Meadows School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel valued at Meadows School.

They know that their social, emotional and mental health (SEMH) needs will be understood and supported. Leaders and staff work closely with therapists to create the school's kind, safe and respectful culture. Several parents and carers praised how well the school helps pupils to learn to understand themselves and communicate their feelings clearly and calmly as they get older.

The school's approach to personal development is exceptional. The friendly atmosphere and caring staff give pupils confidence that they can learn and achieve here. A wide range of excellent enrichment opportunities, trips and visits help pupils to develop th...eir character and learn how to behave in social situations.

These range from playing board games at lunchtime to kayaking and camping as part of The Duke of Edinburgh's Award expedition.

The academic curriculum has improved since the last inspection. In particular, a new approach to teaching reading is helping pupils of all ages access the curriculum more readily.

Adults adapt each pupil's curriculum well to meet their specific SEMH needs. Provision in the sixth form is especially strong.

The school's raised expectations for pupils' achievement, alongside excellent careers education, advice and guidance, help pupils to be very well prepared for future life.

What does the school do well and what does it need to do better?

The Barnardo's charity's values form the backbone of leadership in the school. Leaders respect the unique worth of every person and encourage everyone to fulfil their potential. Those involved in governance have supported and challenged the school to improve.

Staff enjoy working at the school because of its strong, inclusive culture that focuses on each individual's well-being, safety and development.

Developing pupils' character and helping prepare pupils for their future lives are integral to the work of the school. Staff are expert at helping pupils understand how to look after their mental health.

Focused teaching helps pupils learn to eat healthily, stay safe and respect and be kind to each other. Pupils of all ages benefit from the school's excellent approach to careers information, advice and guidance. Adults are adept at finding out about each pupil to provide them with opportunities to develop their unique talents and interests.

This becomes more bespoke as pupils get older. As a result, by the time pupils are in the sixth form, they are able to choose activities and qualifications that allow them to thrive in the community and sustain destinations at college, university or work.

The school is typically calm and friendly.

When pupils join, many find it hard to focus their attention. Adults patiently help pupils to manage their behaviour and increase their focus on learning over time. Pupils are positive about the school.

Several said that the best thing about the school is that staff help them to be the best versions of themselves.

The school has improved how it monitors behaviour and attendance. This is helping leaders to spot and act on patterns and trends.

For example, additional training for staff in how to help pupils when they are anxious or dysregulated has reduced the number of incidents and means the school is much calmer than previously. Focused teaching to help pupils treat each other with respect has significantly reduced instances of poor behaviour.

Many pupils who join the school have previously had long periods of absence.

Adults learn quickly about each pupil's barriers to coming to school. Staff's personalised, nurturing approach helps build trust. Most pupils increase their time in school so that they soon attend very regularly.

This shows that pupils feel increasingly safe in school.

The school has raised its ambitions for pupils' achievement. Subject leaders are knowledgeable.

New, well-organised curriculums set out the knowledge pupils need to gain over time. Adults are typically skilful in identifying gaps in pupils' learning and tailoring what they teach to pupils' changing needs. As pupils get older, they choose subjects and achieve qualifications that are very well matched to their needs and aptitudes.

Provision in the sixth form is exceptionally strong.

Rightly, improving teaching and learning in English has been the school's main priority for staff training. As a result, there is now a consistent approach across the whole school to teaching pupils to read using systematic, synthetic phonics.

All staff are trained in how to teach phonics so that no matter what age a pupil joins the school, their gaps in phonics are quickly identified and start to close. A well-organised approach to teaching writing is also raising standards. There has not been the same focus on checking that teaching and learning in other subjects is as strong.

The school recognises the need to monitor the quality of teaching and learning in some other subjects where new curriculums are in place.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum has been recently redesigned.

The school has not yet ironed out some inconsistent approaches to teaching and learning in these subjects. This means that, at times, some pupils are not learning as well as they should. The school should ensure that all academic subjects are consistently well designed and delivered to a high standard.