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  • Glyne Gap School
    School Place
    Hastings Road
    East Sussex
    TN40 2PU
  • Head: Kirsty Prawanna
  • T 01424 217720
  • F 01424 734962
  • E [email protected]
  • W
  • A special state school for pupils aged from 2 to 19 with severe and profound learning disabilities, physical disabilities, autism, and medical needs.
  • Boarding: No
  • Local authority: East Sussex
  • Pupils: 112
  • Religion: Non-denominational
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Early years provision Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 1st July 2015
  • Previous Ofsted grade: Outstanding on 21st January 2010
  • Ofsted report: View the Ofsted report

What says..

 The nursery takes on a broad range of ability and ensures that all the questions from mainstream children are out of the way very early on. All of this in an open plan environment with a sensory pod, low level windows (the little ones can spot the train through the trees), bifold doors enabling free flow to a fantastic outside space. No public exams, though many take nationally-recognised qualifications. Classes are arranged to provide a progression for all pupils passing through the school. Excellent facilities including a rebound therapy (trampolining) room with hoists, a double height soft play room that is used in wet weather, as a reward for good work...

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What the parents say...

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What The Good Schools Guide says


Since 2013, Kirsty Prawanna (late 30s), used to be head of the Glyne Gap FE Faculty at Bexhill College. Like many of the staff team at Glyne Gap, she is home grown talent, having first worked at the school in 1996. She trained as a mainstream English and drama teacher, did Voluntary Service Overseas (VSO), as well as her advanced diploma in special needs.

There are three heads steering the three sections of the school (FE faculty, upper school and lower school) with Kirsty leading them.

One of the head’s three children is a pupil here, her husband has no formal link but like other fathers (and grandfathers, uncles, brothers, mothers, grandmothers, sisters) he is part of the Glyne Gap community. Head says, ‘We are stronger as...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Dec 09.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
English as an additional language (EAL)
Has an entry in the Autism Services Directory Y
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

most years
quite often
sometimes, but not in this year

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