Limpsfield Grange School A GSG School
- Limpsfield Grange School
89 Bluehouse Lane
Oxted
Surrey
RH8 0RZ - Head: Mrs Sarah Wild
- T 01883 713928
- F 01883 730578
- E [email protected]…ange.surrey.sch.uk
- W limpsfieldgrange.co.uk
- A special state school for girls aged from 11 to 16 with communication and interaction difficulties including autism and speech language and communication difficulties
- Boarding: Yes
- Local authority: Surrey
- Pupils: 71; 24 residential places
- Religion: Non-denominational
- Open days: Please see website for details
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Outcomes for children and learners Outstanding 2
- Quality of teaching, learning and assessment Outstanding 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 4th July 2018
- 2 Full inspection 11th December 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: Good on 18th November 2010
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
In a science lesson, the girls are studying Semmelweis’s discovery about the connection between lack of handwashing and infection transmission. Toby the dog is in the corner – dogs are regularly brought into lessons to calm and motivate the girls. One girl is hugging a hot water bottle – it obviously soothes her, so that is fine. Throughout the school there’s an air of letting the girls be, to find their own way to manage anxieties. ‘A constant stream of imaginative social experiences to help the girls develop,’ said one parent...
What the school says...
Limpsfield Grange School is an outstanding Surrey County Council provision for girls aged 11 -16 with a wide and diverse range of needs. Our students have communication and interaction difficulties that include Autism, Aspergers and speech language and communication difficulties. We also offer places to girls who due to their physical or emotional vulnerabilities would not have the resilience to succeed in a mainstream setting.
We are a residential school where day places are available.
We at Limpsfield Grange believe that 'together we make a difference.'
We work together to ensure that all students develop their resilience, communication, knowledge, independence, self-esteem, confidence and self-awareness so they can be fully active members of society.
We are ambitious for all of our students, and we work with them to help them succeed.
We provide a bespoke approach based on individual needs that maximises potential including a full and rich 24 hour curriculum accredited through GCSEs and entry level certificates. ...Read more
What the parents say...
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2015 Good Schools Guide Awards
- Best performance by Girls taking Self Development at an English Comprehensive School (ELQ Band B)
- Best performance by Girls taking Religious Studies at an English Comprehensive School (GCSE Short Course)
What The Good Schools Guide says
Headteacher
Since 2012, Sarah Wild. First headship ‘and enjoying it very much’. An ‘epiphany’ moment when she went to a lecture on signing led to her taking a postgraduate degree in deaf education at Birmingham University. Taught English at St Paul’s Way Trust School comprehensive in Tower Hamlets, which had a deaf support base, followed by postings at Ovingdean Hall School for deaf children (now closed) and Pendragon (now Drumbeat) in Lewisham, London, a special school for autism.
Time in mainstream taught her ‘the rigour and expectations around progress for mainstream kids. We have to be as tough as they are,’ she says. ‘Extremely caring and understanding of the girls' difficulties, yet simultaneously has high expectations of them in all aspects of their lives,’ said one parent. She has ‘great clarity of...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Limpsfield Grange School caters for girls who have communication and interaction difficulties, including autism, and who experience high levels of anxiety.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | Y |
| Dysgraphia | |
| Dyslexia | Y |
| Dyspraxia | Y |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | Y |
| 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 | Y |
| 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:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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