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Page 1: Eagle House Schools Sutton

Eagle House SchoolS U T T O N

Page 2: Eagle House Schools Sutton

Contents Page

Letter from the Head teacher . . . . . . 1

Our Vision and Philosophy . . . . . . . . 2

Our School . . . . . . . . . . . . . . . . . . 2

Our Staff . . . . . . . . . . . . . . . . . . . . 3

Curriculum Pathways . . . . . . . . . . . 3

Students’ Voice . . . . . . . . . . . . . . . . 4

Aims and Objectives . . . . . . . . . . . . 4

Extra Curricular Opportunities . . . . . 5

Working with Parents . . . . . . . . . . . 5

The Eagle House Approach . . . . . . . . 6

• The Curriculum Access Team Approach . 7

• Speech & Language Therapy . . . . . . . . 8

• PODD Communication Books . . . . . . 9

• Occupational Therapy . . . . . . . . . . . . 9

• Psychology . . . . . . . . . . . . . . . . . . . 12

• Drama Therapy . . . . . . . . . . . . . . . . 13

Admission Arrangements . . . . . . . . . 13

The School Year & the School Day . . 14

Post-16 . . . . . . . . . . . . . . . . . . . . . 15

School Uniform . . . . . . . . . . . . . . . 16

Mobile Phones and Electronic Devices 16

Lunchtimes . . . . . . . . . . . . . . . . . . 16

Health & Safety . . . . . . . . . . . . . . . 16

English as an Additional Language . . . 18

Behaviour and Discipline . . . . . . . . . 18

Sex and Relationships Education . . . . 19

Complaints Procedure . . . . . . . . . . . 20

“I have seen a positive change in my son’s attitude towards school and to his self esteem”A Parent

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Dear Parentor Carer,Welcome to Eagle House School(Sutton) which is a specialist dayschool for boys and girls of secondary age with autism, Aspergersyndrome and additional complexcommunication, social and emotional needs. Our Steps andBridge pathways aim to meetthe broad spectrum of needs withwhich our students present.

At Eagle House School, werecognise how complex theprocess of choosing a suitableschool for your child can be. As such, our staff will offer yousupport and guidance to helpyou through this difficult process.

The aim of this prospectus is tohelp you to understand what itis that we offer and to outline theskills, knowledge, understandingand support that we can providefor you and your child shouldyou choose to join our school.Your child’s journey with us will bedetermined through their academiclearning, social interaction, communication and ability tomanage and adjust to change.

We achieve this through an approach that is practical, functionaland meaningful - the Eagle HouseApproach to teaching and learning.This is delivered by our onsitemultidisciplinary team of teachers,teaching support staff, therapistsand psychologists.

We believe in working closelyand collaboratively with ourfamilies and professionals inorder to help our students to develop independence skills andto engage in the world aroundthem so they may reach theirfull potential.

If you feel you would like to learnmore about us and to see theschool then contact our ParentLiaison Officer, on 0845 074 2972to arrange an appointment. Parents open days are heldmonthly throughout the year so please look at our web site for the latest dates.

My staff and I very much lookforward to meeting you.

Yours sincerely,

Annabel FaulknerHead Teacher

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Our Vision,Philosophy and EthosEagle House Group is committed todelivering a high quality educationservice for young people withan autistic spectrum disorder,autism, Asperger Syndrome and associated complex needs.We value the contribution eachstudent brings to our communityand we strive to create a schoolday that is motivating, rewardingand purposeful.

We recognise that successfullearning is achieved throughpositive experiences and withina collaborative atmosphere inwhich everyone works happilyand purposefully together.

Our SchoolEagle House School (Sutton)was established in 2009 and islocated close to the centre ofSutton to the south west ofLondon. The school is ideallyplaced to take full advantage ofall that the local community has

to offer, enhancing the schoolcurriculum for our students.This includes local parks, the library, swimming pools andleisure centres, shops, museumsand galleries.

The school has two main buildingsand a number of specialist rooms in the grounds. There are alsoseveral interactive play areas andsports facilities. Specialist areasinclude sensory rooms, musicstudio, science laboratory, numerousquiet rooms, a medical room,meeting rooms and school halls,all set within an attractive 18thcentury house and grounds.

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Our StaffWe have a dynamic, trained,multicultural staff team - all ofwhom have a passion for workingwith children and young peoplewith autism.

Our staff are fully committed tothe school’s vision, philosophyand ethos, and are fully involvedin our extensive professional development programme as partof the Eagle House Approach.

We are a multidisciplinary teamencompassing fully qualifiedteachers, learning support assistants,clinical psychologist, assistantpsychologists, occupational therapists, speech and languagetherapists, a drama therapist andadministrative staff who worktogether to support our students.

Curriculum Pathways Eagle House School believesthat all students are entitled to a broad, balanced and relevanteducation to help prepare themfor their future lives.

We use a holistic approach tosocial, communication and academic education and offer adifferentiated curriculum, whichmeets each student’s range ofneeds across both the Steps andBridge departments.

This is underpinned by ourautism specific curriculum anddelivered with empathy, structureand understanding.

All of our students follow theframework of the national curriculum, which is adjusted to meet their individual needs.

We recognise that our studentsneed to be equipped with thetools to learn and effectivelymanage their autism. This helpsthem to access the curriculumwhich is specifically designed to meet their needs and has emphasis on communication as well as their social skills.

We teach basic prerequisite skills,to learning, such as focusing on atask and tolerating sitting besideanother student.

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Students’VoiceThe School Council allows students to voice their needs andgrievances whilst giving staff theopportunity to keep in touchwith what they find motivating. This also ensures a good workingrelationship.

Sessions are facilitated by theCurriculum Access (CA) Teamand aim to improve students’communication skills in the following areas:

• Turn taking• Accepting the opinions of others• Improving self confidence• Attention and listening • Asking appropriate questions• Speaking in a group setting• Discussing ideas• Independence• Expressing opinions• Developing insight

Aims and ObjectivesThe curriculum at Eagle HouseSchool aims to promote the intellectual, personal, social, spiritual and physical developmentof our students. They are allconsidered as individual learnersand lessons are differentiated tocater for their individual needs.Each student has a detailed Individual Education Plan (IEP)which contains targets for literacy,numeracy, communication, social interaction, flexible thinking,independence, sensory and gross/fine motor needs.

The IEP informs everything that wedo and the targets are reflected incurriculum planning objectives.Our learning environment is organised to ensure that studentsare educated in a calm, consistentand structured manner withinclearly understood expectationsand routines.

We take full advantage of themany facilities and opportunitiesavailable in the wider community. We create a relaxed atmospherein which students are encouraged

Eagle House School (Sutton) Curriculum

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to make choices and be as independent as possible. We aimto educate students with autism inan environment that fosters positiveoutcomes and reflects beinghealthy, staying safe, enjoyingand achieving, making a positivecontribution and achieving economic wellbeing.

Extra CurricularStudents participate in a rangeof mixed group activities in theform of ‘clubs’ on Friday afternoons.Students are given opportunitiesto participate in national eventsand commemorations such asBlack History Month, Children inNeed, Remembrance Day, BookWeek etc. These provide valuableopportunities to work withmembers of the community.

Clubs are very popular with students and are increasing innumber and variety.They currentlyinclude a choice of activities suchas gardening, sport, African drums,keyboard, team building, craft,cookery, art, ICT, board games,music practice, drama as well asWarhammer and film making.

Workingwith Parents We value the important role playedby parents/carers.We encouragethem to play an active role intheir child's education and ensuremutually supportive links betweenhome and school.

You can expect us to:• value your child as an individual• provide a stimulating and motivating

curriculum • provide a safe, happy and caring

environment for teaching and learning

• ensure close communication throughopen and honest discussion

• respect confidentiality and be non-judgemental

• recognise the important role you play in your child's education

• provide you with regular informationabout your child's progress

Eagle House School (Sutton) Teaching PhilosophyHow We Teach

• We recognise that our students associate traditional classrooms with negative educational experiences so we teach our students outside of this traditional model on an individual or small group basis

• We understand how important it is for our students to be happy at school and have fun in their lessons

• We focus on each student’s strengths and interests and use these to re-engage them in their learning

• We utilise relevant opportunities as and when they arise in order to address areas in need of development

• We use a multi-sensory approach to learning to deliver lessons which provides opportunities to learn through visual, auditory and kinaesthetic experiences

• We make use of autism approaches such as TEACCH which are known to have a positive impact on enabling students to access the curriculum

• We employ Individual Education Plans (IEPs) to help our students to develop the skills they need to better cope with having an autistic spectrum disorder

• We use carefully planned, individualised curriculum activities along with positive language and high levels of focussedpraise to ensure our students’ experience success on a daily basis

Why We Teach

• To develop the skills of young people with an autistic spectrumdisorder

• To improve the quality of life for our students

• To show that our students can learn when they are accepted for who and where they are in their educational journey

• To re-engage our students in their educational experience

What We Teach

• Communication• Skills for living• Social competence including

group & co-operation skills• Independence• Respect for self & for others• Self – management of behaviour• Self – regulation of emotions• Enjoyment of learning• Leisure skills• Academic skills• Vocational & work related

learning• Range of accredited

Qualifications

Where We Teach

• Dedicated autism schools

• Positive, calm environment

• Safe, structured settings

• Visually supportive classrooms

• Sensory aware atmosphere

• Local and wider community

• Leisure and sporting facilities

“Teaching is underpinnedby high expectations of what

each student can achieve”Ofsted 2013/14

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We encourage parents and carers to:

• work in partnership with us• share concerns with us• be honest and open• ensure your child's regular attendance

at school• attend progress meetings and

annual reviews about your child• support the teaching team and

agree to undertake any home/ school learning

• actively support the school's policiesand guidelines for behaviour

We strive to keep parents/carersinformed and involved by providingour Home-School contact bookwhich allows a two-way flow ofinformation between home andschool. We like parents to tell us about events that may havehappened at home, for example,an outing or more difficult issuessuch as a sleepless night that couldaffect their child during theschool day.

We hold parent workshops whichcover a range of autism-relatedissues and which provide an opportunity to meet membersof our school team and chat overa coffee with other parents/carers.

Parents are also invited to attendtheir child’s Annual Review, threeParents -Teachers evenings andwill receive an end of year reportfor their child. Staff are alwaysavailable to talk to or to meet withparents and carers on request.

The Eagle HouseApproach We have developed our ownunique approach to teaching and learning which is designedspecifically for children andyoung people on the autisticspectrum. Our approach is basedon a combination of best practice, experience and innovation.

This provides a comprehensive assessment of the whole studentand their autism, which informsall teaching and learning.

We believe that learning can onlybe achieved when key elementshave been addressed, includingthe well being and motivation ofthe student, the physical, socialand communication environments,sensory processing difficulties,

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the use of structure and symbolsupports and the appropriatecurriculum differentiation.

Our multidisciplinary team, including teaching staff andtherapy staff, work at three different levels of intervention(based on a traffic light system):

• Preventative level - where the core structure and supports are addressed (green)

• proactive level - where we try to ‘head off’ any potential problems as they arise (amber)

• reactive level - where there is a need for more urgent interventionse.g. for behavioural difficulties (red)

This allows us to develop andadapt interventions continuouslyas we learn more about the studentso that ultimately, reactive strategiesshould not be required.

The Curriculum AccessTeam ApproachAt Eagle House School (Sutton),the CA Team, including speechand language therapists, clinicaland assistant psychologists,drama therapist snd occupationaltherapists, work in partnershipwith the wider multi-disciplinaryteam of teachers and learningsupport assistants. All input isequally important to the progressthat a student makes. The CATeam aims to provide assessmentsand interventions using autism-specific approaches based on evidence of best practice.

The team becomes involved assoon as a referral is received inorder to assess whether or notwe can meet a student’s needs.Once a student is admitted, theteam conducts a comprehensiveassessment of the student’sstrengths and difficulties over a period of 6 weeks.

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This includes identifying theunderlying characteristics ofautism and how these may impactupon emotional and behaviouralissues as well as communication,sensory processing, social interaction,fine and gross motor skills. In thisway we are able to understandeach student’s unique profile inorder to provide meaningful, effective and accessible approachesto support their learning and development.

In addition to the ongoing support for class teams, the CATeam provides regular trainingfor staff and families. We also workcollaboratively with families togain a wider understanding of thestudent’s needs as a whole, offeringindividualised support which enables students to progress acrosstheir home, school and communityenvironments.

Speech and Language Therapy (SLT)Therapists work collaborativelywith teachers, learning supportassistants (LSAs), occupationaltherapists, psychologists and parents to support students’ development of skills in areas of communication, attention and listening, expressive and receptive language, play, phonological awareness andnon-verbal communication.

The team works to create goalsand develop functional basedprogrammes which address thevaried needs of students, enablingthem to participate more activelyin the school environment andwider community.

Communication is an essentiallife skill and for our students - a fundamental core difficulty,which needs to be supported ina holistic manner. Speech andlanguage therapists work closelywith class teams to embed a ‘totalcommunication approach’ into thecurriculum and develop a visuallysupported classroom, which allowsall students to access all of theirlessons throughout the school day.

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The needs of our students are addressed through a variety ofevidence-based approaches including:• attention and listening based

sessions,

• Augmentative and Alternative Communication (AAC)

• a range of visual strategies to support transitions, organisationand independence such as TEACCH, Visual Timetables, Voice Output Devices, Social Stories.

Therapy varies depending on theneeds of the class and individualstudents taking the form of smallgroup or individual therapy, delivered both in and out of the classroom.

PODD Pragmatic OrganisationDynamic Display CommunicationTool

Many of our students are severelychallenged by their difficulties withlanguage and communication.We use PODD, an‘augmentativeand alternative communication’ systemfor developing both expressive(talking) and receptive (listening)language.

PODD is a proven interventionthat supports and develops student’sspeech and language. This multi-level communication book is anexciting tool that allows studentsto be spontaneous in their use of language and can be used inconjunction with other visualcommunication strategies.

PODD offers a broad range ofvocabulary for our students touse on a daily basis helping themto grow in confidence and enjoythe experience of effectively communicating - perhaps forthe very first time.

Occupational Therapy (OT)

Occupational therapists assessthe student’s ability to functioneffectively and safely in their activities of daily living and promote their independence.These areas include; self-care,school work, play, social interactionand independence. Students areassessed with age appropriate activities of daily living and OTsfocus on the components of thetasks that the student finds difficult.They also assess the student’s motorand sensory abilities and howthese impact their functional skills.

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Occupational therapy sessionsaim to:

• Improve the motor abilities of the students so that they are able to participate in gross motor (whole body) activities in the playground

• Improve their strength, muscle tone and endurance so that they can maintain an upright/effective sitting posture needed for table top activities

• Improve their abilities to modulatesensory experiences in their daily lives so that they are able to register and respond to sensory information from their bodies and their environment

Interventions can be carried outthrough group settings and/orone to one sessions which arecompleted in a classroom settingso that the student does not missout on a lesson. This is morebeneficial in terms of skills beingtransferred and retained as theclass team are involved.

PsychologyPsychologists have a key role toplay in understanding a student’sstrengths and areas of difficultyby assessing a range of cognitive,emotional and behavioural issues.

A major part of their role isconcerned with finding out the underlying reasons for anybehavioural difficulties using afunctional behavioural assessment.The psychologists then devisestrategies, in collaboration withthe wider multidisciplinary teamand parents, aiming to preventthe need for the challenging behaviour in the future.

The emphasis is on positive,proactive strategies taking intoaccount the student’s strengths,likes/dislikes and interests.

Once the Behaviour SupportPlan has been developed, thepsychologists monitor and reviewit as necessary. The psychologistsmay also become involved insupporting students, in group orindividual sessions, with issuessuch as anxiety, low self-esteem,and anger management.

Their aim is to address any emotional difficulties in order forthe students to develop their wellbeing and confidence to accesssocial and learning opportunities.The psychologists also providetraining and support for the staffteam and families/carers.

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Drama TherapyRoundabout is the largest and mostsuccessful charity of its kind inthe UK. Drama therapy has as itsmain focus the intentional use of healing aspects of drama andtheatre as the therapeutic process.It is a method of working andplaying that uses action methodsto facilitate creativity, imagination,learning, insight and growth.

Drama therapy has two elements.The dramatic explores the creativeand spontaneous potential of thebody and mind, through workingwith drama-related techniques.Whilst the therapeutic allows the psychological needs of the groupto be identified in a safe andsupportive environment and in anon-directive manner. The initialfocus is on what each individualbrings to the session.

AdmissionsArrangements Admission to Eagle House School(Sutton) is typically made throughthe Special Educational Needsdepartment of the student’s localauthority (LA).

Where the student’s parents andcarers express a preference forour school, the LA will contactthe admissions co-ordinator withappropriate documentation ifthey agree that we can meet thestudent’s needs.

For admission, a student requiresa Statement of Special EducationalNeeds or Education, Health andCare plan stating that an autismspectrum disorder or Aspergersyndrome is their primary need.Once the admissions co-ordinatorreceives the paperwork, the schooladmissions panel will determinewhether we could potentiallymeet their needs and if there isan appropriate classroom space.

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The admissions co-ordinatorwill inform the LA and make arequest to carry out an assessment.

This will involve a member of theadmissions panel observing thestudent at their current placement orat home and to gather informationfrom their teacher or parent/carer.If suitable, your child will be invitedto attend a ‘sit in’ at Eagle HouseSchool for a period of 1-3 days,depending upon the complexity oftheir needs. Once this is completedwe will inform the LA and parentor carer as to whether we can offeryour child a place.

We also undertake assessments onrequest from parents and carers whomay be interested in placing theirchild with us but where their LAis not in agreement and fail to sendthe child’s paperwork to us.

The SchoolYear and theSchool Day The school day generally operatesMondays to Thursdays, 08.30 to15.15 and Friday, 08.30 to 13.55to allow for staff training.

We follow national guidelines forcontact time and for the schoolyear which includes trainingdays (Inset Days). As part of this,we hold weekly assemblies whichare designed to be topical andstudent led. Assemblies provideour students with the opportunityto share their work, celebrateachievement, observe current religious festivals and to explorecurrent world affairs.

We ask parents/carers to avoidtaking their children out of schoolfor family holidays wheneverpossible. We also ask them to report their child's absence due toillness before 9am on the morningof the absence by contacting theschool administrator.

Planned absences such as medicalsor dental appointments shouldbe reported as soon as possibleby a letter to the class teacher or a message in the contact book.

The regulations in force regardingattendance require schools torecord all 'unauthorised' absences.These are any absences whichhave not been explained by parents/carers.

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Post-16 Our Post-16 Steps Programme is designed to prepare students fortransition into adulthood and todevelop their independence forthe future. The emphasis is onlife skills and vocational learningalongside developing milestonesin Functional Skills, English andMaths from Entry Level 1 throughto Entry Level 3.

All students are involved in a variety of vocational learningactivities including our onsiteschool coffee bar, Cafe Bleu,which has been developed as adedicated vocational learningarea. Assisted by staff, studentsserve many customers includingstaff, students and visitors.

Students work in shifts developingwork related skills includingcommunication, handling money,health and safety in the workplaceand teamwork. Theys are involvedin stock control, food preparationand being an employee.

Students take part in regular offsitevocational learning activities including a weekly visit to SearsPark Nursery where they learnhorticulture skills and to charityshops for retail skills. Students doa range of Foundation LearningQualifications from Entry Level 1to Entry Level 3 which involveproducing a comprehensiveportfolio of evidence. Qualificationsat Entry Level 1 include PersonalProgress in all key areas of lifeincluding looking after the home,keeping safe, basic cooking skills.

Qualifications include Skills for Work and Independence andPersonal and Social Development.Students follow learning activitiesdesigned to help develop their confidence when travelling safelyon public transport, dealing witheveryday problems. At Entry Level 3students will be working on anexciting Enterprise project.

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School Uniform We encourage students to wearschool uniform. Both studentsand parents/carers find that auniform helps to reduce problemsin dressing and choosing clotheseach morning as well as promotinga whole school community feel.All items can be purchased fromthe school office.

The following items are not allowed in school:

• Jewellery – this is too precious to risk losing in school

• Earrings – if your child has pierced ears, then only small studsshould be worn because anything else is dangerous

• Boots or shoes with hardened toecaps

Mobile Phones& ElectronicDevices Mobile phones and other electronicdevices must be used accordingto the school policy and notduring lesson times. The schoolwill not accept responsibility formobile phones or tablet deviceswhich may be damaged onschool premises.

Lunchtimes Students should bring their ownlunch to school. Drinking waterdispensers are available on siteand students have access to thesethroughout the day.

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Healthand Safety The building is secure when theschool is in session and the maindoor is monitored by the SchoolOffice, which is the first point ofcontact for all visitors to the school.Visitors are required to wear avisitor's badge and sign themselvesin and out of the school.

There are trained first aiders whodeal with minor cuts, bumps andgrazes. If a student becomes illor is injured, we need to contactfamilies quickly. Students contactfiles are kept up to date. HealthCare Plans are provided for studentswho have a clinical condition thatmay require medication.

Inhalers are kept in school andadministered as and when required.In all cases written authority isneeded from the parent/carer.The school has a copy of a medicallist of students in each class whomay give cause for concern.

We support the Children's Actsand the responsibility of adults toprotect the rights of children intheir care. All staff are committedto this and are supported throughschool policies on behaviour, childprotection and safeguarding anddealing with bullying.

The school follows thoroughSafer Recruitment procedures and has a fully comprehensiveSafeguarding and Promoting theWelfare of Pupils policy which can

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be viewed on our website orobtained from the school office. All staff have been cleared by theDBS in accordance with the Department for Education.

English as an AdditionalLanguage (EAL)

Some students may come fromhomes where English is not theirfirst language. Several staff membersare able to speak languages otherthan English and can supportcommunication with parents/carers.

Where this is not the case we willuse local authority interpretersfrom their service to support our families.

PositiveBehaviour Support At Eagle House School, we focusstrongly on the positive aspectsof a student's school life butrecognise that they can presentwith challenging behaviour attimes in relation to their autism.

The school's Behaviour Policy andAnti-Bullying Policy outlines, inmore detail, how we respond toparticularly challenging behavioursand our Rewards and Consequencespolicy outlines how we motivateour students to learn usingautism-specific methods.

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Sex and RelationshipsEducation We are sensitive to the importanceof our students having an awarenessof their development and social behaviours that are appropriate,particularly through puberty andbeyond.

Students can be vulnerable dueto their limited understandingand can find appropriate social behaviour confusing particularlywhen meeting people that theyare unfamiliar with.

We aim to help our students tolearn about themselves and aboutappropriate behaviour in public.The school has a Sex and Relationships Education policy,which provides more detail.

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ComplaintsProcedure All staff recognise the importanceof working in partnership withparents/carers and we value positiverelationships. However, we dorecognise that on rare occasionsa parent/carer may feel unhappywith an aspect of their child'seducation.

Though most problems and difficulties are usually resolvedinformally, a school complaintspolicy and procedures for registering a complaint is in placefor more formal circumstances.

A copy of which can be obtainedfrom our website or from theschool office.

For further information: Telephone: 020 8661 1419 or E-mail: [email protected], please take a look at our Website: www.eaglehousesutton.co.uk

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Eagle House SchoolS U T T O N

The proprietor is Eagle House Group Ltd., whose Directors can be contacted at Eagle House Group School Business Office95 Brighton Road, Sutton SM2 5SJ.

Head Teacher:

Mrs. Annabel Faulkener

Eagle House School (Sutton)

95 Brighton Road, Sutton,

Surrey SM2 5SJ.

T: 020 8661 1419

F: 020 8770 0488

E: [email protected]

W: www.eaglehousesutton.co.uk

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