St Joseph’s Specialist Trust A GSG School
- St Joseph’s Specialist Trust
Amlets Lane
Cranleigh
Surrey
GU6 7DH - Head: Mrs Annie Sutton
- T 01483 272449
- F 01483 276003
- E office@st-josephs…eigh.surrey.sch.uk
- W www.st-josephs….surrey.sch.uk/
- A special independent school for pupils aged from 5 to 19 with autism, moderate to severe learning difficulties, and associated complex needs
- Boarding: Yes
- Local authority: Surrey
- Pupils: 68; sixth formers: 20
- Religion: Roman Catholic
- Fees: Day £97,000; Boarding £146,368 pa
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 1st March 2023
- 2 Full inspection 20th June 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 11th May 2010
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Embedded therapy is a watchword at St Joseph’s, so the large team of therapists - six speech and language, six occupational therapists, drama, music and art therapists - take classes and confer with teachers to set weekly targets. ‘Previously therapy was seen as sterile, in isolation, a remote thing…
What the school says...
We are an outstanding special school that caters for children with Autism, MLD, SLD and other associated complex needs. Additionally some children have ADD, Fragile X, Downs Syndrome, Williams Syndrome, or Dyspraxia. A Specialist School in the SEN area of Communication and Interaction and Creative Arts. The school has also been awarded the Autism Accreditation by the National Autistic Society. We are also a registered children's home offering Care, Education and Therapies over 52 weeks as well as weekly and 38 week residential options ...Read more
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What The Good Schools Guide says
Headteacher
Since 2016, Annie Sutton, CEO of St Joseph's Specialist Trust. Started her career as a SEN teaching assistant, I’ve been a real person first’ she states with pride. Then took a maths degree at Brighton University and worked at The Angmering School, Hampshire, as secondary level maths teacher, soon to be promoted to head of year. In 2010 she was appointed deputy at St Joseph's, then more recently taking on CEO with additional responsibilities beyond the school. Married with five children (whom she has named alphabetically – a reflection of both her accomplished administrative skills and her sense of humour) and a husband who works in IT. She has managed the school’s ambitious restructuring project to provide embedded therapy in the education, ‘The teacher and therapist are joint professionals, with equal status and responsibility...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
We cater for students with MLD/SLD and those on the Autistic Spectrum. We also specialise in the development of learners with communication difficulties. Some learners have additional medical needs such as controlled epilepsy, asthma and allergies. Conditions include: ADHD, ASD, Fragile X, Downs, Williams, Dyspraxia. 09-09
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | Y |
| 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:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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