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  • Horton Lodge Community Special School
    ST13 8RB
  • Head: Lucy Bloor
  • T 01538 306214
  • F 01538 306006
  • E [email protected]…
  • W
  • A special state school for pupils aged from 2 to 11 with physical disabilities, learning difficulties, and communication difficulties
  • Boarding: Yes
  • Local authority: Staffordshire
  • Pupils: 54
  • Religion: Non-denominational
  • Open days: Phone for personal appointment
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 11th October 2017
    • 2 Full inspection 13th February 2013

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Outstanding on 15th January 2008
  • Ofsted report: View the Ofsted report

What says..

Set in classically beautiful English countryside on the southern edge of the Peak District. High, winding, narrow country roads lead us to the school. We almost expect to see Postman Pat’s van trundling round the corner. Every minute of the day is seen as a learning opportunity. Education and therapy is integrated. There’s an emphasis on the importance of friendship. One parent is thrilled to see his non-verbal child making ‘loads’ of friends, ‘in the taxi, in the class’. Residential care second to none. Children get a real sense being part of a community — they love being able to…

Read review »

What the school says...

Horton Lodge Community Special School offers Conductive Education across the school. Fully qualified conductor/teachers lead each class/department in school. The school has received two excellent OFSTED reports and offers a high quality differentiated curriculum to all pupils.

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What The Good Schools Guide says


Since 2021, Lucy Bloor


The school caters for pupils aged from 3 to 11 with moderate to severe physical and/or complex medical needs, sensory disabilities and associated learning and communication difficulties. Not suitable for children with severe behavioural issues. ‘We have to think about vulnerability for children moving around.' But can cater for some behavioural issues, such as those related to autism spectrum disorder.

Can join at any stage, if places are available. All prospective parents meet the head to talk over their child’s needs, then they tour the school and discuss how those needs could be met. Some families prefer to look round without their child for the first visit. Parents are encouraged to revisit, telephone, return with extended family — whatever it takes for the whole family to feel supported.

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Please note: 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

We are a primary special school for pupils with physical disabilities and associated learning difficulties. We use Conductive Education to promote active learning for all the pupils; all teachers in the school are fully qualified Conductor Teachers. The school is a Key Learning Centre and provides support for many pupils with physical disabilities who are in mainstream schools. In addition to this we support the transition of pupils from Horton Lodge into their mainstream school if and when appropriate.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
Has an entry in the Autism Services Directory
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

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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