Pathways to Success and Life After Meadow

At Meadow High School we provide a holistic education that will enable every young person to achieve their best outcomes when they transition on from the school. We call this ‘Life After Meadow’. 

Based on our extensive experience in supporting young people to make successful onward transitions we have identified three Pathways for pupils in years 7-11 that we feel best enables the above aspiration. Pupils in years 12-14 will then follow either a Life-Skill Pathway, a Vocational Pathway or a Hybrid Pathway.

Before a pupil transitions into Meadow we gather as much information as possible to help us identify which Pathway may best meet the pupil’s needs. 

As pupils grow, learn and develop a different Pathway may become more appropriate, so Pathways are constructed in such a way to allow movement between them. We will always ensure that pupils are following the most appropriate Pathway, reviewing the Pathway assignments at least annually.

The document below gives an outline of these Pathways and suggests some possible outcomes.

There may be some terms and acronyms that you are unfamiliar with so we have provided a glossary at the end of the document to assist you.

Pathways to Success at Meadow High School

Years 7-11

Pathways to success

Pathway 1

Pathway 2

Pathway 3

How pupils will be taught 

Tutor group based themed learning in key stage vertical groups

Secondary model

Secondary model

Class size 

Maximum 8 pupils

1 teacher

2 teaching assistants

Maximum 10 pupils

1 teacher

1 teaching assistant

Maximum 10 pupils

1 teacher

1 teaching assistant

How progress is measured

PLIMs 

EfL 

SCERTS

Internal accreditation

PLIMs

EfL 

SCERTS

Internal and external accreditation

PLIMs

EfL

SCERTS

External accreditation

Accreditation 

(external accreditation will only be sought where this is in alignment with a pupil’s learning and development needs)

School based 

Some students may work towards Entry Level 

Duke of Edinburgh Awards 

Unit Award

AQA Entry Level

Unit Award AQA Science 

Entry level OCR Science

NVQ

NCFE

Functional Skills Level 1 Maths 

Functional LiteracyAQA Entry Levels 1/2/3 Maths

Dance Leadership L1-3

Dance Leadership Go Lead

 

AQA Dance

Duke of Edinburgh Bronze / Silver

Unit Award AQA Science 

Entry level OCR Science

GCSE Biology 

BTEC

NVQ

NCFE

Functional Skills Level 1 Maths 

Functional Literacy

AQA Entry Levels 1/2/3 Maths (inc Pathway 1 from Sept)

WJEC GCSE Maths 

Dance Leadership L1-3

Dance Leadership Go Lead

 

AQA Dance

Duke of Edinburgh Bronze / Silver

 

 

 

Years 12-13

 

Pathway 1

Pathway 2

Pathway 3

Life-skills pathway

Vocational pathways                 Standard timetable

Description of provision

-Duke of Edinburgh Award

-Access to the community, including access to road safety and travel support sessions 

-Self-help skills, such as basic cooking, personal safety and home maintenance

-Literacy/numeracy

-ICT

-PSHCE / SRE

-Work preparation or work experience

-Reception / Office   -TA                         - WEX
-Site                          -PE assistant        - College link
-Library                     -Car wash / valet  - Community service -Cleaning     -Animal care         - Enrichment
-Team enterprise      -Retail                   - Core subject
-Construction           -Ground keeping  - Option ubjects
-Project Search        -Duke of Edinburgh 

 

                                                      

Class size 

Maximum 16 pupils

1 teacher

2 higher teaching assistants

4 teaching assistants

Maximum 12 pupils

1 teacher

1 teaching assistant

How progress is measured

PLIMs 

EfL

SCERTS

AQA Entry level Maths

 

PLIMs 

BKSB

EfL 

External Accreditations 

Accreditation

   

Year 14

 

As above with a focus on transition

 

School based accreditation

Some students may work towards Entry Level 

Duke of Edinburgh Awards 

Supported internships

 

- WEX                                                                                    - College Rotation 

- Community engagement                                                - Enrichment

- Core subject                                                                     - Option subjects
- Preparation for Adulthood “Life after Meadow”

 

Expected outcomes    This table shows some typical outcomes for our pupils when they complete their time at Meadow.  However, all pupils are individual so this is only a rough guide.




 

Life 

After Meadow

Pathways to success

Pathway 1

Pathway 2

Pathway 3

Living

Supported living with limited independence skills

Supported independent or semi-independent living

Independent or semi-independent living

Relationships

Able to form and continue relationships with support

Able to form relationships independently and continue them with support

Able to form and continue relationships independently

Travel

Ability to access the community safely with support

Independent traveller to school / familiar places

Independent traveller

Money

Will need full support

Supported to  manage their own finances 

Able to manage their own finances by 25

Literacy

Will need full support

Will require some support with forms and applications

Predominantly independent

Communication

May need support to communicate 

An effective communicator in most situations

An effective communicator who can problem solve

Destinations

Specialist 19-25 provision

Supported internships / Employment / 

Project Search

Employment / 

College  / Apprenticeships / Supported internships / Project Search

 

As stated above, this shows some typical outcomes. Please be assured that your child will be supported as an individual to achieve their aspirations and potential.

Glossary

Term

Definition

Accreditation

The acknowledgment of achievement or being able to perform a particular activity. External accreditation would traditionally be things like GCSE’s ASDAN etc. Where external accreditation is not deemed to meet pupil’s learning and development needs, progress and success will be internally accredited and acknowledged by Meadow High School.

Apprenticeship 

Employment which has college released learning days.

BKSB

An online electronic Functional Skills platform that assesses the current level of competence in Maths, English and ICT and makes a bespoke learning package for pupils.

BTEC

Business, Technology, Educational Council: an assessment system that assesses subject knowledge against national standards.

College Link 

Pupils who may go on to attend Uxbridge College attend the College for a small part of each week to familiarise themselves with the setting, teaching style, support and available courses. 

Core Subjects 

Subject learning that is studied by all pupils. At Meadow this includes Literacy/English, Numeracy/Maths, ICT, Religious Studies, World of Work.

Destinations

Where pupils may go and what they may do after their education at Meadow is complete.

D of E

The Duke of Edinburgh Award Scheme:  There are four sections to complete at Bronze and Silver level and five at Gold. They involve helping the community/environment, becoming fitter, developing new skills, planning, training for and completing an expedition and, for Gold only, working with a team on a residential activity.

Enrichment 

Learning that pupils can opt to participate in simply because they are interested in the subject. This broadens and enriches their learning experience and has a positive impact on their attitude to education.

GCSE

General Certificate of Secondary Education:  an assessment system that assesses subject knowledge against national standards.

Independent traveller

A pupil who can undertake training to learn to make the journey to and from school independently.  

NVQ

National Vocational Qualification: an assessment system that assesses subject knowledge against national standards.

Term

Definition

PLIMs

Personalised Learning Intention Maps: a framework that is individual to the child and is based on their unique learning and development needs.

Program of Study

A means of tracking progress in English and Maths.

Project Search

A supported internship program run by Meadow High School at the Marriott Hotel Heathrow.

Provision

How the school intends to meet pupil’s educational needs.

SCERTS

Social Communication Emotional Regulation Transactional Supports: a framework which allows staff to make a baseline assessment and monitor progress towards good social communication and emotional regulation (behaviour).

Secondary model

Pupils will transition to different subject teachers and classrooms throughout the day. Most pupils following this model will have English or Maths as well as PSHCE with their From Tutor.

Semi-independent living 

Pupils who are able to move out of home but require support with some aspects of living.

Semi-independent traveller

A pupil who may be able to make certain familiar journeys without support but would require support for other journeys.

SILSAF

Specialist Independent Living Skills Assessment Framework: a framework which allows staff to baseline and monitor progress towards the skills needed for life. Key areas of learning: Independent travel; Kitchen skills; Work based learning; Home management and Accessing the community.

Specialist 19-25 provision

Pupils with an EHCP can receive education up to the age of 25. A specialist provision would meet the needs of a pupil requiring greater support.

Specialist subjects

Subjects which could require access to specialist learning environments, equipment or teachers with specialist knowledge or qualifications. This may vary according to the Pathway a child is following.

At Meadow these may include: PE; Science; Food Technology; Resistant Materials; Art; Music; Dance.

Supported internships

A year’s work based training placement, supported by job coaches. The placement takes place at the work location, not on site at Meadow. Pupils complete a range of work related learning and are supported to identify, apply for and interview for full time paid employment.

Supported living

The expectation is that pupils requiring supported living will need to live with or be highly supervised by an adult. They will require support with most aspects of living.

Themed learning

Themed learning lessons are taught by the form tutor and are based around topics which change half termly. A bespoke curriculum has been designed to meet the needs of the Pathway 1 pupils. The subjects are embedded within themes which allows a focus on life-skills, enabling the students to be more independent and learn about the world around them. The subjects covered include: History; PSHCE; Geography; RE,;Technology; ICT and MFL. 

Transitions

Moving from one place or activity to another.

Tutor group based

Pupils spend the majority of their learning time in their tutor room being taught by their form tutor. This reduces the number of 

transitions the pupil is required to make throughout the day.

Term

Definition

Vocational qualification 

A qualification that is specifically job related eg hairdressing, construction etc.

WEX

Work Experience: a placement set up by the school in liaison with the young person and their family that provides an opportunity for them to apply skills and learn new ones in a real life situation.