Pathways to Success and Life Beyond Meadow
At Meadow High School we provide an education that will enable every young person to achieve their best outcomes during their time at Meadow and when they transition on from the school.
We call this ‘Life Beyond Meadow’.
Based on our experience in teaching and supporting young people with complex learning disabilities, we have identified two ‘Pathways’ for pupils in years 7-11 that we feel best enables the aspiration above.
Pupils in years 12-14 then progress to a Life-Skill Pathway, a Vocational Pathway or a Hybrid Pathway.
Before a pupil transitions into Meadow High School 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. We will always ensure that pupils are following the most appropriate Pathway, reviewing this at least annually.
The document below provides an outline of these pathways and suggests potential outcomes for pupils based on the experiences of previous students. 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 |
Pathways to success |
Pathway 1 (currently at Royal lane, moving to Northwood Road 2025 / 2026 TBC) |
Pathway 2 |
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How pupils will be taught |
Tutor group based, themed learning in key stage vertical groups. |
Year 7: 70% class based with Form Tutor. Year 8: 50% class based with Form Tutor. Year 9 and above: ‘Secondary’ model, moving about the school to subject specialist teachers / rooms. |
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Class size |
Maximum 8 pupils 1 teacher 2-3 teaching assistants |
Maximum 10 pupils 1 teacher 1 teaching assistant |
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How progress is measured |
Teacher assessments PLIMs EfL SCERTS Internal and external accreditation |
Teachers assessments PLIMs EfL SCERTS Internal and external accreditation |
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Accreditation (external accreditation will only be sought where this is in alignment with a pupil’s learning and development needs) |
School based certificates and recognition. KS4 students work towards Entry Level Maths qualification. Duke of Edinburgh Awards Bronze / Silver |
AQA Unit Awards Entry Level Maths (AQA) Entry Level English (AQA) Entry Level Science (OCR) NVQ NCFE Functional Skills Level 1 Maths Functional Skills English (Entry Level - Level 1 ) Dance Leadership L1-3 Dance Leadership Go Lead AQA Dance Duke of Edinburgh Bronze / Silver Pre-Entry / Entry Level 2 Signalong for Learners |
| Life-skills pathway |
Hybrid pathway |
Vocational pathway | |||
| Years 12-13 | Description of provision |
|
The Hybrid model selects from both the Life-Skills and Vocational Pathways to create a bespoke provision that best meets the needs of the individual or group it is intended for. |
- Core subjects: English, Maths, PSHCE RSHE,
- Option subjects: Signalong Science GCSE, Art And Design GCSE, Art non accredited , Construction Entry L3 to L1, Food Tech Accredited and non accredited, Music, Hairdressing Entry 3 - L1, Enterprise, Resistant Materials Health And Social Care L1 Resistant Materials Health And Social Care L1 - College link - Enrichment - WEX and VP - Vocational Pathways Reception-Admin / TA Library / Car wash-valet Animal care / Team enterprise Retail / Construction Catering / Elderly care Hairdressing / Sports employability Bike maintenance. |
|
| Class size |
Maximum 8 pupils 1 teacher 2 teaching assistants |
Maximum 12 pupils 1 teacher 1 teaching assistant |
|||
| How progress is measured |
Teacher assessment PLIMs EfL SCERTS External Accreditations |
Teacher assessment PLIMs BKSB EfL External Accreditations Rubrics Job coach’s assessment |
|||
| Accreditation |
AQA Entry Level Maths Edexcel Entry Level English Duke of Edinburgh Award |
Level 1 Health & Social Care Hairdressing City & Guilds ELC + Level 1 Maths GCSE Maths Functional Skills L1-2 English Functional Skills L1 Food Hygiene L1 and 2 |
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| Year 14 | Description of provision |
The key learning is a continuation of Year 12 and 13 with an additional focus on making a successful transition. School based accreditation Some students may work towards Entry Level Maths and Entry Level English qualifications. Duke of Edinburgh Awards
|
The school now has entry criteria for Year 14 Most pupils will move onto one of the following options at the end of Year 13.
It is anticipated that Year 14 will not |
Typical outcomes
This table shows some typical outcomes for our pupils when they complete their time at Meadow. However, it is important to remember that all pupils are individual so this is only a rough guide.
|
Life |
Pathways to success |
Pathway 1 |
Pathway 2 |
|
Decision making |
Supported to advocate for themselves |
Supported to advocate for themselves in certain circumstances |
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|
Living |
Supported living with limited independence skills |
Supported independent or semi-independent living |
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Relationships |
Able to form and continue relationships with support |
Able to form relationships independently and continue them with support |
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Travel |
Ability to access the community safely with support |
Independent traveller to school / familiar places |
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Money |
Will need a high level of support |
Supported to manage their own finances |
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Literacy |
Will need a high level of support |
Will require some support with forms and applications |
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Communication |
May need support to communicate |
An effective communicator in most situations |
|
|
Destinations |
Specialist 19-25 provision |
Supported internships / Project Search/ Employment/ College |
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. |
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BKSB |
Basic Key Skills Builder: 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. |
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BTEC |
Business, Technology, Educational Council: an assessment system that assesses subject knowledge against national standards. |
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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. |
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Core Subjects |
Subject learning that is studied by all pupils. At Meadow this includes Literacy/English, Numeracy/Maths, ICT, Religious Studies, World of Work. |
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Destinations |
Where pupils may go and what they may do after their education at Meadow is complete. |
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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. |
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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. |
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GCSE |
General Certificate of Secondary Education: an assessment system that assesses subject knowledge against national standards. |
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Independent traveller |
A pupil who can undertake training to learn to make the journey to and from school independently. |
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NVQ |
National Vocational Qualification: an assessment system that assesses subject knowledge against national standards. |
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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. |
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Project Search |
A supported internship program run by Meadow High School at the Marriott Hotel Heathrow. |
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Provision |
How the school intends to meet pupil’s educational needs. |
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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. |
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Semi-independent living |
Pupils who are able to move out of home but require support with some aspects of living. |
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Semi-independent traveller |
A pupil who may be able to make certain familiar journeys without support but would require support for other journeys. |
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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. |
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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. |
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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. |
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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. |
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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. |
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Transitions |
Moving from one place or activity to another. |
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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. |
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Vocational qualification |
A qualification that is specifically job related eg hairdressing, construction etc. |
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VP |
Vocational Pathways, designed to equip students with practical skills and experiences that enhance their employability and prepare them for life beyond school. These pathways are based both at the school and within the community, focusing on developing industry-specific knowledge, workplace behaviours, and transferable skills. |
|
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. |