Muntham House School A GSG School
- Muntham House School
Barns Green
Horsham
West Sussex
RH13 0NJ - Head: Harry Anderson
- T 01403 730302
- F 01403 730 510
- E office@muntham.org.uk
- W www.muntham.org.uk/
- A non-maintained special school for boys aged from 5 to 18 with behavioural difficulties, autism and ADHD.
- Read about the best schools in West Sussex
- Boarding: Yes
- Local authority: West Sussex
- Pupils: 119; sixth formers: 23
- Religion: Does not apply
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 31st January 2019
- 2 Full inspection 14th January 2015
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 September 2013
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
In the DT coach house, we saw young inventors in aprons and overalls, painting DVD stands of their own design. Plus a prototype hoverboard propelled by a leaf blower, while a suitably oily workshop next door contained half-built motorbike engines assembled by young mechanics studying for AQA accreditations from the institute of motor industry. Two students had already got their bike licences...
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Other features
Music and dance scheme - government funding and grants available to help with fees at selected independent music and dance schools.
All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.
What The Good Schools Guide says
Principal
Since 2019, Harry Anderson MA (SEN) MEd BEd NPQH. Started in mainstream secondary schools before being drawn to ‘working with challenging children’ and a spell at the Beckmead Trust schools in Croydon, followed by deputy headship at Mount Tamar, a school for autism and SEMH in Plymouth. Joined Muntham House in 2013 as deputy principal, succeeding to top job six years later.
He jumped at the chance to develop and grow the school from under 40 places to the current roll of 120+. His ambitious plans have resulted in an extensive programme of building works, a new primary school and through care to age 18. ‘Going that extra mile for our children is what we need to do, I encourage that in all our staff.' A new therapy suite is...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Muntham House is an independent residential special school catering for boys from 8-18 years with social, emotional and mental health problems (SEMH), attention deficit hyperactivity disorder, and autistic spectrum disorders. Ofsted has judged the school in the last 15 years as either good or outstanding, and in the last report Ofsted reported Muntham House is 'a good school with some outstanding features'.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
Y |
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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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