NAIROBI JAFFERY ACADEMY

OFFICIAL NEWSLETTER
March 2023 - Issue 1
Dear Parents,
First of all I am happy to announce that in the AS level (year 12) mathematics exam in January this year, 56.09% of our
students achieved the highest grade (A). In addition, three students where only one point from gaining an A. Some
students also scored 100%! In A level (year 13) a whopping 61.10% of the students achieved A*-A. Congratulations to all
students, parents, and not the least James and his team that have put in unprecedented efforts to ensure the students
success.
Secondly, I am also informing you that we are in the process of hiring new learning support teachers, thereby expanding
our inclusion department. Our Head of Inclusion, Capher, started last month, and in the coming weeks we will add two
more specialists to the team, followed by another two later on.
To this end, I believe it’s useful for all parents to know a little bit more about what this means. Schools have different
names for these departments. Some call them Special Education Needs Department and others again Learning Support
Department. At NJA we call it Inclusion Department. The conditions are often called special needs, whereas we call them
divergent conditions. This is a term that is often misunderstood. The following is an attempt to clarify some of the
confusion. Broadly and simplified, we can divide the conditions into four categories:

Emotional and Behavioural

Specific Learning Difficulties Physical Disabilities Intellectual Learning Disabilities
Disorders
First of all, Specific Learning Difficulties is different from Intellectual Disabilities. The former is generally neurological
learning difficulties. These are independent of ability, and students with Specific Learning Difficulties might therefore
have a very high IQ, but not necessarily.
Intellectual Disabilities is often referred to as General Learning Disabilities. These are disabilities that have reduced the
intellectual ability of those diagnosed with the condition.
At Nairobi Jaffery Academy, and most other schools, we have students from the first three categories, but not students
with Intellectual Learning Disabilities, as they require a level of support that we cannot provide.
In other words, students in our school with divergent conditions are not different from our students without any
condition when it comes to ability/intellect. The difference is just that they learn in a different way. For instance, the
dyslexic's abilities have been recognised by NASA (North American Space Administration) where over 50% of NASA
employees are reported as dyslexic. They are said to be deliberately sought after because they have superb
problem-solving skills and excellent 3D and spatial awareness. No wonder, when one knows that Albert Einstein was
dyslectic, and there is other evidence to suggest that he may have had dyscalculia, dyspraxia and autism as well,
combined with ADHD.
Other successful people with ADHD include Richard Branson, Walt Disney, Leonardo da Vinci, John F. Kennedy and
Pablo Picasso, whereas Alfred Hitchcock, Charlie Chaplin, Charles Darwin, Bobby Fischer, Sir Isaac Newton, Michelangelo
and Anthony Hopkins.
In a way, it almost makes you wonder if you need a learning disorder in order to be successful in life.
When we talk about learning difficulties, most people refer to specific learning difficulties. As mentioned, these constitute
the majority of conditions that are generally accepted for admission at NJA, in addition to Emotional and Behavioural
Disorders and Physical Disabilities, providing we can cater for the needs of the latter. On the following page, I have
summarised the most common conditions, their prevalence and symptoms, as well as the key interventions that we will
use at NJA. I have also listed one famous and/or successful person who have been diagnosed with each of these
conditions.
Kind regards,
Sigve Austheim
Principal
Specific Learning Difficulties (SpLDs) and Emotional and Behavioural Disor-
der (EBD)
Specific Learning Difficulties (SpLDs) are neurodevelopmental disorders affect the way information is learned and pro-
cessed. They are neurological (rather than psychological), usually genetic and occur independently of intelligence. They
can have significant impact on education and learning and on the acquisition of literacy skills.
Emotional and Behavioural Disorder (EBD) are specific mental health disorders that cause extreme difficulties with both
emotions and behaviors. Students with EBD can exhibit behaviors such as chronic classroom disruption, aggression, and
general maladaptive behavior toward peers and adults.

ICON FAMOUS CONDITION DESCRIPTION SYMPTOMS KEY INTERVENTIONS

Attention
Deficit Hyper- inattention allow change of work
activity Disor- A neurodevelopmental sites
der (ADHD) condition that affects distractibility
parts of the brain that assign tasks involving
control attention, im- poor working memory movement
Occurrence: pulses and concentra- divide work into short-
10% hyperactivity er chunks or tasks
tion. frequent breaks
impulsivity
Michael Phelbs
A broad term to de- liking a strict daily rou- teach new, simple and
Autism Spec- tine broken down tasks
trum Disorder scribe a group of neuro keen interest in certain exaggerate facial ex-
(ASD) -developmental condi- subjects or activities pressions and ges-
tions, often character- hard to make friends tures
ised by restricted and unusual speech, such speech therapy
Occurrence: 4% repetitive interests. as repeating phrases occupational therapy
Developmen-
tal Coordina- Often called Dyspraxia. an unsteady walk give plenty of extra
tion Disorder A motor skill disorder. dropping objects time
(DCD) Children with DCD per- running into others provide written, visual
form motor skills well frequent tripping and recorded support
Occurrence: 5% below what is expected difficulty tying shoes role-play expected
for a child of the same fine motor skills prob- behavior
age. lems help with fine motor
Daniel Rad- skills
cliffe
Developmen- limited use of complex
tal Language Persistent language, sentences early intervention cru-
Disorder with a significant im- cial
(DLD) disorganized storytell- make eye contact and
pact on everyday social ing use their name
interactions, emotional use as many senses as
Occurrence: 7% wellbeing and educa- difficulty finding the
tional progress. right words possible
give time to process
Joe Biden frequent spelling errors
poor speech percep- show rather than ex-
Auditory Pro- A condition that im- tion (with background plain
cessing Disor- pacts the brain’s ability noise) vary voice pitch and
der (APD) to filter and interpret distracted by loud tone
sounds. Have normal sounds alter pace
Occurrence: 5% hearing abilities, but difficulty attending to stress key words
trouble receiving and long periods of listen- allow time to respond
Billie Eilish making sense of sound. ing give cues such as
not recalling verbal info “ready?”
confusing the order of
Dyslexia letters in words
Dyslexia is a language reading slowly large print and big
Occurrence: processing disorder spaces between lines
10% that impacts the read- difficulty writing an- quiet area for reading
ing, writing, spelling, swers present material in
speaking and compre- small units
Steven Spiel- hension ability. inconsistent spelling use of audiobooks
berg putting letters wrong
way
not writing in straight
line provide notes or out-
Dysgraphia lines
Dysgraphia is a specific difficulties holding and
learning difficulty in controlling a writing use oral exams
Occurrence: one or all of written tool reduce copying aspects
10% expression, handwriting of work
writing letters in re- allow use of wide rule
and spelling. verse paper and graph pa-
Agatha Christie
problems forming let- per
ters
 Dyscalculia affects the
understanding and
Dyscalculia
learning of mathemat-
Occurrence: 5% ics. Individuals with
dyscalculia struggle
with math concepts,
Bill Gates numbers, and reason-
ing.
Nonverbal A learning disability
Learning Dis- that causes difficulty
order (NVLD) with motor, visual-
spatial, and social skills.
Occurrence: 4% Often struggle with
subtle social and non-
Chris Rock verbal cues.
Visual Pro- A condition in which a
cessing Disor- child is unable to accu-
der (VPD) rately interpret and
organise visual infor-
Occurrence: 7% mation, i.e. information
that is taken in through
Brad Pitt the eyes.
Emotional and
Behavioural
Disorder An emotional disorder
(EBD) characterised by ex-
cesses, deficits or dis-
turbances of behavior.
Occurrence: Includes ODD, conduct
disorder and OCD.
15%
Justin Timber-
lake
Issues with maths allow use of fingers
phrases use diagrams and
graphs
avoid situations requir- draw math concepts
ing understanding provide peer assistance
numbers work with manipula-
struggles with charts tives
slow doing calculations
weak in mental maths draw pictures of prob-
lems
rehearse getting from
place to place
literal. Struggles with
sarcasm minimise transitions
difficulty or seeing the
“big picture” give several verbal cues
early speech and lan- before transition
guage acquisition
offer verbal explana-
tions
post visual schedules,
difficulty navigating but also say them out
school grounds loud
closes one eye while handouts with few im-
reading ages
holds paper at odd provide a copy of
angles notes
inaccurately copy info summarise crucial info
blank card for reading
drastic changes in be- reward desirable be-
havior or personality havior
easily getting annoyed foster self-esteem
support growth
often appearing angry
give immediate feed-
blaming others and not back
handling frustration
well adjust task difficulty
 EARLY YEARS NEWS
Dear parent,

We express our heartfelt gratitude for your unwavering support towards our work with the kids in the EYFS It
has been an absolute pleasure working with them, and we are thrilled to have made it this far.

Your support has been instrumental in enabling us to create a nurturing and stimulating environment for the
children to learn, play and grow together. We could not have achieved this without your trust, encourage-
ment and active participation.

It is a privilege to work with such engaged and caring parents like yourselves. Thank you for your continued
support and partnership in making our EYFS section a success. We look forward to more productive and
fulfilling years ahead.

Reception class trip to Nairobi National Park

I am delighted to inform you about the recent educational trip that our Reception class had to the Nairobi
National Park. As part of our ongoing efforts to enhance our children's critical thinking skills, we believe that
exposing them to real-life experiences is crucial.

During their visit to the park, our young learners were able to bring their topic 'Habitats' to life. They had the
opportunity to explore and observe various animals in their natural habitats, which allowed them to think
about the topic from a different perspective. This experience not only enhanced their knowledge and
understanding but also fostered a deeper appreciation for the world around them.

We are grateful to our dedicated teachers for organizing such a meaningful and enriching trip for our
students. We believe that experiences like this play an important role in shaping our children's minds and
preparing them for a bright future.

Our Core Values

We are pleased to update you on our school's core values and the efforts we are making to instill these
values in our young learners. We believe that by living and practicing our school's core values, we can
communicate our story, mission, and desired outcomes.
Our teachers have been involving the children in various activities that help teach these values, particularly
through discussions and role-playing scenarios. We have been focusing on the value of integrity, which we
believe is a fundamental pillar in creating responsible, ethical individuals.

Through these activities, the children have had the opportunity to reflect on what it means to demonstrate
integrity and why it is essential. We have seen tremendous enthusiasm and engagement from our students
during these sessions, and it has helped them to better understand the concept of integrity and our other
core values.

We are committed to instilling these values in our students and ensuring that they become responsible and
ethical individuals who will make positive contributions to society.

Learning, growing and having fun together

I am delighted to share with you how we have been creating opportunities for our students to learn, grow,
and have fun together. As part of our efforts to provide a well-rounded education, we believe in taking our
learning outside of the classroom and exploring the world around us.

By engaging in outdoor activities, we have seen significant improvements in our students' confidence, social
skills, and critical thinking abilities. These experiences have enabled them to learn and grow in ways that are
not possible inside the classroom.

Our teachers have been creating a range of outdoor activities and challenges that have sparked our students'
curiosity and creativity. From exploring nature to playing team-building games, our students have been
having a blast while also learning valuable life skills.

We believe that these experiences will have a positive impact on our students' personal and academic
growth, and we are committed to providing more opportunities for them to learn, grow, and have fun
together.

Have a blessed weekend,

Regards,
EYFS Team
 PRIMARY NEWS
Dear Parent,

‘Real integrity is doing the right thing, knowing that nobody's going to know whether you did it or
not.’ Oprah Winfrey

As we embark on a deeper study of the core value of ‘Integrity’, the wise words of renowned American talk
show host, television producer, actress, author and philanthropist on what integrity is remind us to always
keep ourselves in check, even when no one is watching us as indeed, that’s what integrity states. Zig Ziglar, in
his inspirational journal Ukiyoe, reminds us of key values i.e. integrity, honesty, character, faith, love and
loyalty which are the foundation stones to a balanced success. Your children are being guided to practice
these very important core values, daily, in preparation for an adult life that beckons.

NJA Football Match Results

Our boys and girls in year 5 and 6 had a friendly football match against Rose of Sharon (RSA) last week, and
we are proud to say that NJA emerged victorious. The match was an excellent opportunity for our students to
showcase their football skills, teamwork, and sportsmanship.

We would like to extend my heartfelt congratulations to all the students who participated in the match. They
displayed tremendous dedication, perseverance, and hard work throughout the game, and their efforts paid
off. The results of the match are as follows:

• NJA U11 GIRLS 4 - RSA U11 GIRLS 0

• NJA U11 BOYS 1 - RSA U11 BOYS 0

• NJA U9 BOYS 5 - RSA U9 BOYS 1

I would also like to commend our students for demonstrating excellent sportsmanship and upholding the
NJA mantle with great pride. Their behavior on the field was exemplary, and they represented our school with
the utmost integrity.

We are immensely proud of our students and their achievements in the football match. We will continue to
provide them with opportunities to participate in extracurricular activities and showcase their talents.

Thank you for your continued support in our efforts to provide a well-rounded education for our students.
End of Term Assessments

Our end of term assessments will begin on 16th March, next week.
This is an essential time for our students to demonstrate what they have
learned throughout the term and prepare for their next academic term.

To help our students prepare for the assessments, we have shared

study guides that cover the key concepts and skills they will be assessed
on. We urge you to ensure that your child is studying every evening
and is familiar with the study guides provided. Excellence is one of our
key pillars, and we expect nothing short of good results from our
students.

We understand that assessments can be a stressful time for our students, but it is essential to remind them
that they have the support of our teachers and the school community. Our teachers have been working hard
to prepare our students for the assessments, and we are confident that they will perform well.

We encourage you to provide your child with a conducive environment for studying, free from distractions,

We remind you that our Math Challenge will take place on the 15th of March, next
week on Wednesday. Our students are excited and eagerly anticipating this event,
and we are looking forward to their participation.

An invitation flyer with the streaming link for the event will be shared on Monday
next week. Please keep an eye out for this important information to ensure that your
child can participate in the Math Challenge remotely.

We encourage our students to practice their math skills and problem-solving abilities in preparation for the
event. We believe that the Math Challenge is an excellent opportunity for our students to showcase their
talents and further develop their skills.

IWD 2023
This year, International Women’s Day was celebrated with pomp and color. We celebrated the women in our
lives by writing sticky notes and putting them up on the wall at school. The school’s gesture of respect and
love was the roses that were given to the ladies by the children. If you didn’t get one, be sure to receive one
next year.

Looking forward to a busy examination season,

Primary team
SECONDARY NEWS
Dear parent,

We are happy to announce that on the recent U15 IPSSA tournament that took place on 4th March at
Naisula School, our team gave an outstanding performance. Out of the 10 schools that participated, our
school emerged as the overall winners.

Our team was led by Amy Githaiga, who served as the captain. Amy's leadership and dedication were
instrumental in our team's success. Additionally, we are thrilled to announce that Amy was voted as the Most
Valuable Player (MVP) alongside Rimas Anwar and Yasmin Mohamed. These three players exemplified
excellence on the court and represented our school with honor.

We extend our sincere gratitude to the players for their hard work and dedication, as well as the coach, Ms
Lilian who supported them throughout the tournament.

Regards,

Secondary team
NEWS FROM MENTORSHIP COORDINATOR
KS3 Child Development Workshop
Raising an adolescent can be one of the most fascinating stages of your child’s growth. How can you walk
along with your child through these stages successfully? It can also be one of the most nerve-racking. You
may wonder what could be causing your child to chafe against your rules and routines. Should you conclude
that he/she is becoming an irreformable rebel? What might be happening then?

To answer these questions it is important to consider the pivotal role that adolescence and developmental
milestones play in your child’s growth. This and more will be covered during the KS3 workshop on child
development that will take place on Friday 17th March 2023 in the School Library from 11:00am.

If you have a child in year 7, 8 and 9 you are warmly welcomed to join other parents on this day where there
will also be an interchange of great ideas.

We understand that this is an important topic for many of our parents, and we encourage you to attend and
participate in an exchange of ideas with each other. Together, we can support our children in navigating this
challenging transition into maturity.

We look forward to seeing you at the workshop and thank you for your continued support.

Have a blessed weekend,

Wilfrida Akala
NJA Mentorship Coordinator
 HUMAN PAPILLOMAVIRUS (HPV) VACCINATION
Dear parent,

We will be conducting the Human Papillomavirus (HPV) vaccination to female students of ages 10-14. This
vaccination has been recommended by the Ministry of Health as a way to protect girls against cervical cancer.
If you are interested in signing up your child for the HPV vaccination, please send an email to
info@jaffery.ac.ke to express your interest. In the email, kindly provide your child's name and class.

We will be sharing more information about the specific date and time of the vaccination in the course of next
week. We encourage all parents to take advantage of this opportunity to protect their children's health and
wellbeing.

See below a letter from Ministry of Health for your reference: