- Meadowgate Academy
- Meadowgate Lane, Wisbech,
- Cambs, PE13 2JH
Pupils who are semi-formal learners make up the majority of the pupil population at Meadowgate.
Pupils who are semi-formal learners access subject specific lessons. Pupils have access to rich curriculum content whilst the focus remains on personalised targets as detailed in EHC plans as well as subject specific objectives. Curriculum plans for all areas of school can be found on the schools website.
Semi-formal learners commonly present with the following characteristics:
The majority of our pupils start school within this pathway. The curriculum is targeted at pupils accessing EYFS and KS1 and KS2 content. Pupils are grouped according to learning style and developmental level. Many pupils will remain on the semi-formal pathway for the duration of their time at Meadowgate. Some of these semi formal learners will need to remain in a structured TEACCHING framework to enable access to their learning whilst the majority of semi formal learners progressing to post 16 will be able to access both the life skills and vocational curriculums.
One of our key focusses is developing communication skills and ensuring that each child has a system of communication that is functional to them.
At Meadowgate we have distinct communication pathways for pupils based on their needs and access to communication. We work to build a detailed and targeted profile of pupil’s communication needs and review systems formally and informally throughout the year. Staff receive regular communication training on systems and approaches that will help develop functional communication. We have NHS Speech and Language provision onsite on a part time basis. The therapists work with our staff and parents / carers to establish personalised programs and interventions that we assess as appropriate, and we will suggest referrals into the service where additional support for speech, language and communication needs require it. It is recognised there is a need to provide and support a very wide range of communications systems and interventions across school and these include: On body signing, Makaton, PECS, Hi Tech AAC (Grid/iPad/Accents), Core Vocabulary, Core Boards, Communication books, Objects Of Reference, Visual / Photographic Prompts, Switches, Widget Symbols, Go Talk, Cued Articulation, Intensive interaction among others.
Pupils have access to a weekly PE session. Alongside this pupils have access to our fitness suite, soft play, sensory circuit equipment, Rebound Therapy, outside spaces and individualised programmes to support maximising movement potential and regulation. Some pupils on the semi-formal pathway access the Hydrotherapy pool.
Within Meadowgate we can draw on specialist support from Key Movers within the school, as well as NHS physiotherapists and Occupational Therapists. We work closely with professionals to offer support to pupils and their families, working on increasing functional mobility and independence. Pupils can be supported to gain the physical and communication skills they need in order to sit, stand, walk and transition.
Pupils are supported to develop their social awareness, regulate their emotional responses and seek support where needed.
Pupils have a dedicated weekly RSHE (relationships, sex, and health education) lesson which focuses on supporting pupils to have the knowledge, skills and understanding about making good decisions about their own health and wellbeing and to give them the knowledge, skills and understanding they need to make informed decisions about friendships, peer and adult relationships and to develop healthy and nurturing relationships of all kinds.
Throughout the week pupils are supported with a range of class and individual strategies. Across the school we use zones of regulation to support pupils to identify their different emotional states and to identify what strategies they need to use to regulate their emotions. Some pupils have individual calming routines with the aim being to support pupils to rehearse these routines when they are calm so they are easier to access when they are distressed. The focus is always on supporting pupils in a pro-active way with class and individualised strategies so pupils are less likely to become dysregulated and unhappy.
Pupils have opportunities to work on their social engagement and interaction with others throughout the week. Pupils develop their play and leisure skills through meaningful structure and are supported to learn, rehearse and generalise skills to support meaningful interactions with others. Pupils use social stories to understand the expectations of different social environments and to reinforce expectations and reduce anxiety. We work closely with parents, supporting them with strategies that can be used in the home and the community.
Pupils are grouped according to learning style and developmental level. Although the curriculum content across some classes can look very similar, the access for pupils can look very different. Some classes may have a more play based, multi-sensory curriculum approach compared to other classes that have higher levels of physical and visual structure and more explicit teaching methods. An increasing number of our pupils are on the autistic spectrum and have access to a Structured TEACCHing framework. Pupils have access to meaningful physical structure, work / activity systems and visual structure to support them to understanding their environment, how to access their work and to maximise opportunities to be as independent as possible.
Pupils in Yr.1 – Yr.9 are assessed using B Square Primary Steps in:
End of year targets are set for reading, writing and number and progress towards these targets will be tracked termly through entering data on to the class tracking document. The tracking document monitors progress and allows teachers to identify pupils who are not on track and to employ further interventions.
Pupils in Key Stage 4 follow accredited courses in Literacy, Maths and Science. Students will complete AQA Entry Level Certificate in Maths, WJEC Entry Level Certificate in Literacy and AQA pre entry and entry level unit award in Science.
In Lower 6th form pupils follow the ASDAN Life Skills Challenge and in Upper 6th form, students complete accreditation in the vocational subject.
At the end of Year 2 and Year 6 pupils are assessed against national Pre-key stage standards in English and Maths; these results are reported locally, nationally and to parents.