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  • St Elizabeth's School
    South End
    Much Hadham
    Hertfordshire
    SG10 6EW
  • Head: Mrs Samantha Steinke-Sanderson
  • T 01279 844270
  • F 01279 843 903
  • E [email protected]
  • W www.stelizabeths.org.uk
  • A special independent school for boys and girls aged from 5 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty; OTH - Other Difficulty/Disability; SLCN - Speech, Language and Communication; SLD - Severe Learning Difficulty.
  • Boarding: Yes
  • Local authority: Hertfordshire
  • Pupils: 37
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Good 2
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 2nd May 2018
    • 2 Full inspection 18th September 2014

    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: Requires improvement on 15th November 2012
  • Ofsted report: View the Ofsted report

What the parents say...

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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.

Special Education Needs

St Elizabeth’s Centre is set in 68 acres of parkland estate twenty minutes from Stansted airport with excellent transport links. It consists of a school, a college and an adult home providing continuity of provision, access to highly trained staff, purpose built facilities and a variety of appropriate learning and recreational opportunities. All buildings are single-storey and fully ramped. A new multi-million pound Post 16-19 Living and Learning Complex is due to open shortly. Within school every pupil is uniquely valuable. Their strengths and challenges are assessed and monitored within the Essential Skills Framework. Groups are small, most with 1:1 support, allowing young people to follow an individualized and differentiated learning programme with access to the National Curriculum and Post 16 Framework. Individual Learning Plans are augmented and enhanced by a range of therapies. Our multi disciplinary team works with pupils and their families to devise a living and learning programme that takes into account interests and aspirations allowing pupils to take greater control of their lives. The core curriculum is in the context of life skills and promotes confidence and competence in daily living. Within the campus three Social Enterprises operate, they provide structured and supported work related placements. Achievement is celebrated throughout the year and progress is accredited in different ways.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
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
MLD - Moderate Learning Difficulty Y
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability Y
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 Y
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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