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MEADOWS SCHOOL
MISSION STATEMENT
‘Working in partnership to promote a positive future’
The leadership of the school will facilitate the realisation of the School’s
mission through the following aims:
AIMS OF THE SCHOOL
 To assist students in celebrating their ability, race, religion, colour, culture,
gender, family network and community for life in diverse society.
 To provide a broad, balanced and differentiated curriculum to include the
National Curriculum; which encourages every student to acquire high
standards of knowledge, skills and understanding relevant to adult life and
the worlds of work and leisure.
 To encourage each student to develop to their true potential.
 To develop self-esteem and good personal image yet be sensitive to the
needs of others.
 To help each student to become happy, independent, caring people,
capable of making a contribution to both society and the community.
STATEMENT OF PURPOSE AND FUNCTION
Meadows School is committed to Barnardo’s Basis and Values, which provides
the framework within which we can engage in giving young people a better
start in life. Within these Basis and Values, promoting equality and valuing
diversity are key. Equality means endeavouring not to discriminate between
people and treating them the same, and Diversity is the acknowledgement and
respect of differences within and between groups of people. At Meadows
School we believe that we should treat others as they wish to be treated,
which recognises diversity and respects individual needs.
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1.
What is Meadows School and who does it cater for?
Meadows School is a non-maintained day and residential special school and is part
of the Barnardo’s Organisation. It is situated in the town of Southborough, near
Tunbridge Wells in Kent. This co-educational school provides for young people
between the ages of 9 and 19 years. Each young person has a statement of Special
Education Need or an Education, Health and Care Plan arising from social, emotional
and mental health needs, communication difficulties and cognitive issues. The range
of additional specific complex needs with which the school is working is broad and
includes young people with Aspergers, higher functioning Autism, Oppositional
Defiance Disorder (ODD) and attention Deficit (Hyperactivity) Disorder (AD(H)D),
Dyslexia, Dyspraxia, Attachment Disorders, Speech and Language difficulties, Social
Interaction difficulties, sensory impairment and mental health issues.
The school promotes inclusion and aims to give each young person the opportunity
to develop in such a way that when they leave school they will have the social skills
to be a successful contributor to society.
The Department for Education approves the school to provide residential and day
education for a maximum of 74 students (male and female) in the curriculum range
of ‘Year 5’ to ‘Year 13’. All students should have a Statement of Special Education
Need or an Education Health and Care Plan; draft statements may be considered by
negotiation regarding the anticipated timetable of completion.
The school admits pupils on 38-week placements. The school closes at weekends. It
is imperative that all students have an alternative care base for those weekends and
during holiday periods.
The students who are placed at Meadows School will have experienced significant
difficulty and disadvantage in mainstream and other educational provision mainly
due to their behavioural, emotional, mental health and social problems. These
difficulties may or may not also contribute to family tensions that could benefit from
residential respite. Some of the students placed at the school may have suffered
severe abusive experiences in their past. The effects of these experiences may have
had serious consequences on their ability to function in an appropriate manner
towards other people.
The consequences of these early experiences can be over-powering and often result
in feelings of worthlessness and low self-esteem, which create a sense of failure. In
many cases the young people have very poor emotional maturity and are unable to
share in activities with other pupils. Many of the pupils placed at the school are
desperate for reassurance but are reluctant to accept any emotional attachment.
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2.
Meeting the Needs
From the time of admission to Meadows School each student is treated as an
individual who has their own specific needs. After a period of review and
assessment, the school prepares an Individual Risk Assessment, Individual
Health Plan, Individual Education Plan, Individual Care Plan and Individual
Crisis Management Plan.
The majority of the students placed at the school will need considerable adult
agency support.
There are regular reviews of a student’s progress as required, namely; an
Initial Review (after the first 3 weeks to discuss progress and concerns), a
Placement Panel Meeting (after the 6 week probationary period has been
completed), a Six Monthly Planning Meeting, Statutory Annual Reviews
and twice yearly ‘Looked After Children’ Reviews (where appropriate).
These usually take place in school and the appropriate individuals are invited
to attend. For students who are causing concern additional meetings might
also be convened in order that specific objectives might be reviewed or targets
set.
3.
Referrals and Admissions
Referrals are usually initiated by either the Education Department or the
Social Services department of the Local Authority seeking a placement;
there is an expectation that the Local Education authority take a lead role in
the referral. The first contact can be by telephone or by the submission of
documentation relating to the young person. Before a student can be
interviewed for a place at the school the Senior Management Team need to be
in receipt of the relevant documentation.
Since the advent of the Children & Families Act 2014 parents and older
students may approach the school to begin the referral process. Local
Authority support makes pursuit of placement quicker. Meadows will attend
tribunals if requested.
The documentation, which the Senior Management expects to receive, is:
. A copy of the Statement of Special Education Need/
Education, Health and Care Plan
. Recent Education Psychologist reports
. Current levels of educational attainment (SATs, standardised tests)
. Most recent educational report
. Unique Pupil Number (UPN)
. Social history of the young person, including family composition
and ethnic data.
. Any relevant Social Service/other agency involvement
. Medical conditions and the need for any specific input
. Description of any particular behaviour patterns
Following consideration by the Senior Management Team, Teachers ,Unit
Managers, Psychologist and Speech & Language Therapist (where appropriate)
and if it is felt that the school can meet the young persons needs, the school
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will contact the Local Authority and the parents/carer to arrange a short visit
to the school.
During the school visit there will be a chance for the visitors to meet the
senior staff, to look around the school and to ask questions. School staff will
be looking carefully at the young person who has been referred to see if they
meet the school’s admission criteria. There is a formal interview with the
Principal. The school then decides whether or not the placement can be
offered and the young person will be asked to telephone the Principal in
person if they wish to accept the place. The Local Authority will be informed
of the decision. A start date for the 6 week probationary period will be
negotiated with parents/carers and the Local Authority. A keyworker will visit
the ‘family’ home prior to the start day.
An informal Induction Programme to familiarise each young person with
the premises, location and routines of the school is commenced upon arrival.
Staff monitor the programme and the progress made is evaluated at the 3
week (mid-way review) and the 6 week review, where if the probationary
period has been successful, the placement offer will be confirmed.
In exceptional circumstances an extension to the probationary period can be
negotiated, after which a decision as to the continuance of the placement will
be considered.
Throughout this process the emphasis is on the particular need of the student
and how the school can provide an education and care regime, which will
enable him or her to overcome the experiences which have necessitated
them being placed at the school.
4.
The Environment
The school is situated in Southborough, between the historic towns of
Tonbridge and Tunbridge Wells.
The modern campus set in a 19 acre parkland site, provides an exceptional
environment for the delivery of curriculum. Specialist rooms include Art
and Ceramics studio, Design Technology workshop, ICT suite including RM
intranet and wireless based laptop facilities, a Science laboratory, Food
Technology kitchen, a well-equipped Gymnasium, dedicated Library,
Connexions room and an additional learning needs centre; all linked to 8
purpose built classrooms. Most areas within the school are covered by
CCTV and within the classrooms this system is also equipped with an audio
facility.
Meadows 16+ (an off-site campus for 16-19 years) is situated 500 yards from
the Main School in the Southborough community. The main building houses 2
classrooms, 3 flexible work spaces, an ICT suite and a private room for
individual work and meetings. The second building is for independence
training and recreation; it comprises a kitchen with 2 workstations, large
dining area, TV area and a pool table.
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Day students are provided with a breakfast and common room, which they
use prior to school starting in the morning and day pupils have a pastoral
support and guidance room.
There are 2 residential houses. The on-site house can accommodate 12 boys
and the off-site house can accommodate 12 girls.
The accommodation is newly refurbished to a very high standard and all
houses are comfortable, bright and welcoming.
The Key Stage 2 department is situated on the main campus in a large
Victorian building. A primary curriculum is delivered by a dedicated primary
team. The primary students access the main building when specialist facilities
are required.
The Key Stage 2 department also houses ‘Meadows Hub’ where the Consultant
Psychologist, Speech & Language Therapist, Counsellor and CBT staff are
based.
5.
Care Stewardship
An Individual Risk Assessment is prepared for each student plus a Care Plan
and Individual Health Plan for residential pupils. Keyworkers work with young
people, parents/carers (and where necessary outside agencies) to identify
individual targets that are linked to their Statement of Special Educational
Need or Education, Health and Care Plan and also any other presenting issues
that they need particular support with. An ‘Independence’ programme is
incorporated to support in preparing young people for leaving Meadows
School. Residential staff work closely with education staff to ensure that there
is effective communication and consistency of approach within our 24 hour
curriculum. Keyworkers will explore work experience opportunities from Year
10.
Night cover is provided within the units by residential project staff with a
senior member of staff providing additional support. CCTV is installed to cover
bedroom corridor areas of the residential units and the school employs waking
night staff to monitor the cameras.
6.
Behaviour Management
Positive Behaviour Management operates within the 24 hour curriculum
and is designed to encourage pupils to achieve an acceptable level of
behaviour and self-responsibility throughout the day.
The students who are placed at Meadows School often exhibit dysfunctional
behaviour which at times, can result in outbursts which can necessitate some
measure of physical intervention. To ensure that such intervention is
consistently applied all staff are trained and qualified in the principles and
practises of Therapeutic Crisis Intervention (TCI) and Team Teach, which
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prescribes interventions and escorts that are in keeping with the guidelines
issued under the Children’s Act (1989) and Department for Education
guidelines on Restrictive Physical Intervention. Heavy emphasis is placed on
early intervention, personal responsibility and de-escalation within the TCI and
Team Teach systems.
Reports of all incidents and physical intervention are documented in the
school’s electronic behaviour management system ‘Behaviour Watch’ and
when appropriate parents/carers and the Placing Authority are informed.
7. Education
One of the first tasks is to assist the students to access learning, and motivate
them in the classroom situation. To achieve this, class groups are kept to
maximum of 6-8 students in Key Stage 2 and 3 and 8-10 pupils in Key Stage 4
and 5. A minimum of 2 staff work with a group and teaching tasks are
moderated according to identified individual needs on the young person’s
Statement of Special Education Need or Education, Health and Care Plan.
The school aims to create an environment where each student has the
opportunity to achieve in their education as far as their abilities will allow.
The National Curriculum in years 5-11 is followed and differentiated to meet the
needs of the individual pupils. Examination based curriculum is delivered for
students in Key Stage 4 and 5. This ensures that they are not placed at a
significant disadvantage compared to their peers in mainstream schools.
Students are entered for specific external examinations where appropriate and
this may include GCSEs in English, Mathematics, Physical Education, ICT,
Science, Design and Technology, Art and (from 2012) Personal Economics. Entry
Level examinations include English, Mathematics, Drama, Modern Foreign
Languages, Food Hygiene and History. Importance is placed upon Personal,
Social and Health education throughout the school and from Key Stage 4 there is
a robust programme of Careers education, links with local colleges and work
experience.
At 16+ students have bespoke programmes to meet their individual needs. The
core on-site curriculum includes Functional Skills in Mathematics and English,
BTEC Workskills, ASDAN Certificate of Personal Effectiveness, BTEC Home
Cooking Skills and PSHE. Students also access work experience and link courses
at local colleges and vocational providers.
8. Staff
Students placed at Meadows School generally display serious behaviour problems
so it is therefore necessary to have a high staff to pupil ratio. These staff are
allocated within the various departments i.e. teaching, residential work,
administration and ancillary.
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There is a full programme of in-service and external staff training according to
the requirements of the individual disciplines.
The Main School staff complement consists of up to 17 Qualified Teachers, 5
Unqualified Teachers, 9 full-time Teaching Assistants and 1 part-time Teaching
Assistant. 16+ has 3-4 Qualified Teachers, and 2 Teaching Assistants.
The Care Team has 9 full-time and 1 part-time Residential Project Workers, the
Day Team have 5 full-time Project Workers. 16+ has 1 full-time Project Worker.
All Residential Project Work (RPW) staff are qualified to at least NVQ Level 3 in
Health & Social Care or equivalent. Other qualifications currently held include
NVQ Level 4 in Care/Management, Registered Managers Awards, Diplomas in
Social Work and C.S.S.
Administration and Ancillary staff support the education and care staff in the
smooth running of the school.
All staff employed are checked through references and an Enhanced Disclosure
and Barring Service (DBS) clearance is required of all staff prior to them taking
up a position working at Meadows School.
Staff training is an ongoing exercise and opportunities are made available for
staff to take both in-house and external courses and conferences. Specialist
training is offered in specific cases if a need arises.
Meadows and Barnardo’s provide an extensive range of professional development
opportunities. The school received ‘CPD Mark Status’ in 2015.
9. Child Protection
The school has a designated Child Protection Officer – currently the Head of Care,
Mr Vaughan Jackson who is responsible for addressing any issue which may in
any way relate to Child Protection and Safeguarding. In the absence of the Head
of Care, the Senior Management Team or Heads of
Departments will take on
this responsibility.
The Head of Care liaises with Kent Social Services and the young person’s Placing
Authority if and when appropriate. All procedures follow Local Authority
guidelines on Child Protection in Residential Schools (Children’s Act 1989) and
Barnardo’s Safeguarding and Protecting Children booklet. Ofsted Social Care will
also be notified of any child protection issue.
The parents/carers of any child involved in a child protection issue will be notified
of all developments by the school or their Placing Authority if appropriate.
Independent visitors (Standard 20) have free and regular access to the school
and report to the Assistant Director of Children’s Services. Each visitor has
responsibility to visit both residential units once a term. They provide an
independent person for pupils to speak to and Barnardo’s South East and Anglia
region has an ambassador for ‘The Voice of The Child’ Tina Douglas who is
available to students.
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10.
Anti-Bullying
Meadows School strives to create an environment where young people can be
supported in addressing their educational, emotional, spiritual and social
needs and strive towards their full potential. All forms of bullying interfere
with achieving this aim; therefore such behaviour will not be ignored. The staff
team will be proactive in their use of strategies and systems in place to
address bullying at all levels while providing opportunities for change for those
who are bullying and those who are bullied. Incidents of bullying are recorded
and monitored using ‘Behaviour Watch’.
Bullying happens when one person exerts some form of power, in a negative
and/or oppressive way, over another person. Bullying is an abuse of power
and Meadows School has a robust and clear policy to deal with this, which
records all forms of bullying. The school has an anti-bully policy, which all
students agree to.
11.
Complaints
Complaints can arise in 3 ways, from a young person/parent/carer, from a
member of staff or from an outside agency.
The emphasis at the first stage of a complaint is on problem solving by project
staff and their managers. The aim is to address concerns and solve problems
at the earliest stage. It is, however, important to respect the rights of
students to have their complaint investigated further if they are not satisfied
with local attempts to solve the problem. In this situation the complaint will
be processed through Barnardo’s Service User Complaint Procedure. They may
also make a complaint to the Local Authority or Ofsted Social Care.
Where a complaint is received from a member of staff this is referred to a
Senior Manager and attempts are made to resolve this at a local level. If the
member of staff is not satisfied with any resolution the complaint will be
processed though Barnardo’s Grievance Procedure.
If the complaint emanates from an outside agency it would be handled by one
of the Senior Management Team in the hope that it would be resolved by
discussion between the parties. If the issue is not resolved at a local level it
will be referred to a more senior Regional Manager.
12.
Health
The school require all residential students who are prescribed controlled drugs
to enrol with a local medical practice. Appointments are made with the local
practice when required. All other pupils are welcome as visiting patients. The
local practice that caters for Meadows students has an allocated doctor to deal
with our pupils and this assists in ensuring they are given the best service.
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On admission parents/carers are required to complete a Medical Consent Form
authorising the school to deal with any medical concerns, though those giving
consent are kept informed of any action taken by the school.
Whenever necessary, arrangements are made for consultations and
treatment by dentists and opticians. Annual check-ups are the norm but
appointments may be more frequent if required.
In line with current practice, smoking is not allowed anywhere in Meadows
School. Similarly, alcohol and drugs are forbidden. Education programmes to
assist students to give up smoking are in place. We assist a qualified staff
member who runs regular programmes to help students to give up smoking
and advice may be sought from the school GP in order to assist this process.
13.
Inspections
The school is subject to inspections by Ofsted, The Health and Safety
Authority, The Fire Service and Environmental Health Officers. Meadows
School also receives approval visits from all of its user authorities.
Legally issued reports are available from the school on request.
14.
Review
Present to Governors May 2015, to be reviewed by Governors Summer 2017.
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