A purpose-built haven where children with social, emotional, and mental health (SEMH) needs are cherished, challenged, and helped to engage with education again. Located on the outskirts of Chesterfield, Eastwood Grange provides a structured yet nurturing environment for boys and girls aged 5 to 19.
Part of Aspris Children's Services, the school serves 60 pupils, all of whom have Education, Health and Care Plans (EHCPs). For many students, this is a fresh start after disrupted schooling elsewhere. The focus is on rebuilding self-esteem alongside academic progress, ensuring that every young person feels safe enough to learn.
Set in the quiet locality of Ashgate, the school feels less like an institution and more like a supportive community hub. The site is designed to minimise anxiety, with small classrooms, clear lines of sight, and dedicated spaces for regulation.
Mr Stuart Lees has led the school since 2020. His leadership is characterised by a calm, consistent approach that prioritises relationships. Staff understand that behaviour is communication; the atmosphere is one of patience rather than punitive correction.
The ethos is built around the concept of "unconditional positive regard". Pupils are greeted individually at the gate, setting the tone for the day. The environment is carefully managed to reduce sensory overload, with breakout areas available for students who need time to decompress.
We do not publish results data for special schools. Progress is measured against individual EHCP targets, tracked through detailed assessment frameworks that monitor academic, social, and emotional growth.
The July 2024 Ofsted inspection rated the school Good overall, with Behaviour and Attitudes judged as Outstanding. Inspectors noted that pupils make exceptional progress from their starting points, particularly in managing their emotions and conduct.
While the school does not focus on league tables, it offers a robust qualifications pathway. Students work towards GCSEs, Functional Skills, and BTECs depending on their aptitude. In recent years, pupils have achieved qualifications in English, mathematics, science, and art, with leavers progressing to local colleges and apprenticeships.
England ranks and key metrics (where available)
GCSE 9–7
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% of students achieving grades 9-7
Class sizes are exceptionally small, typically ranging from four to six pupils, supported by a teacher and teaching assistants. This high staff-to-pupil ratio ensures that support is immediate and personalised.
The curriculum is broad but adapted. Mornings typically focus on core academic subjects—English, mathematics, and science—delivered in short, engaging bursts to maintain focus. Afternoons often shift towards vocational and creative subjects, including food technology, art, and outdoor education.
Teachers are skilled at differentiation. A lesson on World War II might involve one student writing an essay while another creates a visual timeline, ensuring both access the core knowledge at their own level.
Therapy is not an add-on here; it is woven into the fabric of the school day. The multi-disciplinary clinical team includes speech and language therapists, occupational therapists, and an educational psychologist.
Therapists work directly in classrooms as well as in 1:1 sessions. This integrated model means strategies to support communication or sensory regulation are implemented by teaching staff throughout the day, not just during clinical slots.
The school also employs a dedicated family liaison officer who bridges the gap between home and school, offering critical support to parents navigating the complexities of the SEND system.
All pupils require an Education, Health and Care Plan (EHCP) naming the school. Places are allocated through the Local Authority's SEND admissions panel.
The process begins with a referral from the Local Authority. If the school feels it can meet the child's needs, an assessment is arranged. This involves reviewing paperwork and, where possible, observing the child in their current setting or at home.
The school specifically supports pupils with SEMH needs and associated conditions such as autism (ASC) or ADHD. It is not suitable for children who require a secure setting.
Safety and wellbeing underpin everything. Every student has a key worker who acts as their primary advocate and point of contact for families.
The day begins with a "soft landing"—breakfast and a check-in period where staff assess each student's emotional readiness for learning. This proactive approach prevents many issues before they arise.
Bullying is rare and dealt with swiftly. The focus is on restorative justice—helping students understand the impact of their actions—rather than simple punishment.
The enrichment programme is designed to build life skills and resilience. Friday afternoons are often dedicated to "Golden Time" activities, which students earn through engagement during the week.
Facilities include a food technology room where students learn to cook meals from scratch—a vital skill for independence. The outdoor space is used for horticulture and sports, helping students burn off energy and regulate their emotions.
Trips are frequent and form a core part of the social curriculum. Visits to local parks, museums, and shops help students practice social interactions in the real world. The school also participates in the Duke of Edinburgh Award, giving students a sense of achievement and adventure.
The school day runs from 9:00am to 3:00pm. Transport is usually arranged by the Local Authority, with most students arriving by taxi or minibus.
Uniform is practical: a polo shirt and sweatshirt with the school logo, worn with comfortable trousers or jogging bottoms. This relaxed dress code helps reduce sensory issues and barriers to attendance.
Peer dynamics. The peer group can be complex. Students are grouped by compatibility and need rather than strictly by age, which works well for learning but requires careful management of social dynamics.
Transport times. As a specialist provision, the catchment area is wide. Some students travel significant distances from across Derbyshire and South Yorkshire, which can make for a long day.
Complex cohort. The school supports students with challenging behaviour. While staff are expert at managing this, families should be aware that the environment can occasionally be volatile as students learn to self-regulate.
Eastwood Grange offers a vital lifeline for young people who have found mainstream education impossible. It is a school that refuses to give up on children, offering them the therapeutic support and academic patience they need to reset their trajectory. Best suited to students with SEMH needs who require a high-support, low-anxiety environment to rediscover their potential.
Yes. Ofsted rated the school Good in July 2024, with an Outstanding rating for Behaviour and Attitudes. Inspectors highlighted the strong relationships and effective curriculum.
You cannot apply directly. All places are funded by the Local Authority for children with an EHCP. You must ask your Local Authority SEND caseworker to consult the school for a place.
Parents do not typically pay fees. As an independent special school, places are funded by the Local Authority as part of the child's EHCP provision.
Yes. While the primary specialism is SEMH, many students have a diagnosis of autism (ASC) or ADHD. The environment is adapted to support these needs.
Students can take GCSEs, Functional Skills, and BTECs. The school creates a bespoke pathway for each student based on their ability and interests.
Get in touch with the school directly
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