Meadows View School is a day school for boys and girls aged 4 to 11 with a diagnosis of autism, and who have a range of complex learning needs, communication and sensory difficulties.
At Meadows View, the curriculum encompasses all the planned learning experiences that children engage in, both inside the classroom and across the school throughout the day. It includes all the planned activities designed to support learning, personal growth, and development. Teachers, support staff, therapists, and The Education Team work collaboratively to plan and deliver these experiences to maximise children’s progress, and personal development. Our curriculum also embraces the spontaneous learning opportunities that arise during the day, which staff actively recognise and build upon in line with the autism-specific principles of our curriculum framework.
Aims
Together we will;
- Ensure that we all achieve outcomes that are to the best of our abilities.
- Ensure we keep one another safe and that everyone feels looked after.
- Maintain unconditional positive regard in everything we do.
- Ensure that everyone feels empowered to be as independent as possible.
- Be kind and respectful to one another and ensure no one feels alone.
- Have as much fun and enjoyment as possible
Our integrated therapeutic curriculum blends each child’s individual EHCP targets with tailored therapeutic input and structured curriculum planning, ensuring their needs are fully met and they have every opportunity to grow, learn, and thrive.
Our curriculum is designed to prepare our children for life in modern Britain, and to address any barriers to learning they experience as a result of their autism, additional diagnoses, or past experiences. We understand that, at Meadows View, the learning journey, personal circumstances, educational and personal outcomes for every pupil are entirely unique, and so our curriculum strives to provide pathways that match the capacity and potential of each learner.
All learning is driven by our pupil’s individual needs and interests, and these are supported via our four learning pathways, Bumblebee (Informal), Butterfly (Semi-formal), Dragonfly (Formal) and Grasshopper (SEMH). Our pathways are designed to be an adaptive curriculum that is built around the pupil’s EHCPs, aspects and elements of the EYFS framework/Development Matters/Equals Curriculum and the National Curriculum. These pathways are fluid and children’s individual offer may span more than one pathway for different areas of their learning, including the EYFS.
As a school for children with autism, we aim to help every child make the greatest possible progress in social communication, emotional regulation, and sensory processing. Our curriculum supports children to maintain and apply their skills over time and in different situations. Above all, we want every child to leave us with the highest possible level of independence and autonomy through practical and academic achievement, self-regulation, and the confidence to express their choices, interests, and goals.