Chailey Heritage School

What parents say about us

What pupils say about us

What other schools say about our inclusion support

What OFSTED say about our school (extracts from September 2009 report)

"The expertise of staff and excellent facilities and equipment at Chailey has greatly helped our daughter to progress."

"Our son has done very well, we are very pleased with Chailey, especially swimming, nursing and taking care of equipment. Everyone feeds back to us well. The whole team is great."

"We have now realised that our son had become very quiet after the school day at his previous school; that has been reversed since joining you with him returning to the happy, chatty, animated and motivated chap that he used to be."

"Our daughter is severely affected by her cerebral palsy with limited use of all of her limbs, unable to sit herself up and unable to walk. When we talk to friends about her taking riding lessons their first thought is ‘How?’ and the usual comment is along the lines of ‘Oh, that’s nice!’ Few appreciate just how beneficial horse riding is to a child with CP and the doors that this lovely exercise can open. When staff at Chailey first suggested that our daughter would benefit from taking riding lessons we had visions of her being strapped into a saddle and plodding along tied to a horse but our concerns were completely unfounded. Nervous around the horses at first, the staff gently let her get to know them and, within a few weeks, she was sitting on a horse and is now able to trot along quite happily. As a result of the riding she now has much more control as to how she sits and is far more able to correct her balance when she loses it. Her confidence around animals has grown a huge amount and a trip to a farm or petting zoo is no longer marred by the fear that the animals’ sudden movements would upset her and spoil the day. The staff have been fantastic at enabling our daughter to ride and to reap the additional rewards that this offers. Riding is a vital part of opening up new horizons for her, both physically and emotionally, and we continue to be astounded at the progress riding has allowed her to make. Long may she continue to enjoy her weekly rides."

"It is a very nerve wracking time when our children move from Primary to Secondary education. I had many concerns when my son ‘moved on’, even though it was from Chailey Primary to Chailey Secondary!  My concerns were that that this would be a difficult balance with his special educational, emotional and physical/medical needs.  After all, no one knows our children as well as we do! Communication is the name of the game!  By talking with various staff in the secondary school, my concerns were respected, acknowledged and taken into account.  Transition sessions took place for the students over the summer term and my son was positively brimming with excitement for this next stage. He is now in Year 8. His first year saw many new approaches, but each was a positive step forward. In fact, he rose to the extra challenges offered to him. A young man with a more confident and independent spirit now leaves home each morning. And a more confident mum now stands behind him and waves see ya!"

"We feel massively privileged and fortunate that our daughter has, and continues to, benefit from being a pupil at your school. She has achieved so much more than just the smile forecast by the diagnosing consultant at the age of 5 months, as predicted by a brain scan. Please continue the work of integration of teaching/therapy and medical and equipment oversight which you do so successfully and which we believe she is testimony to."

"Your advice, help and constant support has been a godsend throughout all of this. I really appreciate all that you do." (email to FPP Coordinator)

"The Transition Planning/Future Placement Meetings have been absolutely invaluable, providing information and a forum for discussion and advice with the various professionals and ourselves."

"We cannot thank you enough for the wonderful service you provide for our daughter, she expresses her gratitude in a happy attitude, we can say how much we appreciate our fortune in having access to your school and bungalows for our daughter."

"Your ability to manage problems has been quite astounding; the way you were able to adapt to the challenge presented by our son's needs post surgery was a real credit to you."

"The high standard of teaching and support has helped our son; interesting topics and ways to access the curriculum have also been helpful.’" (May 2011) 

"The class team are very attuned to our daughter’s needs and extremely flexible timetabling and an individual curriculum enable her to enjoy school and progress towards reaching her full potential." (June 2011) 

Q – What has helped your child?  "The truly integrated approach of education and health/therapists, particularly OT with computer/switch access and powered mobility (SCAD & Tracking system); also SALT and communication. With our son’s limited mobility, the daily physical activities built into his timetable enables him to better access the rest of the curriculum and school day.  Access to onsite Rehabilitation Engineering Services continues to be vital for his high volume of bespoke equipment and close coordination between OT/Physio and RES."   (March 2011) 

"His health needs have held him back to a certain extent, but the efforts of the multidisciplinary team have kept all disruption to his education to a minimum." (June 2011) 

"Every lesson is tailored to meet his capabilities so he never feels inadequate or incapable and enjoys learning again." (October 2011) 

"Being able to access the staff and facilities available at Chailey Heritage School and Clinical Services is key to helping our daughter unlock and achieve her potential – the teachers, school nurses, therapists and specialist medical teams are experienced and dedicated." (November 2011)  

Q – What has helped your child?  "The professionalism of the multi-disciplinary approach of the school. The care and thoroughness of his medical and physical needs has been excellent. Very impressed."  (June 2011)  

(Ex Parent) "We just wanted to say a big ‘Thank You’ to everyone at Chailey for all the support and kindness you have given to out son over the ten years that he has been with you. Looking at him today it is hard to remember how uncertain his potential was when he started in the nursery. He has had to find the strength and determination to overcome so many difficulties and has needed a lot of help along the way. We feel so lucky to have had the opportunity to benefit from the excellent therapy and care at Chailey Heritage. Overcoming difficulties is what Chailey does best, and I will never forget the crucial support that you gave us in those early years when the prognosis for our son’s future seemed quite bleak. Now, of course, he is going from strength to strength, and thanks to the positive and supportive attitude of all the staff and therapists at Chailey over the years, he has developed the skills and self confidence to enable him to adapt to new surroundings …"

"Our daughter has really enjoyed her time with you and I think this is mainly due to the exceptional quality of the  staff at both the school and in the residential bungalows" (July 2010).

"Just a brief note to let you know how much we enjoyed the Celebration Day….  The informality and “picnic” format over the last two years certainly seems to work well. We both wanted to say a huge heartfelt Thank You so much to everyone at Chailey for all their enthusiasm, support, care and patience during our son’s many years there.  To all his teachers, carers, assistants, bungalow staff, medical staff … everyone!  Without all of your input, he wouldn’t be leaving Chailey as the well rounded, articulate, ready and able to take on any challenge, young man he is today.  Two such small words hardly seem sufficient, but we mean them from the very bottom of our hearts. We will certainly be in touch from time to time to let you know of his progress" (July 2010).

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 What pupils say about us

Click here to read 16+ Students' Testimonials

"Children get off to a flying start in the Early Years Foundation Stage…… a very lively and buzzing environment soon gets them moving forward. They make rapid gains in learning important communication skills and in their physical development....Children obtain maximum benefit from excellent Early Years Foundation Stage provision. Outstanding leadership and management ensure an extremely close working partnership between teachers, teaching assistants, therapists and parents. These vital links result in a consistent and concerted approach to supporting and guiding children’s development."

"Children settle very quickly when they enter the school…… they go on to make good progress in relation to their starting points....Many have outstanding achievement because staff have an excellent knowledge of each child’s specific and individual needs and so they provide children with learning activities that stretch them."

"Children have excellent relationships with adults and with other children, and their behaviour is exemplary. They are confident and grow rapidly in independence…."

"The curriculum is planned very well to make it appropriate to pupils’ ages. Therefore, older secondary-aged pupils follow an appropriate individual work-related learning programme and they acquire accreditation via entry level certificates and units of the Unit Award Scheme.... Good leadership and management ensure that students follow a good curriculum…… It is well matched to students’ ages, capabilities and individual interests. It also offers choice....Students learn key literacy, numeracy and ICT skills alongside classmates of similar ability …..  in the afternoon they choose options that include music, art, cookery and yoga."

"Students with the most profound difficulties follow a distinct curriculum that meets their very specific needs, while more capable students’ learning and personal development are extended very well through sessions at a local college."

"Students are well taught in a calm and supportive atmosphere....Relationships are outstanding and students are motivated by interesting practical activities."

"They (16+ Department) use ICT extremely well as a communication aid and as a learning tool."

"Students benefit greatly from the many opportunities that they have to develop independence and mobility, such as planning and taking part in visits."

"…a combination of outstanding teaching, excellent curriculum, accommodation and resources ensure that all pupils learn and progress at an outstanding pace."

"Overall, teaching is excellent. Teachers know their pupils’ many and varied needs extremely well....Teachers plan meticulously, using assessment information about pupils’ previous achievements, to develop activities for the next stage in their learning."

"Carefully sequenced small steps in learning result in the achievement of longer-term goals."

"Pupils’ limited mobility is not allowed to diminish the quality and range of learning activities that they experience."

"The curriculum is outstanding because it develops literacy, numeracy and ICT skills directly and then gives pupils the opportunity to consolidate them and to develop new ones through a feast of activities."

"In addition to regular in-school subject-based lessons and topics, there are regular educational visits into the community as well as a residential visit to an outdoor education centre. Learning is enriched through focused whole-school curriculum events, such as French and science days, and by creative approaches to delivering activities, such as multisensory resources, the pond and the secret garden."

"The pupils’ impressive academic progress is matched by their development as young people. Their personal outcomes are outstanding, whether it is in their growing awareness of how to maintain a safe and healthy lifestyle or their expertise in travelling safely and independently in a wheelchair."

"Pupils’ achievements are outstanding….. Their rate of learning proceeds at such a cracking pace that they make outstanding progress. A major reason for this is that pupils are extremely well taught and learning is supported by high quality resources."

"The combined efforts of all those working with each pupil ensure that their mobility, communication and intimate personal needs are met extremely well. This attention to detail has many positive outcomes for pupils. They are confident, independent and self-sufficient."

"Pupils make excellent progress in the acquisition of literacy and numeracy skills as well those to further their independence such as cooking, seeing to their personal needs and understanding the world around them."

"Pupils do a great deal to help themselves. For instance, they work hard in swimming and succeed in achieving wheelchair proficiency awards. They make exceptional progress in learning about how to stay safe and healthy as well as the everyday routines of cutting up their own food, cleaning their teeth and tasting new foods."

"Pupils have fun at school and thoroughly enjoy being there. Their behaviour is exemplary and they contribute very well to the school and wider communities insofar as they are able. For instance, pupils represent their classmates on the school council, support each other around the school, and become involved with local and national charity events. Their social and moral development is excellent."

"A high rate of attendance and pupils’ very good achievements prepare pupils extremely well for leaving school. All of those who left Year 11 this year went into continuing education or training."

"High expectations and challenge encourage rapid learning."

"Interschool links between disciplines is mirrored outside the school as leaders have successfully built up very strong partnerships with other organisations to the benefit of all pupils and students. The school makes a good contribution to promoting community cohesion. Potential barriers to learning within school are dismantled and, insofar as is possible, two-way community links are promoted."

"Safeguarding procedures have many outstanding features, for example, the school has established highly effective communication channels between individual pupil’s key workers and teaching assistants."

"Pupils are prepared extremely well for leaving school and the boarding provision makes a very good contribution to this. Excellent links between school staff and residential care staff ensure consistent approaches in the management of behaviour and the extension of learning opportunities beyond the school day."

"Exceptional on-site clinical staff and facilities enable pupils with complex medical conditions to continue attending school....Therapists and clinical staff work with pupils day in, day out, and so exercises and routines become very well established. In addition, they and technicians ensure that pupils have access to the physical resources that best meet their needs, such as standing frames and wheelchairs. Exceptionally close working partnerships between these groups and the multi-disciplinary support and guidance are integral ingredients for accelerating learning."

"Leaders and managers establish outstanding partnerships with colleagues from other agencies and other organisations, and they forge good links with parents/carers....Excellent leaders knit together the expertise and skills of professionals from different disciplines to contribute to the holistic programme of education and care. Such close and open professional cooperation ensures equality of opportunity for every single pupil. There is an expectation that every pupil has the right to the very best possible provision. All pupils are treated with dignity and respect."

"The outcomes of a very effective cycle of self-evaluation procedures are used very well to effect change. Leaders have an excellent focus on raising standards and driving forward improvement. Governors make a good contribution in this respect, providing a good balance of support and challenge."

"Governance is good because governors keep a close eye on the school’s work. They, and the school’s leaders, have a good capacity to sustain quality while driving forward further improvements."

"…overall, parents are overwhelmingly supportive of the school. Comments such as, ‘Chailey has exceeded what I would have expected’, ‘the school is very good at catering for children with extreme disabilities and medical high risk needs’, and, ‘I am very happy with everything the school provides – lots of stimulation and fun in a safe environment’ are typical views. Inspectors agree with these positive comments."

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What OFSTED say about our residential department (extracts from Ofsted Children's Care Home report October 2011)

"Outcomes for individual young people are excellent and demonstrate that the service provides very individualised care and support. The school and residential provision is totally committed in ensuring that it provides a high quality service. This is underpinned by rigorous monitoring of the services provided demonstrating a strong emphasis on continuous improvement and development."