Our Vision 

The Meadow was created to support the needs of a small number of children with significant learning needs. The Meadow offers a high adult to child ratio where children who find the busy mainstream classroom too overwhelming, can learn in a more peaceful and calm environment.

The children who attend the Meadow are generally awaiting places in specialist schools and so this class has been created to mirror the type of provision they would have in specialist settings as best we can in a mainstream school. The children who use the Meadow have EHCPs, or are awaiting EHCPs (Education, Health Care Plans).

At St. John's, we recognise that all children are unique; that they develop and learn in their own ways, and at their own pace. We celebrate and welcome differences within our school community and strive to deliver a curriculum that enables all children to flourish.

We aim to provide:

• A curriculum that offers children a wide range of opportunities and experiences.
• A curriculum that develops each child’s social and emotional development, as well as their academic learning.
• A communication rich environment using a range of specialized techniques for communicating with non-verbal children.
• A stimulating but calm environment for our children to explore the world around them without becoming dysregulated and overstimulated.
• A curriculum that focuses on individual strengths, interests and fascinations
• An ethos of high aspirations for our learners
• Activities that help our children with sensory difficulties feel regulated and calm in their bodies.
• Ample opportunities for children to learn how to communicate and interact with adults and children at a pace and level that is suited to them.
• 1:1 learning of key Literacy and Numeracy skills.
• 1:1/small group phonics teaching using RWI (Read, Write inc) as per the rest of the school.
• A caring and nurturing environment where the children feel safe and cared for.

How We Deliver

Our SENCo works closely with our school Educational Psychologist (EP), Speech and Language Therapist (SALT), Occupational Therapist (OT), The Reading Inclusion Support in Education Team (RISE) and the SEND Case Officer from the Local Authority. The Meadow provision has the following additions to support the complex needs of the children:

PECs (Picture Exchange Communication)

Many of the children in the Meadow are pre-verbal or use very limited language to communicate with others. In the Meadow, we teach PECs to enable the children to communicate their needs and wants effectively, and build towards verbal communication where appropriate. We are supported by our Speech and Language Therapist to effectively teach and deliver PECs.

Intensive Interactions

For those children in the Meadow who are not ready for PECs, we use a strategy called Intensive Interactions. This is a technique where the adult tunes into the child and allows them to lead the interaction and begin to enjoy interacting with others. This may only be done for a few minutes at a time to begin with and is built up over time. Our Educational Psychologist supports us in providing this technique.

Sensory Circuits

As well as our sensory dark den where children can spend time each day, we carry out daily sensory circuits. Each sensory circuit consists of 3 types of activity. 1) Alerting 2) Organising 3) Calming. The children are helped to join in with these activities to regulate their sensory needs and to develop their coordination. In addition to this, the children have lots of sensory breaks and input throughout the day to help them stay regulated.

Attention Autism- Bucket time

The children in the Meadow have ‘Bucket Time’ every day. Bucket time is a strategy developed by Gina Davis to provide children with ‘irresistible invitations to learn’. It encourages children to learn to give attention to an adult and to wait their turn to have a go themselves. 

Garden

The children in the Meadow have access to a garden area, where they can explore outside learning opportunities. The children can access larger play
equipment and can be encouraged to develop their gross motor skills.

Dual -coding

Dual-coding is an important part of the way we teach communication to the children in the Meadow. Instructions are given verbally along with pictures or photos and a visual timetable is used for every part of the day. We also use Now and Next visuals and Choice boards.

Assessment and record keeping

Each child has their own books to record their learning journeys, and photographs are used to support.
'Bsquared' software is used to track the progress of each child, ensuring that the Curriculum steps of progress are broken down into appropriately small steps and can be carefully monitored.

Most of the children in the Meadow have an EHCP (Education and Health care Plan), or are waiting for one. The planning and curriculum is focused on the children’s outcomes listed on their plans. These are broken down into smaller targets using Learning Plans. The Learning Plan targets are also used to track progress and inform planning.  At least annually the EHCP outcomes are reviewed through the statutory process of an Annual Review. These meetings involve parents,school staff and where necessary a representative from the SEND team at the LA. Where a child in the Meadow does not yet have an EHCP, their progress is tracked using Bsquared continuous assessment and Learning Plans. The team in The Meadow work tirelessly to ensure that children are surrounded by a kind, accepting and stimulating environment which helps them to develop and flourish.

The Difference we Make

Our Meadow children will:
Be able to have and enjoy meaningful interactions with others.
Be able to communicate their needs and wants verbally or by using pictures and signs.
Engage in playful activities, and experience joy and delight from these.
Be able to regulate their sensory needs and feel calm and happy in their bodies
Follow routines and rules to keep them safe and foster a love of school and learning
Learn basic skills for reading, writing and mathematics that will support them in their lifelong learning
Know more, remember more and do more
Learn key life/self-help skills such as, feeding themselves, going to the toilet, putting on their own shoes, coat etc.
Make small and personal steps of progress

'..Where pupils with SEND need extra support, this is planned and targeted to promote success. For
those pupils who require a bespoke and personalised approach, leaders have worked
with experts to develop a specialist nurture class to meet their needs...'

OFSTED 2022