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  • St John's School (Seaford)
    Firle Road
    Seaford
    East Sussex
    BN25 2HU
  • Head: Mrs Fran Pass
  • T 01323 872940
  • F 01323 872958
  • E [email protected]
  • W www.st-johns.co.uk/
  • A special independent school for boys and girls aged from 7 to 19. Type of SEN provision: MLD - Moderate Learning Difficulty; SLD - Severe Learning Difficulty.
  • Boarding: Yes
  • Local authority: Brighton and Hove
  • Pupils: 23
  • Religion: Does not apply
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 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 25th January 2017
    • 2 Full inspection 22nd January 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: Satisfactory on 17th November 2011
  • Ofsted report: View the Ofsted report

What says..

The new big thing is the radio booth. Use is timetabled – pupil podcasts vary from the music-focused to talking through a project they’re involved with. We watched a recorded session where animated, seated children were mirroring each other’s dance moves – hands on heads, on arms, in the air – including several who’d previously found it difficult to interact with others. One parent felt that the way staff respond to pupils’ anxiety was hugely important in building reassurance. ‘Instead of brushing it off or ignoring it… they instil confidence.’ Potential difficulties are sensitively anticipated ...

Read review »

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What The Good Schools Guide says

Head

Since September 2018, Fran Pass. Warm, engaging, calm, immensely reassuring and with vast experience of working in challenging educational environments, an undoubted asset to the school. Two grown up sons, has recently become a (youthful) grandmother.

Knows what it’s like to be punished unfairly. A dyslexic child in a high achieving family who was regularly made to ‘stand on a chair because I was a dunce,’ despite a mega IQ, she decided that ‘no child is going to suffer like I did. We’re going to find the full potential in every child we work with – that’s my driving goal.’ No wonder governors sought her out for this appointment. Parents who have met her praise her knowledge of their children. Supportive, understanding ‘and really knew my child,’ says one.
...

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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

The Good Schools Guide writes: St Johns School caters for pupils with moderate and severe learning difficulties, in addition some pupils have autistic spectrum disorders, and challenging behaviour. A range of therapies are available including: aromatherapy, occupational therapy and speech and language therapy. TEACCH, a person centred approach to autism developed in the USA that identifies and develops a support programme based on that child’s abilities, interests and needs is used where appropriate. The school stands in a four and a half acre site in Seaford, a linked college occupies a site in Brighton. Respite services are available but only for pupils at the school.

Condition Provision for in school
ASD - Autistic Spectrum Disorder
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
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 Y
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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