Curriculum Overview
The Meadows School
‘Together we grow, achieve and thrive’.
Curriculum Overview
Our curriculum places the child at the centre, beginning with the aims articulated in their Education, Health and Care Plan (EHCP). We ensure a deep understanding of what each learner can already do and understand, enabling us to identify the targets that will have the most meaningful impact on their lives.
We are committed to delivering a broad, rich, and stimulating curriculum that develops communication, confidence, resilience, self-esteem, and independence. These outcomes are underpinned by our school’s Core Values: Communication, Respect, Independence, Collaboration, Growth, and Wellbeing.
Through our curriculum, we aim to equip pupils with the knowledge and cultural capital they need to succeed in life. We strive to foster a lifelong love of learning, inspiring curiosity, creativity, and a strong sense of self that endures beyond their time at The Meadows School. Our learners are supported to become confident citizens, fully prepared for life in modern Britain.
We define cultural capital as the essential knowledge and experiences pupils need to navigate the world around them and achieve future success. To that end, we provide regular opportunities to engage in enrichment activities and real-life experiences, including educational visits, guest speakers, and immersive learning experiences, both in and beyond the classroom.
Our curriculum is carefully sequenced, with clearly defined end points at the conclusion of each unit, or key stage. Where relevant milestones are mapped out along the way, identifying the specific knowledge and skills pupils will develop as they progress through their learning journey.
Where appropriate, subjects are taught through broad thematic topics, while still supporting pupils to recognise the distinct skills, knowledge and concepts unique to each subject discipline. This balanced approach helps pupils develop knowledge and understanding while making meaningful cross-curricular connections.
Curriculum Intent
Our curriculum aims to promote
- Holistic and Individualised Learning: We acknowledge that each child is unique, and our curriculum reflects this by being holistic, individualised and child centred. Whether it’s through sensory activities, life skills training, or creative exploration, we adapt our approach to each student’s cognitive and developmental abilities. We believe that learning should be fun and engaging to help motivate students and allow them to feel happy and reach their potential in a safe, creative and supportive environment.
- Preparation for Adulthood and Independence: Preparing students for adulthood is fundamental. We focus on fostering independence, providing practical life skills that will support students in managing their day-to day lives as they transition into adulthood. This includes developing social skills, self-care practices, emotional resilience, confidence and the ability to communicate effectively and safely in their communities.
- Community Engagement and Application of skills: We aim to provide our students with the knowledge and cultural capital they need to succeed in life inspiring a love of learning that will remain with them throughout their lives beyond the Meadows School. Our curriculum aims to foster community engagement by providing students with opportunities to apply the skills they learn in real-world settings, encouraging active participation and building connections within their community.
- Achievement and Success Our curriculum is centred on promoting achievement, where each student’s unique abilities and progress are celebrated. We aim for students to feel confident in their ability to achieve meaningful success, whether it be academic, personal or social. Through focused and individualised learning, we empower student to understand and pursue their aspirations.
Our overarching aims are shaped by the following core intentions:
- To provide high-quality, personalised, and meaningful learning experiences that promote engagement and achievement.
- To ensure learning is accessible, inclusive, and adaptive, reflecting each pupil’s starting point, communication style, and EHCP outcomes.
- To develop essential life skills across all pathways that prepare learners for greater independence, wellbeing, and long-term success.
- To support the development of Preparation for Adulthood (PfA) skills: Employment, Independent Living, Community Inclusion, and Health.
- To provide regular and meaningful opportunities for community engagement, enabling pupils to practise communication, independence, and social skills in real-world settings.
- To support pupils in applying learned skills functionally across contexts, ensuring generalisation beyond the classroom into everyday life, work-related learning, and community experiences.
- To celebrate individual achievement in all its forms—academic, personal, social, emotional, and functional—recognising and valuing progress from each pupil's unique starting point.
- To create a culture of aspiration and success, where pupils are motivated to reach their potential through personalised goals, high-quality teaching, and consistent recognition of effort and improvement.
Curriculum Implementation
To meet our curriculum intent, we implement the following:
- Differentiated and adaptive teaching approaches that respond to pupils’ communication styles, sensory needs, and individual EHCP outcomes.
- Pathway-based curriculum models that align with developmental stages and prioritise engagement, cognition, and real-life skill-building.
- Personalised Learning Goals (PLGs) that are drawn from EHCPs and tracked through appropriate frameworks such as MAPP, SCERTS, and the Engagement Model.
- Embedding of life skills across all subject areas, with dedicated time for developing independence, emotional regulation, and functional application.
- Regular exposure to real-world experiences including community visits, enterprise projects, and work-related learning, supporting Preparation for Adulthood (PfA).
- Opportunities for pupils to apply knowledge and skills across varied contexts, enabling generalisation into everyday life, supported by cross-curricular planning.
- Celebration of progress and achievement in all forms—academic, personal, emotional, and social—through assemblies, reward systems, and family communication.
- Use of student voice and strengths-based approaches to build motivation, self-esteem, and a sense of ownership in the learning journey.
- Ongoing professional development for staff, ensuring high-quality teaching and reflective practice that fosters a culture of aspiration and improvement.
We acknowledge that curriculum implementation is a dynamic process that is constantly evaluated to ensure it remains relevant and meets the evolving needs of students and staff.
We will know our curriculum is having the intended impact when:
- Pupils make progress towards their EHCP outcomes and personalised learning goals through high-quality, tailored provision.
- Learners demonstrate increasing independence, applying practical skills in everyday situations and working towards aspirational futures.
- Students develop confidence in communication and self-expression, using a range of accessible, individualised methods.
- Skills are successfully generalised across settings, with pupils able to transfer learning between lessons, home, community environments, and work-related contexts.
- Learners are engaged, motivated, and emotionally regulated, showing improvements in confidence, self-expression, and active participation in their learning across all pathways.
- Social interaction and meaningful community engagement are evident across all pathways and learning experiences.
- Assessment frameworks (e.g., MAPP) and qualitative evidence (e.g., portfolios, observations, student voice) consistently demonstrate progress and inform meaningful next steps.
- Diversity, identity, and inclusion are promoted and respected, with pupils showing awareness of others’ values, cultures, and perspectives.
- Individual successes are celebrated, and pupils are recognised for achievements in all forms—academic, personal, and social—fostering a culture of aspiration, pride, and lifelong learning.
- Pupils achieve positive post-16 destinations, with progress towards Preparation for Adulthood outcomes including employment, independent living, and health.
Click below to access the Curriculum Intent & Aims Summary Poster
Our Quality of Education Lead is:
Theodora Papaspyrou (Deputy Head Teacher, theodora.papaspyrou@themeadows.sandwell.sch.uk )
If you have any queries or would like to discuss our curriculum further, please do not hesitate to contact the school.
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