St Piers School (Young Epilepsy)
phone: 01342 832243
head of school: Mrs June Atkins
80 pupils capacity: 90% full
45 boys 62%
25 girls 35%
Last updated: June 20, 2014
— Non-Maintained Special School
- Establishment type
- Non-Maintained Special School
- Establishment #
- OSGB coordinates
- Easting: 540264, Northing: 143634
- GPS coordinates
- Latitude: 51.175, Longitude: 0.0051223
- Accepting pupils
- 5—19 years old
- Boarders appr n special
- Special pupils
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- April 24, 2013
- Region › Const. › Ward
- South East › East Surrey › Dormansland and Felcourt
- Hamlet and Isolated Dwelling - less sparse
- SEN priorities
- MLD - Moderate Learning Difficulty
- SLD - Severe Learning Difficulty
- Epilepsy [archived]
- Special classes
- Has Special Classes
- Investor in People
- Committed IiP Status
- Sixth form
- Has a sixth form
- Free school meals %
- Learning provider ref #
- Young Epilepsy (The National Centre for Young People with Epilepsy) RH76PW
- 0.3 miles Lingfield Notre Dame RH76PH (884 pupils)
- 0.3 miles Notre Dame Junior School RH76PH
- 0.9 miles Lingfield Primary School RH76HA (452 pupils)
- 0.9 miles Lingfield County First School RH76HA
- 1 mile Dormansland Primary School RH76PE (207 pupils)
- 1 mile Lingfield Middle School RH76AA
- 2.3 miles St John's Presbyterian School TN85PU
- 2.7 miles Blindley Heath CofE First School RH76JR
- 2.7 miles Trefoil Montessori School of Arts RH76JR
- 2.7 miles Trefoil Montessori School of Arts RH76JR
- 2.8 miles Blackwell Primary School RH193JL (229 pupils)
- 2.8 miles Baldwins Hill Primary School, East Grinstead RH192AP (140 pupils)
- 2.8 miles Blackwell Infant School RH193JL
- 2.8 miles Blackwell County Junior School RH193JL
- 2.8 miles Baldwins Hill Primary School, East Grinstead RH192AP
- 2.9 miles Highfield School RH192DX
- 3.1 miles Edenbridge Primary School TN85AB (381 pupils)
- 3.1 miles St Mary's CofE Primary School, East Grinstead RH192DS (208 pupils)
- 3.1 miles Edenbridge Middle School TN85AB
- 3.2 miles The Eden Valley School TN86AD
- 3.2 miles Kingsway School RH191HL
- 3.2 miles Chrysalis Learning Centre RH191QY
- 3.3 miles Felbridge Primary School RH192NT (210 pupils)
National Centre for Young People
with Epilepsy, St Piers School
St Piers Lane, Lingfield, Surrey, RH7 6PW
|Inspection dates||24–25 April 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The headteacher and strong team of senior |
Teachers are committed to removing any
Most pupils make rapid progress in
The planning and teaching of reading by
Pupils with epilepsy and pupils looked after
leaders have rapidly improved the school
since the previous inspection.
obstacles that get in the way of learning for
pupils. Thorough checking of teaching
contributes to good improvements for pupils
in English, mathematics and science.
mathematics, especially pupils with severe
learning difficulties and autism.
linking letters to the sounds they make has
improved. This has led to current
improvements in English for all pupils.
by the local authority who are eligible for the
pupil premium funding made particularly
good progress in 2012 because of the
excellent resources in place for them.
| Additional adults make a very strong |
Behaviour of pupils is outstanding. Skilful
Excellent personal, spiritual, moral, social and
The sixth form is good. Students develop
The trustees and Education Governing Body
contribution to learning in lessons through their
support for pupils’ academic, medical and
behaviour management ensures most pupils
engage successfully with learning. There have
been no exclusions in the last three years.
cultural development is at the heart of the
school’s success and underpins all of the
independent living skills and grow in
confidence and self-esteem. This prepares
them well for their next steps in life.
work well together to hold the school to
account for its performance and its
management of finances.
| The progress of a few more able pupils is a |
little slower than for other pupils in the
| Teachers are not encouraging pupils to |
practise their reading and writing skills across a
range of subjects.
|Inspection report:||National Centre for Young People with Epilepsy, St Piers School,24–25 April 2013||2 of 9|
Information about this inspection
- Inspectors observed 14 lessons all of which were joint observations with the headteacher and
members of the senior leadership team. In addition, the inspection team made short visits to
other lessons, looked at pupils’ work and heard them read.
- Meetings were held with staff, pupils and four governors, including the Chair of the Education
Governing Body who is also a member of the Board of Trustees.
- Inspectors took account of the 18 responses to the online questionnaire (Parent View) as well as
other testimonies from parents and carers and 77 questionnaires completed by staff.
- The inspection team observed the school’s work and looked at a range of school documents
including the school’s checks on how well it is doing, the school’s improvement planning, the
information it keeps on pupils’ current progress, records, safeguarding policies and documents
relating to performance management of staff (the setting and reviewing of targets to help them
improve their work).
|Justina Ilochi, Lead inspector||Additional Inspector|
|Richard Hill||Additional Inspector|
|Inspection report:||National Centre for Young People with Epilepsy, St Piers School,24–25 April 2013||3 of 9|
Information about this school
- St Pier’s School is part of the National Centre for Young People with Epilepsy (NCYPE) and
provides education for both residential and day pupils with epilepsy and a range of other medical
and neurological disorders. All pupils have a statement of special education needs.
- A majority of pupils have additional needs such as severe learning difficulties or autism and a
few have moderate learning difficulties.
- Pupils are split equally between a Main School (Key Stage 1, Key Stage 2, Key Stage 3 and Key
stage 4) and Sixth Form.
- Most pupils start at the school at times other than the beginning of Year 1, with a large
proportion joining in Key Stage 3 and the sixth form.
- Almost all pupils are White British, with very few children coming from minority ethnic
- The school is run by an integrated Education Governing Body that reports to the charitable trust.
Three members of the charitable trust are permanent members of the Education Governing
- The Chair of the Education Governing Body, the headteacher and most senior leaders of the
school were appointed after the previous inspection.
- The school manages a Surestart Children’s Centre. It also maintains a strong relationship with
other on-site NCYPE providers such as St Piers Further Education College and the Neville
Childhood Epilepsy Centre which accommodates a Medical and Research Centre with links to
Great Ormond Street Hospital for Children.
- All pupils in the school are eligible through the school’s funding mechanisms for free school
meals. Last year about one tenth of pupils looked after by the local authority were supported
through the pupil premium funding (additional funding for pupils known to be eligible for free
school meals, who are looked after by the local authority or children of service families).
- Pupils in St. Pier’s School do not use off-site provision.
What does the school need to do to improve further?
- Raise the achievement of the small number of more able pupils and speed up their progress
through the school by:
making sure that teachers plan activities that make them think hard for themselves
ensuring that school leaders check their progress against high but realistic targets derived
from national information about expected progress
ensuring that teachers encourage them to become more independent learners by giving
them opportunities to take an active role in their learning
increasing the range of qualifications available for them in the sixth form.
- Place more emphasis on reading and writing so that progress is similar to that in mathematics by
providing frequent opportunities for pupils to practise and develop these skills across all
|Inspection report:||National Centre for Young People with Epilepsy, St Piers School,24–25 April 2013||4 of 9|
|The achievement of pupils||is good|
- Pupils’ progress throughout the school has improved rapidly since the previous inspection.
- Results in assessments and tests taken in Years 2, 6, and 11 and in the sixth form show most
students make good progress from low starting points in English, mathematics, science and
personal, social and health education. This is because of the school’s emphasis on eradicating
inadequate teaching and promoting good practice.
- Pupils’ progress in mathematics has been on an upward trajectory in the last three years.
Progress in reading and writing has been slower because teachers do not ensure that pupils are
practising and developing these skills enough in subjects other than English.
- There is an improving picture of progress for pupils with severe learning difficulties and autism
because the school has identified their needs more accurately and has provided additional help
and guidance that is at the right level for them.
- School records show that the progress of pupils with epilepsy has accelerated rapidly,
particularly in 2012. This upward trend has continued this year. This is because of the close
collaborative work between the school and the Neville Childhood Epilepsy Centre which provides
quick medical advice and support for these pupils.
- The school promotes equality of opportunities really well. Average point scores data indicate that
the progress of pupils eligible for the pupil premium funding that are looked after by the local
authority is as rapid as that of other groups, and gaps had closed. This is because funding in the
last year has been rightly spent on additional resources such as ipads and laptops, which have
greatly improved their communication skills.
|The quality of teaching||is good|
- All teaching throughout the school is good, with examples of outstanding practice in all year
groups. The school has worked hard to remove any inadequate teaching.
- Pupils benefit from a range of subjects that are taught well. For instance, in a Key Stage 3 and 4
physical education lesson, the teacher planned sporting activities that ensured all pupils,
including the most severely physically disabled in wheelchairs, were able to participate, enjoy
and make outstanding progress.
- Adults who support pupils with epilepsy and other complex medical needs make a strong
contribution to rates of progress in mathematics and English because they are well trained in
how to get the best out of pupils in their charge. For example, in a mathematics lesson with a
group of Key Stage 3 and 4 pupils, additional adults used several strategies, including a sensory
approach, songs and rhymes to prepare pupils for the lesson. Consequently, all pupils were well
motivated and made good progress.
- Lessons are taught well in the sixth form. Teachers plan lessons that are exciting and engage
pupils’ attention so they concentrate intensely, behave well and work hard. In a phonics (letters
and the sounds that they make) lesson in the sixth form, the teacher used a phonics song with
appropriate pictures on the interactive whiteboard and captured the interests of the pupils.
Pupils with very complex needs showed outstanding progress with letter/sound recognition by
making the correct sounds and moving to the music.
- The teaching of writing has improved over the last three years. Teachers and other adults make
sure that pupils that can are given ample opportunities to write during literacy lessons. This does
not happen enough in other lessons, however.
- Teachers generally have high expectations and provide activities that stimulate and motivate
pupils. Lessons typically have pace and variety. However, in a few lessons, teachers’ planned
activities do not build on the skills and knowledge the few more able pupils already have.
Consequently, their progress slows.
|Inspection report:||National Centre for Young People with Epilepsy, St Piers School, 24-25 April 2013||5 of 9|
- Teachers listen to and skilfully question pupils to check how well they are doing. Other adults
provide well-judged support for pupils to improve their communication skills through the use of
excellent resources. A few more able pupils are not always given enough opportunities to think
carefully and find out things for themselves so chances are missed to develop independent skills
that will help them when they leave school.
- Pupils’ work is assessed frequently as lessons progress and all pupils are provided with individual
guidance on how to improve their work on a regular basis. In a lesson in a Key Stage 1 and 2
class, the teacher continually checked the progress of pupils on set tasks through frequent
discussions with other adults to ensure that learning was happening even for pupils with the
most challenging behaviour.
|The behaviour and safety of pupils||are outstanding|
- Behaviour in lessons and around the school is exceptional. This stems from the very constructive
and calming effect of the first 30 minutes of every school day. The school devotes this time to
sorting out medical matters and to encourage pupils’ reflection on social, moral, spiritual and
- Pupils are well cared for. Pupils and staff are unreservedly caring and polite to one another and
there is a strong community feeling in the school which fosters outstanding relationships.
- Most pupils have very challenging behaviours associated with their complex range of medical
and physical disabilities and special educational needs. Staff are adept at managing these
behaviours and removing obstacles to learning for pupils. Hence, pupils engage exceptionally
well with learning.
- Students who speak using words say that they are happy and feel safe at school. They can talk
about their worries with a trusted adult. The majority of parents and carers, as well as staff who
responded to Ofsted’s questionnaires, have confirmed this.
- Staff manage pupils’ behaviour exceptionally well. Procedures to manage behaviour are used
consistently. Consequently, all pupils, including pupils on the autistic spectrum and pupils with
severe learning difficulties and pupils who join the school at unusual times, behave well. On the
very few occasions when bullying incidents happen, they are dealt with exceptionally well and
there were no exclusions in the last three years.
- Pupils in the sixth form develop excellent social skills. Most of them are confident speakers when
conversing with adults and other pupils. They are extremely respectful of each other and work
constructively in their lessons. This contributes to their good learning.
- Attendance is average. Absence is related to the complex medical conditions of the vast majority
|The leadership and management||are good|
- The determination of the headteacher and Chair of Education Governors to improve the life-
chances of pupils with epilepsy and other complex needs is evident in all the actions taken by
the school since the previous inspection.
- The school’s checks on how well it is doing are robust, and decisive actions result from them. A
good start has been made on developing a more challenging curriculum in order for pupils to get
the highest possible qualifications by the time they leave school. This has already had a positive
impact on increasing rates of progress in the sixth form. However, the range of qualifications
available for a few more able pupils in the sixth form is limited.
- Effective procedures for setting targets for teachers to work to have helped to establish good
teaching quickly. The quality of teaching is checked robustly and effective staff training supports
teachers to improve their skills and knowledge. However, school leaders do not effectively check
the progress the few more able pupils are making against high and demanding targets derived
from national information about expected progress.
|Inspection report:||National Centre for Young People with Epilepsy, St Piers School, 24-25 April 2013||6 of 9|
- The way subjects are taught is stimulating and interesting for all pupils. Themed topics such as
the Tudors and Romeo and Juliet are recreated in very imaginative ways. This ensures that
pupils, through role play and creative art, benefit from a historical experience that contributes in
an exceptional way to their spiritual, moral, social and cultural awareness. Pupils are also
encouraged to learn about a wide range of cultures and faiths through frequent trips and visits.
- Safeguarding meets current statutory requirements.
- The governance of the school:
The Education Governing Body has made a strong contribution to the good quality of
education the school provides. They are well informed by reports from the headteacher and
other senior leaders which include detailed analysis of pupils' progress and the quality of
teaching. They make important financial decisions, including how additional funding, such as
the pupil premium, is spent. They have relevant training about keeping the school under
review and are very clear about what the school is doing well and where it could do better.
The Education Governing Body holds senior leaders to account for their performance and have
procedures in place for checking and supporting school staff that is linked to pay. They have
developed close links with parents and carers and seek ways of involving them in the life of
the school. The governing body fulfils its statutory responsibilities and ensures that all
requirements are met and are effective in relation to the safeguarding of children.
|Inspection report:||National Centre for Young People with Epilepsy, St Piers School,24–25 April 2013||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||National Centre for Young People with Epilepsy, St Piers School,24–25 April 2013||8 of 9|
|Unique reference number||125453|
|Type of school||Special|
|Age range of pupils||5–19|
|Gender of pupils||Mixed|
|Gender of pupils in the sixth form||Mixed|
|Number of pupils on the school roll||71|
|Of which, number on roll in sixth form||35|
|Appropriate authority||The governing body|
|Date of previous school inspection||6–7 May 2010|
|Telephone number||01342 832243|
|Fax number||01342 834639|