Finding the right secondary school in

Your guide to schools for children with special educational needs and disabilities in Surrey

1 Contents

Foreword from Liz Mills, Assistant Director, Page 5 Schools and Learning, Surrey County Council

Mainstream schools in Surrey Page 6

Introduction to specialist centres Page 9 and special schools in Surrey

Special schools and specialist centres: Page 13 a partnership with parents and carers

Glossary of terms Page 14

Surrey’s SEND local offer Page 15

Specialist centres Page 16

NAS Cullum Centres Page 16

Specialist centres for communication Page 18 and interaction needs (COIN) Specialist centres for sensory Page 20 impairment (SI)

Special schools Page 22

Schools for learning and additional Page 22 needs (LAN) Schools for communication Page 24 and interaction needs (COIN) Schools for complex social Page 26 communication needs (CSCN) Schools for social, emotional and Page 28 mental health needs (SEMH) Schools for severe learning and Page 30 development difficulties (SLDD)

List of specialist centres and special schools Page 32

2 3 Our vision is that children and young people in Surrey are happy, healthy, safe and confident about their future.

4 Foreword

All young people have a right to equal learning opportunities, whether in mainstream schools, specialist centres or special schools.

We seek to enable every young person in Surrey with special educational needs or disabilities to realise their potential, as we would with any other child or young person.

Surrey schools play a vital role in the support available to children and young people from birth to adulthood. Our schools are designed to empower them to achieve their goals through a broad, accessible curriculum aimed at different needs.

Every young person is different, of course, and our schools are very aware that young people may not fit neatly within one category of need. They require a mix of support and learning activities and environments, rather than a one-size-fits-all approach.

Putting children first Surrey schools put the needs of the young person first. The support arrangements and personalised learning programmes are specifically designed around them, to give young people with additional needs the very best opportunity to achieve their potential and lead fulfilled and happy lives.

Because families know their children best, schools actively encourage parents and carers to be as involved as possible in the life of the school and their young person’s learning programme.

I hope you find the information in this booklet useful. If you have any ideas on how it could be improved, we would value your feedback. Please email us at: [email protected]

Liz Mills Assistant Director, Schools and Learning Surrey County Council

5 Mainstream schools in Surrey

Choosing the right secondary school is one of the biggest decisions affecting a child’s future path in life.

These are critical years as a All secondary schools are child moves towards adulthood, expected to provide a range so it is essential that they feel of support for young people secure and comfortable in their with identified additional school environment. It is also needs. You have a right to important to choose a school find a place for your child in a with committed and highly mainstream school, and to know skilled staff to care for them, what extra support the school while providing the right level will provide for your child. of challenge and support to enable them to achieve Of course, the transition their potential. from primary to secondary education needs to be carefully The majority of school aged managed, and the schools young people with special work together with young educational needs or disabilities people and their families to attend a mainstream school in ensure this is achieved. their local community where they get the support they need. Your child does not have to have an assessment for an education, health and care plan (EHCP) to get support from his or her mainstream school. The Government provides funding to schools so that they can provide this level of support from within their core offer.

6 7 8 Introduction to specialist centres and special schools in Surrey

Across the county we have a range of special schools and specialist centres which are located within mainstream schools.

Specialist centres are more and voluntary, community and Careful attention is given to suited to a smaller group of faith groups, are well placed making sure young people children who benefit from to support students who are receive the necessary help and learning and socialising part looking for work experience support outside the classroom of the time in a mainstream or may want to explore as well as inside. This includes school, but who are unable to apprenticeships, traineeships unstructured periods, such progress to their full potential and other work-related training. as lunchtimes and breaks in without the more personalised the school timetable, as well teaching and learning in small Person-centred approach as participation in organised groups provided in a specialist visits, sports, leisure and centre in a mainstream school. All of our schools use a after school activities. person-centred approach Some young people have that addresses specific needs Parents and carers have such high levels of need and promotes enjoyment of an important role and are that they can only properly learning. This is achieved by encouraged to meet with be met in a special school listening to the views of the teachers and therapists as that focuses only on pupils young person and their family part of their involvement in with special needs. about each student’s interests, their children’s education. motivations, strengths and In common with many of aspirations, and planning their our mainstream schools, our individual targets accordingly. special schools and specialist centres are rated highly by Teams of experienced independent Ofsted inspectors. therapists also work They meet a wide range of alongside our special schools learning needs. In addition to and specialist centres to subjects in the core curriculum conduct speech and language up to Key Stage 4 (GCSE), the assessments and draw up curriculum for students up to programmes to meet individual 19 is structured to help them communication needs. acquire personal, social and Taking the whole person’s vocational skills for later life. needs into account, encourages Schools and specialist centres, young people to be confident, with their links to businesses well adjusted and independent. 9 Introduction to specialist centres and special schools in Surrey (continued)

How your child’s needs What follows is an explanation They will also provide will be met of the different types of additional information about specialist schools and special the range of facilities and We want you to have as much centres at secondary level, expertise available at their information as possible before along with descriptions of schools. This could include deciding on your preference/ the needs of the young people the presence of additional request of school. For most who benefit most from the specialist support, extra young people we look first arrangements they make. In curricular activities or the at mainstream schools to setting out this information types of sports and PE cater for your child’s needs we are not attempting to facilities provided. with appropriate support. If steer you towards a particular your child or young person is school or making a judgment Non-maintained in need of special provision about whether one school institutions then one option is a specialist is better than another. centre within a mainstream Sometimes there may not be school. If their needs are In forming your view about an appropriate place available too severe or complex for an appropriate mainstream in a Surrey special school a specialist centre then centre, or specialist school, we or specialist centre that is it may be appropriate to recommend that you gather part of the state-funded consider a special school. as much information as you education system. In such can through visiting school a case, a placement may be To find out more about websites and arranging sought in a non-maintained mainstream schools, it is best follow-up visits to see the or independent (NMI) school. to visit their websites, arrange schools for yourself. Schools Your SEND case worker can visits and speak to their are happy to make such tell you more about NMIs. Special Educational Needs arrangements and will often Co-ordinator (SENCO). host open evenings, visits, interviews and other events This booklet is designed to so parents can get to give a broad view of additional know them better. provision that is available in the special schools and centres we have in Surrey, and what they can offer your child. “To find out more about mainstream schools visit their websites, arrange visits and speak to their SENCOs” 10 Types of specialist centres in Surrey mainstream schools Specialist centres based in mainstream schools cater for secondary students with the following sorts of needs: • NAS Cullum specialist centres - partnership with National Autistic Society (NAS). • Specialist centres for communication and interaction difficulties (COIN). • Specialist centres for sensory impairment (SI).

Types of special schools There are five main categories of special schools in Surrey to cater for secondary students with the following sorts of needs: • Schools for social, emotional and mental health needs (SEMH). • Schools for severe learning and development difficulties (SLDD). • Schools for learning and additional needs (LAN). • Schools for complex social communication needs (CSCN). • Schools for communication and interaction needs (COIN). 11 12 Specialist centres and special schools: a partnership with parents and carers

We have tried to simplify and explain the variety of special educational needs and disability provided for, but in doing so we have to use certain terms that are used across the educational and health sectors. The way professionals sometimes describe young people’s needs, behaviour and conditions may be unfamiliar to parents and families, so we have provided a glossary of terms used on the next page.

Parents and carers may see them as unhelpful ‘labels’ that don’t provide a We can only supply complete picture of their child, especially summaries of the different where their needs or behaviour don’t types of special schools fit neatly under a single heading. and specialist centres here. Where you find a school Ultimately we know that you are the expert or centre that you think on your child. The most important factor in may be suitable, we would the end is that they are happy and secure, urge you as a next step to and that you have confidence in the school. contact them for more in- depth information. If you do not recognise your young person’s particular set of needs among these descriptions, or you are unsure whether a mainstream school, special school or specialist centre is most appropriate for them, then please do contact the schools’ Special Educational Needs Co-ordinators (SENCOs) themselves for advice or your SEND case worker, who will be happy to provide further guidance.

13 Glossary of terms

COIN – Communication and interaction needs CSCN – Complex social and communication needs EHCP – Education, health and care plan HI – Hearing impaired LAN – Learning and additional needs. OT – Occupational therapist SLT – Speech and language therapy SEMH – Social, emotional and mental health needs SEN – Special educational needs SENCO – Special educational needs coordinator SEND – Special educational needs and disability SLCN – Speech, language and communication needs SLDD – Severe learning difficulty and disability SpLD – Specific learning difficulty VI – Visually impaired

14 Surrey’s SEND Local Offer

Visit www.surreylocaloffer.org.uk to find SEND services across Surrey, including schools and other education and training providers. This website also has a range of helpful information and the facility for you to leave feedback about the services you use as well as the website itself. If you can’t find what you are looking for you can contact the SEND Local Offer by phone and email or through the website: Website: www.surreylocaloffer.org.uk Email: [email protected] Tel: 0300 2001004

15 Specialist centres

NAS Cullum specialist centres – partnership with National Autistic Society (NAS)

NAS Cullum centres are designed What do NAS Cullum centres to meet the needs of secondary offer young people? students with autism who benefit • Personalised curriculum for students working from a broad mainstream curriculum broadly at age-appropriate levels. but find it too challenging to be in a mainstream classroom full-time. • Small groups and one-to-one teaching in the specialist centre as well as mainstream classes. They generally require more support than students in a specialist centre • Highly structured, predictable and calm for communication and interaction environment. needs (COIN centres). NAS Cullum • Nationally recognised autism strategies. centres use personalised support and • Language enrichment. work in small groups and one-to-one situations to boost independence and • Students take a broad range of GCSEs in Key participation in mainstream school Stage 4. life in preparation for adulthood. • Visual supports. • Individual sensory needs met, with advice from appropriate therapists. • Emphasis on social communication and achieving independence. • Experienced staff, including therapists, well trained in meeting the needs of a range of learners with autism. • Sense of belonging within the whole school community.

16 Post 16 and transition arrangements NAS Cullum centres tend to suit Specialist advisers support students in NAS students with: Cullum centres in preparation for adulthood. • Autism and associated high Students are encouraged in their transition levels of anxiety. planning to explore the outcomes they wish to achieve for the next stage of their lives. • A need for a high level of autism-specific Work-related learning is introduced to the intervention to be able to spend the majority curriculum, as appropriate, so that students of their time in mainstream lessons. can learn to apply their skills to the world • Access to a broader range of subjects of work. and mainstream opportunities than Parents, carers and teachers work together at a special school. with the young people in transition planning, which may include transferring to the local sixth form or visits to other post-16 education or training providers.

17 Specialist centres (continued)

Specialist centres for communication and interaction needs (COIN)

COIN specialist centres are designed to What do COIN specialist centres meet the needs of young people with offer young people? communication and interaction needs • A personalised curriculum enabling who may have learning difficulties. students to study for up to eight GCSEs. Generally they will have speech, language and communication issues • Small group work in both mainstream classes and the specialist centre. (SLCN) or autism. They are likely to benefit from attending mainstream • Nationally recognised strategies to support classes but will require some regular speech, language and communication needs. additional specialist support to • Targeted specialist interventions to enrich achieve their academic potential. vocabulary and language acquisition. • Staff trained in meeting the needs of students with speech, language and communication needs (SLCN), specific learning difficulties (SpLD) and autism. • Close liaison between specialist centre, speech and language therapy and mainstream teaching staff. • Visual timetable, prompts and supports where necessary. • Support to manage transitions between activities and changes to the school day.

18 Post 16 and transition arrangements COIN specialist centres tend to suit Students in COIN specialist centres will have young people with: an Education, Health and Care Plan (EHCP) • Speech, language and communication needs arranged through Surrey County Council’s SEND (SLCN) or a specific learning difficulty (SpLD) service. Specialist advisers support preparation but not a general learning disability. for adulthood, and students are encouraged to consider what they would like to achieve in the • Autism and social communication difficulties. next stage of their lives. • A need for both mainstream learning and a few hours a week of specialist support. Work-related learning is introduced to the curriculum where appropriate so that students • Potential to achieve at least five GCSEs. can learn to apply their skills to the workplace. Students are actively supported in transition planning, which may include visits to other post-16 providers.

19 Specialist centres (continued)

Specialist centres for sensory impairment (SI)

Specialist centres for sensory What do SI specialist centres impairment are located within offer young people? mainstream schools. They operate as • An inclusive approach so that young people distinct units but also participate in with a sensory impairment are an integral key areas of the life and organisation part of the mainstream school. of the mainstream school. Specialist • Highly structured teaching and learning in centres are designed to meet the needs small classes, with an emphasis on language of young people who benefit from the enrichment and developing social skills. breadth of the mainstream curriculum, • A mixed curriculum of specialist but because of their sensory impairment centre and mainstream class-based would not achieve adequate progress teaching (including specific skills, such without additional support in a as Braille and social interaction). mainstream school. By attending a • Use of specialist equipment. specialist centre they can get that enhanced support to enable them to • All students working towards GCSE courses make the same progress as their peers. in Key Stage 4. • Support available from a range of health professionals, including physiotherapists and occupational therapists. • Experienced and highly trained staff, all with appropriate qualifications, or receiving training, to support and respond to the needs of students with sensory impairments. • Preparation for adulthood through a focus on developing independence.

20 Post 16 and transition arrangements SI specialist centres tend to suit young Students in SI specialist centres will have people with: an Education, Health and Care Plan (EHCP) • A disability that is a barrier to their arranged through Surrey County Council’s learning at school. SEND service. Students are actively involved in transition planning for when they leave school, • A need for specialist support or equipment which may include transferring to the local because of vision impairment (VI), hearing sixth form or visits to other post-16 education impairment (HI) or a multi-sensory or training providers. impairment (MSI) so they can have equal access to learning. Relevant work experience and opportunities are arranged so that students can learn about the • A physical disability (PD) that requires world of work, and assessments are undertaken additional ongoing support and equipment around a young person’s need for support to to give them access to all the opportunities overcome potential barriers. available to their peers.

Surrey’s SI specialist centres operate and are monitored according to national standards for young people with sight, hearing or multi-sensory impairments. The standards can be found at the following websites: Young people with hearing impairment www.ndcs.org.uk Young people with visual impairment www.rnib.org.uk Young people with multi-sensory impairment www.sense.org.uk

21 Special schools

Schools for learning and additional needs (LAN)

These schools are designed to What do LAN schools offer young meet the needs of students working people? significantly below peers of a similar • Personalised teaching and learning in small age. In addition, they will have classes (around 10 students), including additional barriers to learning, such one-to-one. as autism, medical needs or speech, • A stimulating curriculum, using audio, visual, language and communication needs. kinaesthetic and multi-sensory activities to Such multi-layered profiles of need reinforce learning. cannot be met in a mainstream • Access to visual systems (such as picture school or specialist centre. symbols and stories) to support verbal and social understanding. • Access to specialist equipment for physical and sensory needs. • Learning aimed at a broad range of nationally accredited qualifications from entry level to GCSEs. • High quality speech, language, communication and occupational therapies built into the school day. • Support available from a range of health professionals. • Students supported to develop independence skills to prepare for the next stage of their education. • Structured social and leisure sessions to support further social development needs. • Highly trained staff to support students to overcome barriers to learning. • Experienced staff well trained in meeting the needs of learners with autism. 22 Post 16 and transition arrangements LAN special schools tend to suit young Students in LAN schools will have an Education, people with: Health and Care Plan (EHCP) arranged through • Moderate learning difficulties (MLD) Surrey County Council’s SEND service. Specialist who learn at a slower pace. advisers support preparation for adulthood in Year 9 and students are encouraged to consider • Additional needs, such as a physical what they would like to achieve in the next disability or sensory impairment, autism stage of their lives. and communication needs. Work-related learning is introduced to the • Needs that cannot be fully met in mainstream curriculum where appropriate so that students teaching alongside their peers. can learn to apply their skills to the workplace. Students are actively supported in transition planning, which may include visits to other post-16 providers.

“Ultimately, we know that you are the expert on your child. The most important factor is that they are happy and secure in their school.”

23 Special schools (continued)

Schools for communication and interaction needs (COIN)

These schools are designed to meet What do COIN schools offer the needs of young people who are young people? working broadly at the expected • Access to personalised teaching and learning age level in at least some areas of in small classes in an inclusive environment. attainment. Due to their autism or anxieties arising from their sensory • An emphasis on language enrichment and achieving independence. needs or social and communication difficulties, they are unable to manage • A motivating curriculum, using audio, in a mainstream school, even with visual, kinaesthetic and multi-sensory activities to reinforce learning. the additional support available at a specialist centre. • The use of visual supports and autism-specific strategies throughout the school day. Students require a calm, secure and • Students work towards a broad range well-regulated environment where of nationally accredited qualifications, teachers can intervene as necessary including GCSEs. to keep learning on track and guide • An emphasis on social communication them through different activities. and interaction using evidence-based skills programmes under the direction of speech and language therapists. • Support available from a range of health professionals, including occupational therapists and support for mental health. • Carefully managed transitions between activities to reduce unstructured times and prepare for change. • Structured social and leisure sessions are used to support further social development needs. • Experienced and highly trained staff, including subject specialist teachers, to support needs of all students.

24 Post 16 and transition arrangements COIN schools tend to suit young people Students in COIN schools will have an with: Education, Health and Care (EHC) Plan arranged • Autism and associated high levels of anxiety through Surrey County Council’s SEND service. Specialist advisers support preparation • Speech, language and communication for adulthood in Year 9 and students are needs (SLCN) or a specific learning difficulty encouraged to consider what they would like to (SpLD) but not a general learning disability achieve in the next stage of their lives. • A need for a totally specialised Work-related learning is introduced to the environment because they are not ready curriculum where appropriate so that students for mainstream teaching, even with the can learn to apply their skills to the workplace. support of a specialist centre. Students are actively supported in transition • Plans to take at least five GCSEs. planning, as they take their next steps towards further education, employment or training.

“We aim to enable every child with special educational needs or disabilities to realise their ambitions in life, as we would with any child.”

25 Special schools (continued)

Schools for complex social communication needs (CSCN)

These schools are designed to meet What do CSCN schools offer young the needs of students with autism and people? related conditions who typically also • Personalised teaching and learning in small have general learning difficulties. classes (typically six to eight students), They may have a wide range of including one-to-one, in a structured and challenging behaviours associated low distraction environment. with their condition. The complexity • A motivating curriculum, using audio, of their needs cannot be fully met visual, kinaesthetic and multi-sensory in a mainstream school or activities to reinforce learning. specialist centre. • Visual systems consistently used to support understanding and aid transition between activities. • Lessons are highly structured but with flexibility to meet individual learning needs. • Learning aimed at a broad range of nationally accredited qualifications. • High quality speech, language and occupational therapies built into the school day. • Support available from a range of health professionals. • Students supported to develop independence skills and positive behaviour for learning. • Structured play is used to support further social and developmental needs. • Experienced and highly trained staff to support needs of all students.

26 Post 16 and transition arrangements CSCN schools tend to suit young Students in CSCN schools will have an people with: Education, Health and Care Plan (EHCP) • Autism and learning difficulties who arranged through Surrey County Council’s SEND require a very high level and frequency service. Specialist advisers support preparation of autism-specific support. for adulthood in Year 9, and students are encouraged to consider what they would like • A need for slower paced lessons, to achieve in the next stage of their lives. pre-learning of vocabulary and overlearning of subject material. Work-related learning is introduced to the curriculum where appropriate so that students • A need for more intense and frequent can learn to apply their skills to the workplace. support than young people with learning Students are actively supported in transition and additional needs (LAN). planning, which may include visits to other post-16 providers.

“We aim to enable every child with special educational needs or disabilities to realise their ambitions in life, as we would with any child.”

27 Special schools (continued)

Schools for social, emotional and mental health needs (SEMH)

These schools provide a specialist What do SEMH schools offer young environment for boys aged 11 to 16 people? years whose social behaviour and • Small class sizes (up to seven students). emotional vulnerability make learning and socialising in a mainstream school • Opportunities for one-to-one teaching difficult or stressful. They may vary in and peer-to-peer learning. their level of ability, but will require • A varied curriculum adapted to different a high level of support from adults learning styles. experienced in managing their needs. • Opportunities to follow academic and Although there are no state funded vocational pathways. SEMH special schools for girls in Surrey, • A safe and nurturing environment. where required suitable special school provision will be sought with known • Support for emotional health and wellbeing. and trusted special school providers. • Speech and language therapies. These schools help students who • Access to art, drama and play therapy. may have, or are likely to have: • Clear boundaries and expertise in • Difficultyetting g on with others. behaviour management. • Poor school attendance. • Highly experienced staff. • Strained family relationships. • Difficulties in following instructions. • Disruptive behaviour. • Attachment issues. • Attention difficulties. • Learning difficulties. • Speech, language and communication needs.

28 Post 16 and transition arrangements SEMH schools tend to suit children with: Students in SEMH schools will have an • A wide range of social and emotional Education, Health and Care Plan (EHCP) difficulties. arranged through Surrey County Council’s SEND service. This plan sets out what support • Challenging, disruptive or disturbing behaviour. services are available for the young person • Underlying mental health difficulties, such so they can achieve their potential as they as depression, self-harming, substance misuse. move from one year to the next. • Possible attention deficit disorder, The EHCP will be reviewed regularly attention deficit hyperactive disorder up to the end of Year 11, when parents and or attachment difficulties. carers will contribute to a review meeting with a group of professionals to draw up a plan for the young person when they leave school for college or another training or employment opportunity.

29 Special schools (continued)

Schools for severe learning and development difficulties (SLDD)

These schools support young What do SLDD schools offer young people with severe needs, both people? physical and cognitive. Although all • Personalised teaching and learning in will have severe learning difficulties, small classes (six to eight students), they may vary from those who including one-to-one. cannot speak to those with good • A motivating curriculum, using audio, communication skills; some will need visual, kinaesthetic and multi-sensory constant support for their physical activities to reinforce learning. needs while others are physically • High quality speech, language and independent. Their overall combination communication methods built of needs mean that they cannot be into the school day. met in a mainstream school or specialist centre. • Occupational and physical therapy. • Medical needs managed by trained staff In addition, the young people may have: and overseen by health professionals. • Medical needs. • Students supported to develop • Autism. independence skills to prepare for the • Speech, language and communication needs. next stage of their education. • Self-advocacy by involving students in decisions about their learning and wellbeing needs. • Autism specific interventions. • High trained and experienced staff to support the needs of all students, including those with autism.

30 Post 16 and transition arrangements SLDD special schools tend to suit young Students in SLDD schools will have an people with: Education, Health and Care Plan (EHCP) • Severe learning difficulties (SLD). arranged through Surrey County Council’s SEND service. Specialist advisers support preparation • Additional needs, which may include for adulthood, and students are encouraged to autism and speech, language and consider what they would like to achieve in communication difficulties. the next stage of their lives. • A need for support in all areas of Work-related learning is introduced to the curriculum. the curriculum where appropriate so that • Possible mobility and communication students can learn to apply their skills difficulties, including profound and to the workplace. Students are actively multiple learning difficulties (PMLD). supported in transition planning, which may include visits to other post-16 providers. • Severe and complex learning difficulties as well as a physical disability or sensory impairment.

31 List of secondary specialist centres and special schools in Surrey

Secondary specialist centres

School Type Age Town Website Contact Phone Range Broadwater COIN 11-16 Godalming www.broadwater. admin@broadwater. 01483 School surrey.sch.uk surrey.sch.uk 414516 De Stafford COIN 11-16 Caterham www.destafford. admin@destafford. 01883 School org.uk org.uk 347818 Epsom & HI 11-16 Ewell www.epsomand [email protected]. 0208 Ewell High ewellhighschool. uk 974 0400 School com George VI 11-16 Guildford www. office@georgeabbot. 01483 Abbot georgeabbot. surrey.sch.uk 888000 School surrey.sch.uk Jubilee High COIN 11-16 Addlestone www.jubileehigh. info@jubileehigh. 01932 School surrey.sch.uk surrey.sch.uk 884800 Kings PD 11-16 Guildford www.kingscollege office@kings 01483 College guildford.com collegeguildford.com 458956 Oakwood COIN 11-16 Horley www.oakwood. admin@oakwood. 01293 School surrey.sch.uk surrey.sch.uk 785363 Oxted VI 11-16 Oxted www.oxtedschool. frontdesk@ 01883 School org oxtedschool.co.uk 712425 Sunbury COIN 11-16 Sunbury-on- www. info@sunburymanor. 01932 Manor Thames sunburymanor. surrey.sch.uk 784258 School surrey.sch.uk Therfield COIN 11-16 Leatherhead www.therfield. enquiries@therfield. 01372 School surrey.sch.uk surrey.sch.uk 818123 Tomslincote COIN 11-16 www.tomlinscote. office@ 01276 School com tomlinscoteschool. 70 90 50 com Woking VI 11-16 Woking www.wokinghigh. info@wokinghigh. 01483 High surrey.sch.uk surrey.sch.uk 888 447

32 NAS Cullum Centres (secondary)

School Type Age Town Website Contact Phone Range Hinchley COIN 11-16 Esher www.hinchleywood info@ 020 8398 Wood school.co.uk/202/the- hinchleywoodschool 7161 nas-cullum-centre co.uk Rodborough COIN 11-16 Godalming www.rodborough. info@rodborough. 01483 surrey.sch.uk/NAS- surrey.sch.uk 411100 Cullum-Centre Salesian COIN 11-16 Chertsey www.salesian.surrey. [email protected]. 01932 sch.uk/learning/nas- sch.uk 582520 cullum-centre/

33 List of secondary specialist centres and special schools in Surrey (continued)

Secondary special schools (some include sixth forms)

School Type Age Town Website Contact Phone Range Carwarden LAN 11-19 www.carwarden. office@carwarden. 01276 House School surrey.sch.uk surrey.sch.uk 709080 Clifton Hill SLDD 11-16 Caterham www.clifton-hill. info@clifton-hill. 01883 School surrey.sch.uk surrey.sch.uk 347740 Limpsfield COIN 11-16 Oxted www. secretary@limpsfield- 01883 School (Girls) limpsfieldgrange. grange.surrey.sch.uk 713928 co.uk Philip LAN 11-19 Weybridge www.philipsouth info@philip- 01932 562 with deaf Southcote pupil’s coteschool.co.uk southcote.surrey.sch. 326 School provision uk Sunnydown COIN 11-16 Caterham www.sunnydown. office@sunnydown. 01883 School (Boys) surrey.sch.uk surrey.sch.uk 346502

The Abbey LAN 11-16 Farnham www.abbey.surrey. enquiries@abbey. 01252 School sch.uk surrey.sch.uk 725059

The Park LAN 11-16 Woking thepark.surrey.sch. enquiries@thepark. 01483 772 School uk surrey.sch.uk 057 Walton Leigh SLDD 11-16 Walton-on- www.thelifecloud. office@walton-leigh. 01932 School Thames net/schools/ surrey.sch.uk 223243 WaltonLeigh Woodfield LAN 11-19 Merstham www.woodfield. info@woodfield. 01737 School surrey.sch.uk/ surrey.sch.uk 642623

34 Secondary special schools (including Year 5 and Year 6)

School Type Age Town Website Contact Phone Range Chart Wood SEMH 9-16 Dorking www.chart-wood- admin.dorking@ 01306 (Boys) and school.info cws.surrey.sch.uk / 883763/ Merstham* admin.merstham@ 01737 cws.surrey.sch.uk 215488 Wishmore SEMH 9-16 www.wishmore contact@ 01276 Cross (Boys) crossacademy.org wishmorecross 857555 academy.org

* To be wholly located in Dorking from September 2019

All-through special schools (including nursery, primary, secondary and post-16)

School Type Age Town Website Contact Phone Range Freemantles CSCN 4-19 Woking www.freemantles. info@freemantles. 01483 surrey.sch.uk surrey.sch.uk 545680

Gosden LAN 4-16 Guildford www.gosden- info@gosden-house. 01483 House house.surrey.sch. surrey.sch.uk 892008 uk/ Linden CSCN 4-19 Worcester www.linden- info@linden-bridge. 020 8330 Bridge Park bridge.surrey.sch. surrey.sch.uk 3009 uk/ Pond SLDD 2-19 Guildford www.pond- office@pond- 01483 Meadow meadow.surrey. meadow.surrey.sch.uk 532239 sch.uk Portesbery SLDD 2-19 www.portesbery. info@portesbery. 01252 surrey.sch.uk/ surrey.sch.uk 832100 The SLDD 2-19 Farnham www.ridgeway. [email protected]. 01252 Ridgeway surrey.sch.uk/ sch.uk 724562 Community Woodlands SLDD 2-19 Leatherhead www.woodlands. reception@ 01372 surrey.sch.uk woodlands.surrey. 377922 sch.uk

35 Designed by Surrey County Council’s Communications Design Team. ST.07.2017.CS3593. 36