The Residential Offer At Limpsfield Grange


All of the work that takes place in the residential provision is designed to develop and promote our four key areas of wellbeing, achievement, communication and independence (WACI).

We develop and promote communication through a variety of methods, including placement plan diaries, snacks and chats, visual aids, nightly 1:1 reading slots and 1:1 sessions that focus on clarifying understanding. Social communication is promoted through meal times, focus groups, community activities, making choices, and having to interact with adults or peers in both structured and unstructured settings.

We develop and promote independence through our Rainbow Curriculum. The Rainbow Curriculum is a life skills based program that covers personal care, travel, personal safety, time, money and budgeting, developing numeracy skills, nutrition and cooking, accessing the gym, accessing off site clubs independently (KS4), choosing appropriate clothing, making your own breakfast, socialising with your peers and with students from other local schools. Through this program we can work with students to help them manage their anxieties and support them to adapt to changes in routines.

We also promote independence through regular independent study and homework.

We develop and promote self-management through modelling and routines. These routines include students getting up in the morning, making their own bed, showering, washing and brushing their hair, choosing appropriate and clean clothes for an activity, making their breakfast, and organising themselves and their equipment for the day ahead.

As part of our evening routines we develop and promote self-management skills through helping students to process the events and emotions of the day, follow instructions and make their own decisions and to manage their own personal care, their health and emotional needs.

We promote and develop their wellbeing and communication skills through our focus groups. Focus groups are designed to meet the Educational, Health and Care Plan (EHCP) needs of the students. Through focus groups we address areas including body language, dealing with frustrations, how to develop a friendship, turn taking, team building, identifying and labelling your emotions and developing an awareness of the emotions of others, anger management, and developing strategies to manage anxiety.

We also promote and develop positive self-esteem through the activities we offer including attending clubs, sporting activities, going out for a meal or a coffee, and socialising with other local schools.

Year 7, 8 and 9

The program for students is designed around meeting individual needs based around the core areas of WACI and links to the young person’s EHCP. Each student has a termly individual program which includes their targets.  Keyworkers support the students to work on the WACI independence home strand.  Activities enable students to work on their targets and include focus groups which specifically meets individual needs, activities in the community and accessing the rainbow curriculum. Students have the opportunity to work in small groups with staff to make tea. Visual time tables and placement plan diaries encourage students to manage their emotions. Students will also access physical activities such as swimming, boxing or yoga with other community based activities. Evidence of how girls develop their wellbeing and independence is recorded by the students in their placement plan diary, which is completed daily. Student progress is reported to parents as part of the whole school reporting cycle.

Year 10 and 11

In years 10 and 11, we focus on supporting academic progress and promoting positive wellbeing and independence. Students access daily supported homework sessions. They also have the opportunity to attend Tandridge Leisure Centre to swim or use the gym, and attend accredited practical short courses at Street Youth Club. Students develop their independent living skills through traveling by bus, buying and making their own tea, participating in the Duke of Edinburgh Award scheme, completing first aid and food hygiene training, and through accessing NSPCC workshops. Girls in years 10 and 11 mentor younger students. Year 10 students are encouraged to attend after school work experience placements wherever possible and take part in the ‘exploring my local community’ program. Year 10 and 11 aim to achieve a ‘passport to independence’, which enables them to walk and into Oxted independently. For year 11, there is an additional option to take part in a weekly job. Evidence of how students develop their wellbeing and independence is recorded by the students in their placement plan diary. Student progress is reported to parents as part of the whole school reporting cycle.

To help prepare them for their boarding experience students are given a copy of our residential handbook. click here to view



“My favourite part of being a residential student is spending time with people from other year groups and learning valuable life skills.”

Y11 Student