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  • St Piers School (Young Epilepsy)
    St Pier's Lane
    Lingfield
    Surrey
    RH7 6PW
  • Head: Mr Richard Gargon
  • T 01342 832243
  • F 01342 834 639
  • E [email protected]
  • W www.youngepilepsy.org.uk
  • A special independent school for boys and girls aged from 5 to 19. Type of SEN provision: MLD - Moderate Learning Difficulty; SLD - Severe Learning Difficulty.
  • Boarding: Yes
  • Local authority: Surrey
  • Pupils: 66
  • Religion: Does not apply
  • Fees: Supplied On Request
  • Open days: Every two months throughout the academic year
  • 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 29th November 2017
    • 2 Full inspection 25th April 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 7th May 2010
  • Ofsted report: View the Ofsted report

What the school says...

Our school, St Piers, is based on a beautiful 60 acre campus in Lingfield, rural Surrey. We have a day and residential special school providing the highest quality educational services for students aged five to 19 years of age, including a sixth form.
The students are at the centre of everything we do. Our dedicated, enthusiastic and experienced staff provide first class support. The education, health, care and therapy teams work in partnership and we pride ourselves on having strong relationships in place with parents, carers and funders. This tried and tested approach ensures every St Piers student reaches their optimum level of achievement. The school is an incredible place for children with neurological conditions and behavioural difficulties to thrive, learn new skills, change in confidence and make new friends.
Staff excel in teaching pupils with a range of conditions including: ADHD (attention deficit hyperactivity disorder), acquired brain injury, autistic spectrum disorder behavioural difficulties, epilepsy, moderate learning difficulties, on-weight bearing, profound and multiple learning difficulties, severe learning difficulties.
All students follow a curriculum that includes: communication, language and literacy, mathematics and cognition, ICT (information and communication technology) and design technology, PSHE (personal, social and health education) citizenship.
Classes are small; five or six per class. This allows us to be proactive and meet the individual needs of each student. St Piers pupils often have highly specialist medical and health needs. Our multi-disciplinary teams work together to minimise the impact of health conditions on their schooling. Our goal is for the pupils to attain their maximum potential, which we achieve by encouraging and nurturing their talents.
...Read more

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.

Who came from where

Who goes where

Special Education Needs

St Piers School is a non-maintained residential special school which provides both day and residential education places for children and young people aged 5 to 19. It is a member of the National Association of non-maintained special schools (NASS); Entitlement and Quality Education for Pupils with Severe Learning Difficulties (EQUALS); Nasen and the British Institute of Learning Difficulties (BILD). Whilst the Schools specialism has traditionally been epielpsy, it now uses its expertise and multidisciplinary approach to cater for a wider range of complex neurological conditions including autism and attention deficit hyperactivity disorder (ADHD), as well as complex epilepsy. Support is also provided for some aspects of challenging behaviour, profound and multiple learning difficulties and severe learning difficulties.

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

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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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