St John's School (Seaford) A GSG School
- St John's School (Seaford)
Firle Road
Seaford
East Sussex
BN25 2HU - Head: Mrs Fran Pass
- T 01323 872940
- F 01323 872958
- E reception.sch@st-johns.co.uk
- W www.st-johns.co.uk/
- A special independent school for boys and girls aged from 7 to 19. Type of SEN provision: MLD - Moderate Learning Difficulty; SLD - Severe Learning Difficulty.
- Boarding: Yes
- Local authority: East Sussex
- Pupils: 26
- Religion: Does not apply
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Inadequate 1
- Outcomes for children and learners Inadequate 1
- Quality of teaching, learning and assessment Requires improvement 1
- Personal development, behaviour and welfare Requires improvement 1
- Effectiveness of leadership and management Inadequate 1
- 1 Full inspection 10th January 2023
- Previous Ofsted grade: Good on 21st January 2014
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
The new big thing is the radio booth. Use is timetabled – pupil podcasts vary from the music-focused to talking through a project they’re involved with. We watched a recorded session where animated, seated children were mirroring each other’s dance moves – hands on heads, on arms, in the air – including several who’d previously found it difficult to interact with others. One parent felt that the way staff respond to pupils’ anxiety was hugely important in building reassurance. ‘Instead of brushing it off or ignoring it… they instil confidence.’ Potential difficulties are sensitively anticipated ...
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What The Good Schools Guide says
Head
Since September 2018, Fran Pass. Warm, engaging, calm, immensely reassuring and with vast experience of working in challenging educational environments, an undoubted asset to the school. Two grown up sons, has recently become a (youthful) grandmother.
Knows what it’s like to be punished unfairly. A dyslexic child in a high achieving family who was regularly made to ‘stand on a chair because I was a dunce,’ despite a mega IQ, she decided that ‘no child is going to suffer like I did. We’re going to find the full potential in every child we work with – that’s my driving goal.’ No wonder governors sought her out for this appointment. Parents who have met her praise her knowledge of their children. Supportive, understanding ‘and really knew my child,’ says one.
...
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Entry/Exit
Special Education Needs
The Good Schools Guide writes: St Johns School caters for pupils with moderate and severe learning difficulties, in addition some pupils have autistic spectrum disorders, and challenging behaviour. A range of therapies are available including: aromatherapy, occupational therapy and speech and language therapy. TEACCH, a person centred approach to autism developed in the USA that identifies and develops a support programme based on that child’s abilities, interests and needs is used where appropriate. The school stands in a four and a half acre site in Seaford, a linked college occupies a site in Brighton. Respite services are available but only for pupils at the school.
| 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 |
|
| 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 |
Y |
| 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 |
|
| 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) |
Y |
| 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) |
|
| 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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