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Meadow School 2025/2026 Prospectus

Welcome to Ash Meadow!

hted to welcome and share information with you about our school

Ash Meadow school is dedicated to ensuring that each pupil feels safe and happy in a warm and nurturing environment. We are deeply committed to ensure each and every pupil feels valued, respected, and empowered. Ash Meadow is more than a school, we strive for every pupil to meet their full potential. To succeed in this, we work in partnership with families, the community and other professionals, and work collaboratively to support our pupils on their educational journeys.

We are guided by our core values: We Learn & Grow, We Care, We Work Together and We Are a Safe Pair of Hands. These values are at the heart of everything we do, creating a foundation for a positive and inclusive school culture.

We are passionate and embrace the individual needs of each pupil, fostering a community where every child can thrive. We respect each other, celebrating our differences and embrace the unique contributions that each pupils brings to our school Our commitment to high standards ensures that we provide a rich and engaging curriculum tailored to meet the diverse needs of our pupils.

Vicky Tijani, Headteacher

Who we are

Ash Meadow offers specialist education and support for up to 89 pupils aged 5-19 with autism, learning disabilities and associated complex needs who have an Education, Health and Care Plan (EHCP).

We recognise that pupils may join us during a period of crisis and may have spent long periods of time out of education. We provide personalised education pathways and a personalised programme of wraparound support. Their individualised Learning Plan and timetable enables them to overcome barriers to learning, and is designed to fully meet their EHCP needs and support them to reach their developmental potential. Our protective framework offers peace of mind to families, carers, and placing authorities.

We also provide assessment services that identify future educational, healthcare, and social care needs Each pupil receives a broad, balanced, and individualised curriculum, inclusive of college transitions and work-based placements, to maximise their ability to reach their full educational potential.

“Awakening Potential - Our Vision is to provide the highest quality education to ensure our pupils can reach their full potential and achieve the best possible life chances.”

Our Campuses

Ash Meadow School has two campuses, located a short 15-minute walk away from each other Ash Meadow school offers pupils the opportunity to broaden their learning in a specialist environment with support of their trusted education teams Pupils at Ash Meadow will have the opportunity to learn across both campuses depending on their lessons.

Maple Fields

Maple Fields Campus opened in 2022 with a study and computer room, art studio and a science lab

Elm Fields

Elm Fields Campus opened in 2025 and includes our music room, food tech classroom and library

Positive Behaviour Support

Ash Meadow School prioritises Positive Behaviour Support, adopting a positive and person-centered approach when managing behaviour of concern or unsafe behaviour, with access to Bright Future’s designated Positive Behaviour Support Team We recognise the challenges that our pupils face and take a holistic approach in understanding the individual, their autism and their specific needs.

We promote positive behaviour by fostering a nurturing environment built on role modelling, careful matching of pupils and colleagues to the school and shared behavioural expectations. Celebrating pupils achievements and positive behaviour plays a central role in supporting their social, emotional, and community development.

Each pupil has access to an individualised Behaviour Support Plan outlining both teaching and reactive strategies to ensure safety and development. We have established positive handling strategies that are planned, systematic, and as non-intrusive as possible to support pupils in making informed behavioural choices and begin taking control of their behaviour.

Regular assessments ensure behaviour and education plans are continuously updated to reflect the evolving needs of each pupil so they are able to thrive both academically and socially

Our Curriculum

At Ash Meadow, we have multiple strands to our curriculum depending on a pupil’s individual ability.

These are:

Pre-Engagement Curriculum Pathway

Engagementto KeyStage Pathway

KeyStage Pathway

Formal Curriculum (KeyStage 1-3)

Pathways Curriculum (KeyStage 4)

Post 16 Curriculum

Our curriculum pathways support pupils in developing essential skills for learning and life. We focus on developing independence, social skills, and practical skills through a holistic approach. Our independence into adulthood programme prepares pupils for life beyond education, helping them to achieve their next steps and play an active part in the communitytheylive in.

Subjects covered at Ash Meadow are varied and include:

English

Maths

Computing/ICT

Science

Art Humanities

Horticulture

Modern Foreign Languages

FoodTechnology

Music Safeguarding Careers

Engagement Curriculum

The Engagement Curriculum offers our pupils a range of approaches to learning including:

Communication

Independence

Structured and Sensory Free Play/Leisure Time

Physical Wellbeing

Outdoor School

Creativity (including Drama, Art and Music)

Maths

PSHE/RSE

Science

As part of our Engagement Curriculum, we have adapted the EQUALS scheme of work which involves informal, semi formal and formal programmes to suit the needs of our pupils with Autism and/or Learning Disabilities who may require a more indirect and creative approach to learning. The curriculum is developmental in nature and can be personalised.

The Engagement Curriculum is not directly related to either age or stage and we recognise that some pupils may stay in this stage for a significant amount of time, though there are clear, personalised progression routes whether this be a full or partial

Key Stage 1 & 2

All of our pupils follow a curriculum which incorporates the foundation subjects and where suitable, may also link to the core subjects and the national curriculum at a level that is appropriate to the age and developmental stage. This is an 8 year programme, further enriched through specialist provision such as art tutors and sports coaches.

A range of subjects are taught across this stage including:

English/Phonics/Communication

Maths

Science

ICT

PSHE

Humanities

Art/DT

Food Technology

Music

Sport

Sensory Hub Curriculum Visits

Swimming

Independence to adulthood - one afternoon a week, pupils will engage with a variety of subjects to increase their independence.

Key Stage 3

Key Stage 3 provides a basis for more independent learning. Pupils continue to receive a broad, balanced and differentiated curriculum.

Educational visits are an integral part of Key Stage 3, encouraging pupils to link learning and transfer skills from the classroom to community situations such as using skills from a maths lesson to pay for their swimming lesson.

Subjects taught at Key Stage 3 are the same as Key Stage 2 but also include: Drama Careers Relationships, Health and Sex Education

Pathway Curriculum and Post-16

Once a pupil reaches 14 years old, they will progress to the pathway curriculum. Here, there is a focus on independence, enrichment and work experience, and learning takes place in both the school and local community Students learning will be linked closely to their future career interests.

There are 3 pathways on this curriculum.

Sensory exploration

This pathway focuses on independent life skills. The students on this pathway will also gain access to open awards/ qualifications in life skills and independence.

Holistic

This pathway focuses on independence and work skills in the community and workplace. In this pathway students gain access to additional open award certificates.

Skills empowerment

This pathway focuses on supporting students and gaining skills and qualifications to attend college and further education. In this pathway students can sit their Functional Skills n and Open Awards at Level 1.

Community Outreach

At Ash Meadow, we are deeply committed to giving back to our local community and nurturing active citizenship. Our curriculum is supported with community activities related to different themes within the term.

Our Student Council plans termly community service projects such as creating hampers for the local community. These initiatives empower pupils to make a difference whilst encouraging compassion, leadership and a strong sense of service to supporting those in need. The student council also selects local, national and international charities to support, which helps them to understand their role in the wider world

As well as the student council, Ash Meadow has an Eco-Committee who regularly organises local litterpicking events, helping keep our community clean. The committee has proudly earned the Eco Schools Green Flag and is currently working toward achieving Green Mark accreditation, a certification that celebrates high standards in environmental and sustainable practices.

Pupils have the opportunity to explore our Allotment to grow and harvest a variety of fruit and vegetables for the local foodbank and school cooking projects.

There are a range of lunchtime clubs for pupils to get involved in, most of which have been suggested by the pupils such as Lego, Martial Arts, Gardening and Book Club.

Continuous Development

efit from a range of additional learning experiences adow School. As well as their curriculum, pupils are partake in school trips, receive career guidance and develop both personally and academically

Our pupils at Year 7 age and older will work with Careers

Connect who support them as careers advisors at a level that is appropriate to their needs, aspirations and levels of independence. Here, they will learn about opportunities for training, education and occupations beyond school.

aim to nurture well-rounded individuals who are reflective, spectful and active members of the community. Our SMSC programme encourages pupils to respect different faiths, eelings and values as well as exploring their own. Pupils will engage in discussions on moral and ethical issues to ppreciate different viewpoints and further understand the w and consequences. Pupils will develop their social skills in diverse contexts, participating in community settings, volunteering and conflict resolution. They will learn to understand and respect diverse cultures within the school ommunity and beyond and develop their understanding of British Values such as democracy

gh priority is also placed on PSHE to include the acquisiition independent living skills to maximise opportunities for selfconfidence, social interaction, personal autonomy, selfempowerment, economic well-being, self-advocacy and to hance life chances. It includes aspects of Health Education ding Sex & Relationship Education as well as anti-bullying.

Total Communication Approach

We adopt a Total Communication Approach and commission Shine Therapy Services who assess the speech, language and sensory needs of our pupils and work with our te to develop plans that are bespoke to individual needs approach aims to create strategies, resources and stimulating environments to develop non-verbal and communication abilities, facilitate social interaction, attention and understanding and support emotional development

Shine Therapy offer thorough Speech and Language assessments and Occupational Therapy assessments to each pupil Therapists work closely with all our education and care teams to develop a total communication approach which will fully support the pupil in all settings.

Our teams are highly skilled in utilising a range of communication methods to support pupils to access the curriculum including Symbols, Makaton, Objects of Reference, Sensory Cues, Social Stories, Prompts and Alternative Augmentative Communication Aids.

will then work on addressing their tolerance levels at a pace that does not cause any increased anxiety.

Referrals Process

Admission to the school is a 3 stage process:

Initial referral by a local authority

School and/or home-based assessment

Transition into school

Before a planned placement is offered at Ash Meadow, the pupil will be visited in their home/placement environment

Following the visit, the school will inform the Local Authority if they feel they are able to offer a place. The Local Authority will then determine whether the placement is appropriate.

Once a placement is agreed, a pre-admission meeting is held to finalise the details and discuss how the school and family will work collaboratively to ensure the EHCP objectives are met. During this meeting a bespoke transition plan is then developed with the family and support teams to ensure a smooth and seamless transition.

Upon admission, a full educational baseline assessment is undertaken. Education teams provide reports based on academic ability, developmental progress and behaviour.

Families and support teams are encouraged to come and visit the school, therefore we have an open evening each term where we have tours and an opportunity to meet the senior leadership team to ask questions If you are interested, in coming to visit, then please call the school office to book a place

Our full admissions policy and criteria can be found on the Bright Futures website.