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St Piers
St Piers School is based on a beautiful 60 acre campus in Lingfield, rural Surrey. It provides specialist education services for individuals with a range of conditions. It operates both as 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 (who are all available on site) 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
Acquired brain injury Autistic spectrum disorder Behavioural difficulties Epilepsy Moderate learning difficulties Non-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. Teaching staff and care staff set the Independent Education Plan (IEP), which is monitored by the Headteacher. Each student?s needs and abilities are assessed by our multi-disciplinary team. We create an individually tailored programme of education and provide a "waking day" curriculum. Every student has targets set for each area of the curriculum. These are reviewed early and as and when targets are achieved during the year. A meeting with therapy teams, care staff and school teaching staff is held to discuss the IEP and parents are also consulted.
The Annual Review process reviews the Statement and objectives and provides information on the percentage of progress made "assessment" is currently through 'B squared' and 'CASPA'. The governors monitor progress through Key Performance Indicators (KPI) and reports from Head Teacher on 'Teaching and Learning'.
The student's development and performance is constantly measured against KPIs. Students also have a "day book" in which a record of the day's events are recorded (more info about the day book is below). There are also weekly team meetings to ensure that the required progression is being made and consultation with parents/carers on how to maintain these standards is discussed by teachers/support workers, physiologists and any other staff that need to be kept updated on the student's progress.
Students have a "day book" in which a record of the day's events are recorded. This is readily available for residential staff / parents. There is regular communication between teaching staff, residential staff, / therapists nursing team, and parents/carers. There are weekly team meetings to ensure that the required progression is being made and consultation with parents/carers on how to maintain these standards is discussed by teachers/ support workers, physiologists and any other staff that need to be kept updated on the student's progress.
There are weekly team meetings to ensure that the required progression is being made and consultation with parents/carers on how to maintain these standards is discussed by teachers/support workers, physiologists and any other staff that need to be kept updated on the student?s progress.
We create an individually tailored programme of education and provide a ?waking day? curriculum. Every student has targets set for each area of the curriculum.
The curriculum will be tailored to meet the individual's needs, aspirations and abilities. It will also be designed to help them develop new skills and improve skills and knowledge they already have. This may involve adapting the curriculum to help the individual learn essential living skills (i.e. cooking, travel training, personal, social and health education [PSHE] etc.). Depending on ability, the individual may also work towards formal qualifications.
The waking day curriculum ensures flexibility from all staff ensuring the child's needs and aspirations will be met.
There is a robust support programme in place to ensure a child will meet his/her expected outcomes
Young Epilepsy, which operates St Piers School, provides a range of specialist care services, all of them based on site so there is no need for the individual to travel. We have consultant neurologists, child and adolescent psychologist, clinical fellows (registrars), research fellows (Joint with Great Ormond Street Hospital), epilepsy nurse specialists, nursing staff, psychologists, physiotherapists, occupational therapists speech and language therapists and play therapists. There are weekly team meetings to ensure that the required progression is being made and consultation with parents/carers on how to maintain these standards is discussed by teachers/support workers, physiologists and any other staff that need to be kept updated on the student?s progress.
Young Epilepsy, the national charity that operates St Piers School, has a world-class medical centre providing 24 hour medical care. The organisation is unique because our therapists and multi-disciplinary team are based on site so we can bring support and care to the child instead of having to take them off site. Young Epilepsy provides a range of specialist care services including; consultant neurologists, child and adolescent psychologist, clinical fellows (registrars), research fellows (Joint with Great Ormond Street Hospital), epilepsy nurse specialists, nursing staff, psychologists, physiotherapists, occupational therapists speech and language therapists and play therapists.
We have an outstanding safeguarding programme in place. We also have a well-regarded Positive Behaviour strategy. Students are taught to manage social situations through learning and every day interactions with other students and staff as part of their waking day curriculum.
This is all managed through, teachers and support workers all implementing the waking day curriculum and social interactions both on and off campus
Learning for independence is developed as part of the waking day curriculum, ensuring that every child prepares as much as possible for their independence.
Students have a ?day book? in which a record of the day?s events are recorded, lessons are held in citizenship. The therapy team work closely with students on many aspects of Independence Students work on social skills and enhancing their self-esteem in lessons and activities organised both on and off campus including trips to cinemas, discos on site, horse riding, boating and theatres. Students write about the effects of bullying and there are numerous student notice boards praising good performances and good deeds. All students will be supervised by staff for the duration of their school day and during the evenings for residential students

Services
Advice and support
Location
Blaby
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