Welcome to the Limpsfield Grange website


Click here for our latest Residential Ofsted report

GSG logo new 2013-1



About M our book written by our students with autism for teenage girls with autism.  Jessica Kingsley publishers was officially launched in Waterstones. Piccadilly.  To order from Amazon click on the link http://amzn.to/1HYKOWH



This is a clip from our documentary that was shown on 15th July 2015 on ITV.

We are fundraising for a new food technology room, to donate please click the link below



Parent View - Give Ofsted your view on your child's school

Surrey County Council, in partnership with Limpsfield Grange School, is proposing to redesignate the school as a provision for students with Communication and Interaction Needs from 1st September 2015.  For more information click here 

At Limpsfield Grange safeguarding is our highest priority

‘An exemplar of education at its very best.  Focused on the whole person and inspiring young women to take on and overcome the challenges of the future’      Rt. Hon. David Blunkett MP


Limpsfield Grange is a school for girls aged 11 -16 with communication and interaction difficulties.

We at Limpsfield Grange believe that “together we make a difference.”

We work together to ensure that all students develop their resilience, communication, knowledge, independence, self-esteem, confidence and self-awareness so they can be fully active members of society.

We are ambitious for all of our students, and we work with them, and their families and carers, to help them succeed.

We are committed to:

empowering our students to understand their needs; identifying when they need support and requesting it.

implementing good practice that promotes and sustains the wellbeing of our students.

delivering a consistent approach that enables all of our students to learn and make progress.

creating opportunities for interaction, social inclusion, independence, and self-reflection.

training and supporting  staff, parents, carers and stakeholders so that we can best meet the needs of our students.

communicating clearly and regularly with our community.


At Limpsfield Grange we work alongside our students to develop their confidence, their communication, independence and self-management skills and their knowledge. We focus on helping our students to develop their identity and sense of self-esteem. Our aim is to enhance the emotional and mental resilience of our students, which will enable them to be independent and active citizens in the future. We embrace diversity and celebrate difference in all that we do.

Our students are broadly within the average cognitive range. Most previously attended mainstream primary schools with varying degrees of success, and will be expected to attend mainstream colleges and sixth forms when they leave us. Our primary aim for all of our students is that they leave the Grange being able to function in and contribute towards society, to the best of their ability.

We want our students to have the ability to make choices as adults so that they may choose:

  • to work
  • to have positive and healthy relationships
  • to participate in their community

We support our students to help them understand their Special Educational Needs, at the same time as understanding the needs of others. We encourage our students to develop their self-advocacy skills, so that they can identify the assistance that they require and ask for it.

Description of Provision at Limpsfield Grange:

Limpsfield Grange School is a residential special school that meets the needs of girls aged 11 to 16 who benefit from the breadth of the full mainstream curriculum, but due to the anxiety arising from their sensory, social and communication difficulties are unable to manage the mainstream school environment. Day and residential places are available for students.

Students at Limpsfield Grange can access our core offer of:

  •  Access to small group teaching
  • Access to short term focused interventions
  • The national curriculum, differentiated at the point of delivery, and modified in terms of breadth, amount of time dedicated to the teaching of core subjects and personalised activities
  • A curriculum which is assessed through external qualifications including GCSEs and Entry Level Certificates
  • Access to our residential provision
  • Multi-sensory input and delivery for identified students
  • Bespoke lifeskills programmes
  • Access to Speech and Language Therapy
  • Access to electronic tablets for students with significant literacy difficulties
  • Assistance with developing effective physical and mental organisation skills
  • An appropriate peer group to facilitate social and emotional development and modelling
  • Targeted and bespoke personal safety and sex education packages
  • Staff who have experience of working with young people with enduring mental health needs and young people who self-harm
  • Structured social times such as lunchtimes
  • Access to pets as therapy support
  • Access to animals and opportunities to look after our livestock to enable students to develop self-care skills
  • Social use of Language Programme for students in Years 7 – 8 as part of the curriculum timetable
  • Discrete social communication sessions for students in Year 9 – 11 as required, to also include interview skills
  • Focus groups that develop independence, resilience, communication and self-management skills
  • Tutor time activities which develop interaction and social skills including buddy reading; peer mentoring; Vinspired volunteering
  • Support for students to understand and participate in social situations and transfer skills to other settings / contexts
  • A visually supportive environment including access to visual prompts /task checklists/ timetables/reminders to enable students to reduce their levels of anxiety and develop independence across both education and residential provisions
  • Explicit teaching of coping strategies which is on-going and continuous
  • Access to quiet / safe spaces where students can go if they feel anxious or overwhelmed
  • Access to calm boxes in all classrooms and in the residential setting to enable students to self-manage their anxieties and emotions
  • On-going and continuous bespoke opportunities to develop empathy and the awareness of the needs of others
  • Access to a wide range of support from professional teams from other agencies
  • College link course experience for some Year 10 students
  • Bespoke opportunities for work experience: extended weekly placements accessed during the school day and in the residential provision.  Block week of work experience in the local area for KS4 students in July of each academic year
  • Year 11 students have the opportunity to build vocational skills in organising and running the school shop
  • On-going and continuous volunteering opportunities within the local community
  • Rigorous transition programme which can include support at college interviews and taster days; access to support during the Year 11 summer holiday using the Youth Support Service and participation in NCS “The Challenge”
  • Bespoke careers education, information support and advice
Sarah Wild, Headteacher
Sarah Wild, Headteacher


‘The exceptional academic and personal opportunities offered ensure that this school makes an enormous difference to the learning of all groups of students.  All students, including those with additional special needs, make rapid and sustained progress, achieving outstandingly well from their individual starting points.’  Ofsted, December 2013

“The only girls’ school in the country that fulfils my daughter’s needs.”

For more information please click here

This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.



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