School Governors

 Northease Manor School is an Independent Specialist School approved by the DfE as a co-educational day school for students primarily with Autism and / or Dyslexia or those who present with these type of difficulties. Alongside these, students have other co-occurring difficulties including ADHD, DCD and sensory processing differences. The majority of our students are working at or have the potential to work at age related expectations (or just below) across a range of subjects, follow a differentiated National Curriculum and access GCSE or equivalent qualifications.

We are known and respected for providing high quality teaching, therapy and pastoral support. We promote and recognise that each student is an individual with individual needs, acknowledging that a diagnosis will only provide part of the picture for each student. Our integrated approach to therapy and small teaching classes coupled with the small and close community we have here at Northease, enables us to build excellent relationships and understand students as a whole; we use that knowledge and understanding to ensure the best outcomes for each student. Our aim is to provide the best of what a mainstream setting can offer in terms of a broad and balanced curriculum and excellent educational outcomes within a calm and low arousal environment and with an additional focus of developing essential life skills. The majority of our students have an Education, Health and Care Plan (EHCP) and their placement is funded through their local authority.

Our location, a spacious country site built round an 18th century manor house, gives everyone room to grow and develop in a school with a true community and family feel. We are an easy commute from Brighton, Tunbridge Wells and Eastbourne.

Our most recent Ofsted report (March 2018), where we were rated good across all areas says: ‘A strong theme that emerged was the major difference that Northease Manor makes to pupils’ confidence, well-being and self-esteem. In describing these and similar aspects of the school’s work, parents repeatedly used words such as ‘amazing’, ‘exceptional’, ‘thriving’ and ‘transformed’. One parent summed up the sentiment of many by writing simply: ‘The school changed my child’s life and gave us hope…  Very effective use of training, including working in close partnership with the therapy team, is supporting improvements well’