Our Curriculum

The Meadows School offers a broad and balanced curriculum that enables students to:
  • Reach their full potential whilst developing skills in independence for life beyond school
  • Receive relevant and appropriate programmes of study that are progressive and tailored to student’s individual personal needs and interests
  • Access enrichment opportunities that foster personal, spiritual, moral, cultural and social development within supported peer groups
  • Experience specialist teaching and learning that embraces all learning styles, within an inclusive environment, celebrating individualism, acceptance, tolerance and promoting equality of opportunity for all
Our Learning Pathways - click here
Our learning areas:
Ethos and vision:
The curriculum at The Meadows School creatively encapsulates, where appropriate, the statutory entitlement to the National Curriculum programmes of study alongside more personalised pathways of study, intervention, therapy and enrichment opportunities that are drawn from the individual needs identified within each student’s Education Health Care Plan (EHCP).
The curriculum is regularly reviewed by school leaders to ensure that it creatively and dynamically meets the needs of our changing school population. All pupils receive a personalised curriculum approach with learning targets that are regularly reviewed by teaching staff and next steps identified. Our curriculum aims to engage students and encourages a thirst for learning. We strive for this vision by providing active, purposeful and relevant teaching and learning experiences that link skills and knowledge across curriculum areas rather than within taught subjects. Communication, independence and enjoyment are the key drivers of success and progression for students at The Meadows School.
Monitoring and Review:
Subjects and opportunities are grouped into Learning Areas for provision mapping, monitoring and curriculum review purposes. This ensures that pupils receive breadth in curriculum coverage and relevantly linked learning experiences. (please see our Learning Pathways)
The KS3 curriculum offers two differentiated approaches for our young people. We provide a specialised curriculum for young people with Profound and Multiple Learning Difficulties that focuses on four main areas:
  • Communication
  • Cognition
  • PSD (Personal, Social Development) and Independence
  • Physical Development
Specialised and sensory-based teaching and learning experiences are developed for each of these key areas.
Where appropriate, a more subject-based curriculum is offered to pupils, within a cross-curricular and thematic approach to learning. Lessons draw down the subject objectives creatively and purposefully, whilst enabling age appropriate access to the following core and foundation subjects in a meaningful way:
  • English
  • Maths
  • Science
  • History
  • Geography
  • Modern Foreign Languages
  • Design and Technology
  • Art and Design
  • Music
  • Physical Education (including swimming)
  • Citizenship
  • Computing
In addition, the student curriculum is enhanced further through Outdoor Learning.
Students receive their statutory curriculum entitlement, where appropriate, through thematic teaching and learning that is embedded within differentiated accreditation pathways. The student learning journey is creatively mapped to developing cognition and learning, independence and self-help skills, community and leisure skills and knowledge for each individual. Great care is taken to ensure that KS4 pathways entail fulfilling enrichment opportunities and begin preparation for life beyond school, yet also meet the on-going needs of students preparing for adulthood.
Students focus on the following learning areas:
  • Functional Skills, including core Maths, English, Science and non-core subject areas
  • Life Skills, including following an Options programme
  • Employment Skills, including internal work experience, IT and workplace skills
  • Community Link and Enrichment opportunities, including Travel Training and D of E
Communication, Social Skills and Self Care are key areas for teaching and learning within KS4. The development of these skills is combined with opportunities for regular physical activity and healthy lifestyle choices.
The Sixth Form curriculum has been created to provide differentiated pathways that prepare pupils for life beyond school. Accredited courses and enrichment experiences ensure that students continue to develop independence for work and life, enabling them to reach their full potential, integrate within the local community and pursue personal interests. Individual learning maps are created to develop cognition and learning, independence and self-help skills, community and leisure skills and knowledge through a personalised and meaningful approach. Students engage in the following activities:
  • Nationally Recognised accreditation
  • Core skills curriculum with an English, Maths and PSD focus                           
  • Strong PSD focus-preparing for independent living
  • Works Experience (External)
  • Celebrating individual identity
  • SRE for key learners
  • Support to attend own professionals meetings
  • Access to advocacy as required
  • Educational visits, including residential visits
  • Local College Learning opportunities
  • Community  Arts projects
  • Youth club and D of E
  • Travel training in the local community
  • Promoting sustainable Well Being in the local community
  • Enrichment clubs within school and with external partners
  • Personal physical support programmes
  • Support to attend placement preparation meetings as appropriate
Sexual relationship Education (SRE)
Statutory SRE entitlement is delivered in an age appropriate manner through PSD lessons and more tailored sessions to meet the emerging individual pupil needs. Please view our SRE policy here.  
Religious Education (RE)
RE entitlement is delivered through a thematic approach and explored further through religious festivals and celebrations. The new Sandwell Religious Education Syllabus is the reference document for RE curriculum delivery.
Spiritual, Moral, Social and Cultural Education and British Values
Spiritual, Moral, Social and Cultural Education is integral to all areas of the curriculum and British Values are promoted through equality and mutual respect within lesson content and by modelling good conduct.
Independence and communication are at the core of all personalised curriculum outcomes, ensuring pupils feel empowered to access the peers and services around them. Enrichment opportunities within the school curriculum provide an excellent platform for enhancing these key skills, whether this is through visiting companies, off-site visits or placements.
Pupils enjoy the benefit of a broad range of school partnerships that enrich their personalised curriculum and provide opportunities and experiences beyond the classroom. These experiences are both vocational and residential, developing independence skills for life and teaching pupils how to keep themselves safe within our wider society.

Pupils receive targeted interventions in Numeracy and Literacy skills to ensure that they meet aspirational targets set. Interventions and their impact on pupil outcomes are measured and reviewed half-termly by the class teacher and Key Stage Leader to inform ongoing provision.
The Meadows School works closely with the onsite Multi-Agency Team to develop bespoke programmes that support the physical and emotional well-being needs of our students. We are fortunate to have specialist professionals in Speech and Language Therapy, Occupational Therapy, Physiotherapy, Sensory Impairment and Children’s Community Nursing working within the learning environment with close communication channels with classroom staff.
Pupils are expected to complete appropriate homework in support of their learning. The school has a Homework Policy and parents are encouraged to support their child in the completion of any homework set by teachers. This may include working with communication aids such as PECS symbols, independence skills and following physiotherapy programmes.
Professional teacher judgement is used to assess student achievement and attainment each term for English and Maths. At the end of the academic year non-core subjects are also assessed using the same method. Student progress is reviewed by Key Stage Leaders and SLT, then reported to governors at the Curriculum Meeting each term. Teacher judgement is externally moderated by accredited examination boards and colleagues within other special schools within and beyond Sandwell at least annually. Assessment is used to inform future provision and ensure an aspirational, yet personalised approach that plans for successive incremental steps towards meaningful individual targets.
Further information
Please refer to Key Stage Curriculum Documents (click on the links below) for further pathway and subject content information.
Whole School Themes
Do you want to ask more questions?
We would welcome discussions about our curriculum, to chat to our team, please contact the Heads of Department. 
  • KS3 - Stewart Harris 
  • KS4 - Julie Turner
  • Sixth Form - Ashley Furness
Telephone: 0121 569 7080 (reception)