Meadow High School is a large Community Special School, maintained by the London Borough of Hillingdon. The current capacity is 264 pupils, but the school has two current developments that will increase this capacity over the next 4 years.On occasion, subject to numbers, the school is able to provide placements for local authorities other than LBH.
- Admission to Meadow High School is through an application to the London Borough of HIllingdon (any direct application will be returned). Please contact the London Borough of Hillingdon, Civic Centre, High Street, Uxbridge, Middlesex UB8 1UW Telephone 01895 255011.
- All children and young people currently attending the school must have an Education, Health and Care Plan.
- The school is identified as providing placements for children and young people who have Complex Moderate Learning Difficulties (CMLD).
- The school caters for children and young people aged 11-19.
- On entry, the educational range of pupils is from those working at foundation levels through to KS1.
PROFILE OF PUPILS
- All children attending Meadow High School will fall into the range of Moderate Learning Difficulties. The majority will also have additional complexities
- Pupils placed at Meadow High School would have been identified as not being able to access mainstream, SRP or AP provision
ORGANISATION of the SCHOOL
- The school is organised into three Pathways. Please see the Pathways to Success and Life Beyond Meadow document on our website.
- Pathway 1 pupils generally need higher levels of support and consistency. Alongside their academic curriculum, pupils in Pathway 1 require a curriculum that teaches life and living skills and independence. For most curriculum areas, teaching will be topic based across a range of subjects
- Pathway 2 / 3 pupils will be class based for up to 70% of the curriculum in Year 7, around 50% in Year 8 and will then follow a more secondary model of education from Year 9
- The Pathway 2 / 3 curriculum supports pupils to achieve the highest level of employability
- In KS5 the Pathway 1 curriculum becomes an Independence Pathway which is supported by a Life Skills Lead and a Community Learning Lead
- In Pathway 2 / 3 ‘6th Form’ the curriculum becomes a Vocational Pathway, supported by our award winning careers program
- Some pupils follow a hybrid model of these 2 KS5 Pathways
- There are 4 Assistant Heads responsible for pupils. These are responsible for: Pathway 1; Years 7 and 8; Year 9, 10 and 11; 6th Form
THERAPY and WELFARE TEAMS
- The school has an in-house Therapy Team which includes Occupational Therapists, Speech and Language Therapists and a Physiotherapist. The team meets the needs identified in the pupils EHCP and any emerging needs.
- The Welfare Team supports pupils and families with good attendance, care and medical needs and signposting to services
- All students follow the National Curriculum with no students dis-applied
- The school is split into 8 Faculties: Mathematics, English, Art, Physical Education, Humanities, Science and Technology, Vocational and Pathway 1. Each faculty has a designated lead teacher responsible for standards and ensuring an appropriate curriculum is available
- The curriculum is regularly reviewed and updated to meet the needs of the pupils, based on new evidence or as new developments and opportunities are available. Currently (2022/2023) this includes the development of an onsite Community Cafe and industrial kitchen
- Programs of study are accredited both internally and externally
- The school has Scout, Explorer and Duke of Edinburgh groups which are an option for pupils
- All pupils take part in enrichment activities which are designed to give pupils access to various leisure and hobby activities which they may then choose to pursue in their Life Beyond Meadow
TEACHING and LEARNING
Pupils are at the heart of Meadow High School and teaching and learning strategies are matched to their individual needs. This includes:
- A Personalised Learning Intention Map (PLIM) based on the outcomes identified in the EHCP. This forms the pupils individualised learning assessment framework
- Subject frameworks which track progress and inform planning, teaching and learning
- Ensuring an appropriate classroom learning environment is matched to the needs of the pupils
- Small class groups with high staffing ratios to enable good support for learning
- Highly trained staff who are experienced in working with children with a wide range of learning difficulties
- Differentiated curriculum Pathways which are matched and further differentiated to the needs of our learners
- Advice and support from Therapists, Community Nurses, CAMHS-LD and other professionals specific to individual pupils
Annual reviews are held one day each term. In general classes are split between the 3 days. Any pupil planning to leave us at the end of the following academic year has their Annual Review in the Summer term of the year before they leave. No pupil has their first Meadow Annual Review in their first term with us.
We have a robust safer recruitment process and complete rigorous reference checks, list 99 and enhanced DBS checks for staff.
All staff have safeguarding induction, training and refresher training to ensure they effectively support and safeguard pupils.
Our Educational Visits Coordinator oversees the planning and risk assessments for all off -site trips.
Our large and experienced Safeguarding Team consists of the Head, Deputy Head and Assistant Head teachers. All concerns about a child’s health, wellbeing and safety are reported on our electronic system and these are then assigned to a member of the team to act upon.
Our Welfare Lead ensures that care plans are in place for pupils requiring regular or emergency medication, personal intimate care, feeding and any other welfare related need.
At Meadow High School we view behaviour as a form of communication. Where pupils exhibit dysregulated, undesirable or antisocial behaviour we work to understand this behaviour and modify it with the pupil and their family.
We do not have a ‘one size fits all’ approach to behaviour but will develop an individualised plan to support pupils to achieve self regulation.
Reviewed July 2022