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 secretary@limpsfi…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: 96
- Religion: Non-denominational
- Open days: Check school website
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 4th July 2018
- 2 Full inspection 10th 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 17th November 2010
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
With the introduction of new accountability measures in secondary education introduced in 2016, the school concentrated on GCSEs before Wild realised this was not the point, ‘The girls need communication skills commensurate with their academic capacity’, so school now develops these, along with interaction, emotional self-regulation and wellbeing...
What the school says...
Limpsfield Grange School is the UK’s only school solely for autistic girls. We are an outstanding special school, maintained by Surrey County Council, where day and residential places are available for students aged 11 – 16.
We offer a broad and balanced, challenging and relevant curriculum rooted in the National Curriculum, delivered by our experienced and dedicated staff team. Our aim is to fully prepare our students for successful lives beyond Limpsfield Grange.
Based on our expertise, we have developed a boundaried and adult led approach which enables our learners to thrive. We believe that building positive relationships based on a deep understanding of individual needs is key to a successful placement at Limpsfield Grange.
From Year 7, students are expected to work and navigate the school environment independently. Our classes are smaller than those of mainstream schools, and we provide teaching assistant support in most of our lessons. Our broad staff team comprises of teachers, teaching assistants, residential and support staff all with high levels of expertise in autism and girls and in meeting the needs of our students.
The Limpsfield Grange community is an inclusive and welcoming place, where students build lifelong friendships and develop skills that will enable them to be happy, healthy citizens who contribute to society.
At Limpsfield Grange students and staff really do work together to make a difference. ...Read more
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What The Good Schools Guide says
Headteacher
Since 2012 Sarah Wild BA PGCE PDip NPQH late 40s. An alumna of Tiverton High School, before English and Politics at Leicester Polytechnic [now De Montfort University]. A circuitous route through different areas of pedagogy: her cv includes two years’ teaching English in Redbridge, another two teaching deaf students in Essex before she trained as a teacher in deaf education at Birmingham University, becoming head of the Deaf Support Base and assistant headteacher at St Paul’s Way Trust school in Tower Hamlets. A year as head of education at Ovingdean Hall school for the deaf in Brighton [closed] then deputy head at Pendragon school for autism in Lewisham [now Drumbeat]. On her change in specialism, Wild found her skills transferable having been an English teacher and interested in communication. She sees similarities in the...
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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 |
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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