SEN Information Report
We are keen to gain views from parents, learners and families to ensure we are presenting an accurate account of how Meadowside School provides for learners with Special Educational Needs and Disabilities.
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Meadowside Secondary Special School
(Complex Learning Difficulties)
Headteacher: Miss Paula Wareing
Telephone: 0151 678 7711
Admission number: 75
Age range: 11 to 19
The health, safety and individual dignity of all pupils and students is of paramount importance to the staff at Meadowside School. Teaching styles respond to learning styles and learning environments are designed to promote the best outcomes for each individual. Pupils include those with moderate, severe and profound learning difficulties, some are associated with Autism, Down’s Syndrome, Global Developmental Delay and other conditions. They may also have associated physical disabilities, communication and sensory difficulties, ADHD, complex and challenging behaviour along with less common conditions. Many of our young people have additional health and care needs. They greatly benefit from the care provided by our onsite nurse and a team approach with professionals from other agencies.
Meadowside is a well-established school in a green and quiet location. It has a strong pastoral ethos and is well rooted within the local community. The school offers our pupils bespoke inclusion at Woodchurch High School, where they can gain a range of qualifications, including GCSE, B Tech. We have an established programme of work experience, both on and off-site, eg: animal care, PE Technician, Architect’s office, catering and retail. We offer a programme of curriculum enrichment which includes horse riding, cooking, enterprise, sport, the arts, after school clubs, a holiday club and opportunities to share overnight educational experiences with their peers. A wide range of nationally recognised Awards are accessed through our broad and creative curriculum. The school has excellent facilities including a brand new immersive theatre, a community room, ICT facilities in every classroom, plus mobile devices, a large pool, fully equipped laundry, and a range of bathrooms, toilets and a wet room to meet the needs of all our students.
Meadowside is a small school, highly staffed with a well established, experienced, relevantly qualified and trained, team. We take a personalised approach and offer individualised learning packages, incorporating a variety of therapies enabling youngsters to access the most appropriate curriculum for them, currently up to 74% of our learners have an individualised timetable. All planning is highly structured, so that everyone knows the “next step” for each child, enabling the young person to be confident in their learning. All pupils have a Pastoral team around them to facilitate person centred planning and provide support for the family. The Learning Mentor promotes emotional wellbeing, offers support to individuals, their parents or carers, monitors attendance, provides access to counselling and assists the pupils in making positive contributions to the community. She co-ordinates the running of the school council and puts our pupils at the heart of both the school and wider community. Some pupils move from class to class to use specialised equipment and are taught by subject specialists, others prefer a classroom base which is designed to meet their needs e.g. discrete provision based on the SPELL, (structure, positive approaches and expectations, empathy, low-arousal, links) framework. We also provide a class base for younger children, who are currently more comfortable working within the primary model. We provide opportunities for off-site education for those of our Learners who respond best in this type of learning environment.
The pupils at Meadowside are strongly encouraged to focus on co-operation, teamwork and problem solving. We promote personal choice and autonomy, by reducing dependency at whatever level is most appropriate to them as an individual, working in partnership with parents. Well established person centred approaches discover aspiration and develop potential. The curriculum is focussed on promoting self-help skills, self-esteem and where appropriate transferable work related skills. Expectations although high, are realistic, based on accurate assessment. Successful links with the community enable individuals to feel valued and to participate in a meaningful and fulfilling life.
You are welcome to visit us, look at our website and we look forward to meeting you.