You’re here because your child is having some learning difficulties.
Here are some of the main ways we can help:
Virtue Early Intervention Programme
Our Early Intervention Programme is designed to provide specialized support for young children between the ages of 3 to 5 years who have been diagnosed with Autism Spectrum Disorder or present developmental delays.
Our goal is to help children build strong foundations in communication, social interaction, emotional regulation, and early academics, while fostering independence and confidence. Through a play-based and structured approach, we create engaging learning experiences tailored to each child’s unique needs.
Key Features:
Individualized Learning Plans based on each child’s strengths and challenges
Small group sessions to encourage social skills and peer interaction
One-on-one support for targeted skill development
Family collaboration through regular progress meetings and training workshops
Focus on language development, fine and gross motor skills, pre-literacy and numeracy, and self-help skills.
Primary Education at Virtue Inclusive
At Virtue Inclusive, our Primary Education Programme is rooted in the belief that every child learns in their own unique way. We use a differentiated teaching approach that adapts lessons to meet the diverse strengths, learning styles, and needs of our students. This ensures that every child is supported and challenged at the right level to achieve success.
To enrich learning, we integrate technology as a vital tool—making lessons interactive, engaging, and accessible. This blend of personalized instruction and digital resources allows students to develop critical thinking, creativity, and confidence in an ever-changing world.
Education at Virtue Inclusive goes beyond academics. Our students enjoy a well-rounded school experience with co-curricular activities such as Gymnastics, Karate, Music, and Zumba on a weekly basis. Each term, they also participate in clubs like the 4-H Club, Cooking Club, and Tech Explorers, which foster teamwork, life skills, and creativity.
Through this holistic approach, we ensure that students at Virtue Inclusive not only excel academically but also grow socially, emotionally, and personally—preparing them for lifelong success.
Our Story
In 2015, the journey toward building a school centered on inclusion and high-quality education began with the establishment of Crystal’s Intervention Services. From this vision, the Virtue Inclusive Private School (VIPS) was founded in 2017.
The founder, Crystal Codrington, has been an educator for over twelve years. She holds a Bachelor’s Degree in Primary Education with a specialization in Special Education and a Master’s Degree in Inclusive Education, along with various professional certificates in the field. Guided by faith, Crystal stepped boldly into her dream of creating a strong foundation for education, inclusion, and social development for students from all walks of life.
Today, she continues to cultivate long-lasting and supportive relationships with both students and parents. With patience, dedication, and compassion, Crystal ensures that every child who enters Virtue Inclusive Private School receives the individualized care, attention, and opportunities they need to thrive.
Every student matters, every moment counts.
Working collaboratively to ensure every student achieves academically, socially and emotionally.
SUCCESS STORY
Fazeer - Age 6
When I first started working with Fazeer, my intent was to address his communication challenges that were identified. He was non-verbal, would make sounds, possessed writing challenges, poor letter formation and was unable to read. Through thirty (30) minute sessions for (2) two terms, we focused on and addressed handwriting skills, letter sounds, blending and basic communication skills. As a result, he is now able to read and speak clearly. Through consistent daily work, we were able to get him reading and writing fluently. He is now in Std. 2. He is at class level and has a passion for reading and has improved overall tremendously. He has further excelled, placing in the first top (5) five students in his class.
Salum - Age 5
Salum, was not diagnosed with any disabilities learning or otherwise. He did not have any special needs in the traditional sense, but his biggest challenge was difficulty reading.
He was unable to identify letters and their sounds. When his mom attempted reading with him, it proved to be a challenge. His mother brought him for an evaluation to help identify and address his issues.
Although he did not have any identifiable disabilities, he was unable to achieve his fundamentals due to improper pre-schooling. Through the use of Jolly Phonics and specifically tailored learning strategies, Salum maintains the top position in his class.