary difficulty is a speech, language and/or hearing difficulty and who are felt to have the skills required to benefit from the social-pragmatic small-group language programme.