St Joseph’s Specialist Trust

Since 2016, Simon Jaggard. Educated at Ampleforth and enjoyed a previous life in the world of art and design, taking his first degree in architectural history with a thesis on Roman Catholic Architecture. He moved to teaching after a PGCE at Hull

A Catholic foundation, which welcomes all faiths. Admissions process involves a paperwork stage, when EHCP and annual review reports are submitted, followed by a school or home visit then a period of familiarisation at St Joseph’s. ‘We are very

The students leave at 19 for a variety of destinations including further education colleges ( St Piers College; St Johns College, Brighton; Merrist Wood College) or to supported living provision, under the care of the Trust or within other LAs. The

A school for boys and girls with autism and/or other communication difficulties, such as ADHD, Downs syndrome, Prada-Willi syndrome, severe learning difficulties and complex needs. The teaching is divided into ‘school’ (Key Stage 1, 2 and 3) and

A weekly carousel of activities enables students to choose between sports and arts/DT. Art is popular, with GCSE taken annually, and an artist in residence, who supports the award-winning art teacher. A whole week, dedicated to the arts, sees each

A specialist sports coach accompanies students for cross-country, badminton, boccia, table cricket and horse riding with Riding for the Disabled. There are competitive swimming and football matches with nearby special schools and an understanding

Seven boarding houses, some within the school building, others dotted about the grounds are used by the 40 per cent of children who stay, either termly or weekly. Recent upgrades include living areas and ensuite bathrooms for all residential rooms.

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

‘Our children are vulnerable by their naivety,’ Sutton says, in outlining the school’s pastoral approach, ‘Issues are dealt with as part of school behaviour management’. All staff are Team-Teach trained, with 90 per cent of incidents about

Children all have communication difficulties as a core need on their EHCP, but differ in verbal ability: approximately one third pre-verbal, one third partially verbal and the rest can communicate with words, if they choose to. They are united in

A tiered fee system, according to the child’s needs and EHCP, funded by LAs.

‘No limits…just possibilities’ is the motto of this inspiring school. Set within a verdant landscape, and planted with brimming vegetable beds, the school nurtures happy, healthy individuals from fragile seedlings. Led by two capable heads, the