Admissions process
If you think St Piers School could be the right school for your son or daughter, or if you are a professional supporting a family looking for a school placement, please contact us for an informal chat.
St Piers School supports students with learning difficulties and disabilities. By attending one of our Open Days or making an informal visit, you can decide if St Piers is the ideal place for your son or daughter.
Student conditions at St Piers include ADHD, acquired brain injury, autism spectrum disorder, behaviour difficulties, epilepsy, non weight bearing, profound and multiple learning difficulties, moderate and severe learning difficulties.
We might be unable to consider a child or young person, if he or she has a severe visual or severe hearing impairment.
St Piers School applications
Please download and return this form to: Education Liaison Service, St Piers School, Young Epilepsy, St Piers Lane, Lingfield, Surrey RH7 6PW.
All referrals are reviewed by our experienced multi disciplinary team to understand if the child or young person would benefit from our service.
The next step would be for them to attend a 2 to 5 day assessment visit. This allows the team to fully understand the child or young person’s needs and identify if and how we could help. We might also attend an outreach visit to their current school to assist with our decision.
There are no additional charges appertaining to attending St Piers School, apart from school uniform or key stages 1, 2, 3, & 4. School uniform is optional for key stage 5.
Enquiries and visits
To find out more, please contact our Education Liaison Service team on 01342 831348 or Email: This email address is being protected from spambots. You need JavaScript enabled to view it..
St. Piers/Young Epilepsy has been a lifesaver. The staff are incredible – totally devoted, attend to the childrens needs both with a fair amount of discipline/understanding and care. They manage to put the fun back into these disabled childrens lives. A fantastic school all round. 
