Meadow High School

Meadow High School Royal Lane, Hillingdon, Middlesex, UB8 3QU

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Overall effectiveness

Previous inspection: Good 2 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Outstanding 1 Leadership and management Good 2

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This is a good school because:

 Teaching throughout the school, including the sixth form, is almost always good and occasionally outstanding. The quality of teaching has improved through the rigorous monitoring by senior staff.  The rate of pupils’ progress has improved steadily despite the increasing complexity of the needs of many pupils. Pupils make good progress especially in English and mathematics.  Teachers are skilled in helping pupils overcome barriers to their learning caused by communication difficulties or other additional needs.  Behaviour is exemplary and pupils are very well cared for. They enjoy school, feel safe and their attendance is above average. Parents and carers confirm that their children look forward to school. There are excellent relations between adults and pupils.  The sixth form is good. It ensures pupils are well prepared for the next stage of their lives.  The headteacher and senior staff lead the school well. They robustly monitor standards

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This is a good school because:

and ensure that teaching continues to improve. The governing body knows the school’s strengths and areas for development and challenges and supports school leaders well.

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It is not yet an outstanding school because:

 Not enough good or better teaching enables a large majority of pupils to make outstanding progress.  Teachers do not always record in sufficient detail each small step of learning that pupils make. Because of this, they are sometimes unable to plan each individual pupil’s next step with a sharp enough focus to ensure all pupils achieve their best.  Teachers do not always show pupils how to improve their work or how to make good enough progress to achieve their targets.

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Information about this inspection

 Inspectors observed 30 lessons, all of which were joint observations with senior staff.  Meetings were held with teachers, senior staff, members of the management team and with governors. An inspector also conducted a telephone discussion with a senior member from the local authority.  The 12 responses to the online parents’ and carers’ questionnaire, (Parent-View) were taken into consideration as were results from the school’s own questionnaires for parents and carers. The 34 completed staff questionnaires were also looked at.  The inspection team observed the school’s work and looked at a range of documentation, including self-review documents, development planning, details of the curriculum and governing body minutes. Records of pupils’ progress, behaviour and well-being were scrutinised as well as monitoring reports on the quality of teaching. Attendance records were checked as well as all

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Information about this inspection

procedures relating to the safeguarding of pupils.

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Inspection team

Melvyn Blackband, Lead inspector Additional Inspector Lynda Walker Additional Inspector Jackie Blount Additional Inspector

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Information about this school

 The school provides for secondary aged pupils with complex learning difficulties. The school also provides support to mainstream schools in Hillingdon for pupils with complex learning needs including those with a diagnosis of autism. All the pupils have a statement of special educational needs.  The majority of pupils are White British with a minority of pupils from a variety of minority ethnic groups, reflecting the make-up of the borough. Very few pupils speak English as an additional language.  Just under a third of pupils are in the sixth form.  An above average proportion of pupils are eligible for the Year 7 catch-up and pupil premium funding, which is given for pupils eligible for free school meals and those in local authority care.  There are no pupils who take examinations early and there is no alternative provision.

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What does the school need to do to improve further?

 Improve the quality of teaching still further so that all groups of pupils make the best possible progress by:  ensuring teachers consistently record the small steps in learning which pupils make in order to sharpen their planning for each individual pupil in taking the next small step  making sure that pupils are given effective feedback on their work so they fully understand how to improve their work in order to reach their individual learning targets.

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The achievement of pupils is good

 The number of pupils joining the school with severe and complex learning needs has significantly increased since the previous inspection. Pupils generally enter the school with major barriers to their progress, such as autistic spectrum disorders and communication difficulties and their attainment is low. Despite this, over time, they achieve well and this rate of progress has shown consistent improvement over a number of years.  By the end of Year 11 and in the sixth form, almost every pupil gains some form of accreditation. Progress in the sixth form is good. Almost every pupil achieves success in English and mathematics. Pupils achieve success in vocational qualifications such as City and Guilds and BTEC. The school has an impressive record of success in art. A few pupils achieve GCSE and A- level qualifications.  There are no significant differences in the performance of different groups. The promotion of

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The achievement of pupils is good

equality of opportunity for all pupils is at the heart of everything the school does and there is no discrimination. The assessment and tracking of pupils’ overall performance are very accurate and efficient and the impact of interventions and extra support is clearly monitored. The Year 7 catch-up and pupil premium funding has been used appropriately to increase the level of speech and language therapy, occupational therapy and physiotherapy for eligible pupils. The school has also directed significant resources to ensure that all other pupils who would benefit, receive this extra support. As a result, all pupils are well supported and make good progress.  Pupils achieve well in improving their literacy and numeracy skills. The regular intensive reading and writing sessions where pupils gain a good grounding in the sounds of letters and words are effective in raising standards of literacy. Pupils enjoy using the newly refurbished library.

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The achievement of pupils is good

Teachers plan effectively to incorporate reading and number into most lessons. For instance in a Year 7 drama lesson, pupils read aloud a well-loved story and then acted out the story using mathematical vocabulary such as ‘under’ and ‘over’ to make the story real.  Pupils in the sixth form are given many opportunities to adapt their basic skills in a variety of vocational courses such as horticulture and hairdressing and in activities to develop their understanding of the world of work such as business enterprise initiatives and work experience.

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The quality of teaching is good

 The quality of teaching has shown consistent improvement over time and since the previous inspection. This is because of well-established and rigorous monitoring procedures accompanied by well-focused supportive mentoring and further training. As a result, teaching is almost always good with occasionally outstanding lessons and this has a significant impact on the pupils’ good progress. It is not yet outstanding because not all pupils make the progress of which they are capable  Teaching in the sixth form is good. Adults use lessons well to broaden the experience of the pupils and to enable them to use their basic skills in a variety of new learning experiences. The pupils make good progress and are well prepared for college courses when they leave school.  Teachers have a good understanding of their pupils’ needs. They are particularly skilful in overcoming the pupils’ speaking and listening difficulties through the use of good classroom

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The quality of teaching is good

organisation and in employing a variety of visual cues. Adults are careful to give pupils time to respond to questions and to help them reinforce their grasp of vocabulary and grammar.  Pupils with autism are taught well. Staff ensure there is a clear structure to their lessons and through skilful questioning enable pupils to relax and achieve well. Reading and writing skills are taught effectively. Teachers plan clearly across all subjects to help pupils improve their speaking and listening skills and their literacy. The ‘multi-disciplinary team’ of therapists works effectively throughout the school. As a result, pupils from all different groups and those with additional special needs achieve well.  Lessons are generally well planned and taught enthusiastically and they proceed at a brisk pace which helps the pupils to maintain their interest and concentration. Teachers have high expectations of their pupils’ success. They effectively check pupils’ understanding during lessons

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The quality of teaching is good

and adjust the activities to take account of their pupils’ interest and understanding. Teachers are generally scrupulous in assessing the progress each pupil makes. On occasion however, teachers do not effectively record each small step in learning. This makes their future planning for individual pupils less focused and slows down progress. As a result, pupils do not always securely know how well they are doing or how to improve their work further.  Teachers organise their classrooms effectively. Support assistants are well briefed and help individuals and small groups of pupils to make good progress. The pupils enjoy the high levels of individual support they receive. Adults are skilled in asking questions to stretch and reinforce pupils’ learning, and as a result they feel confident to ask for help and to try new things.

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The behaviour and safety of pupils are outstanding

 Pupils invariably display excellent attitudes to their learning. They greatly enjoy their activities and have very good relations with adults. As a result, classrooms are happy, quiet and industrious places of learning and this has a significant impact on the pupils’ progress.  Behaviour outside the classrooms is impeccable. Pupils are confident and polite and extremely thoughtful and courteous towards others. They tolerate and accept each member of the school and this helps to maintain a socially cohesive whole. The pupils’ warmth and curiosity towards others, their high levels of self control and their good understanding of acceptable behaviour demonstrate their excellent development in spiritual, moral, social and cultural understanding.  Bullying and racially motivated incidents are almost unknown. There have been very significant reductions in recorded incidents over time and these are now negligible. Pupils report that they

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The behaviour and safety of pupils are outstanding

feel entirely safe and free from unpleasantness and parents and carers overwhelmingly confirm this. The school has robust procedures in place to deal with all forms of bullying or exploitation including cyber bullying and e-safety. The school has a harmonious and welcoming atmosphere. Pupils love coming to school and their attendance is above average. As one parent or carer reported, ‘He is so happy at school, he jumps out of bed with excitement when it’s time to get ready.’  This calm and positive atmosphere is as a result of excellent behaviour management procedures. Staff are very well trained in de-escalation techniques and there is complete consistency in the day-to-day management of pupils. Adults know the children very well. They offer exemplary support and on occasions where a pupil becomes confused or upset and exhibits challenging behaviour, he or she is calmed patiently and sympathetically. Disruption to lessons is minimal.

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The leadership and management are good

 The experience and expertise of the headteacher have enabled him to build a senior team which provides strong and consistent leadership throughout the school. There are high expectations of both staff and pupils.  Leaders maintain a very close eye on the performance of pupils through good tracking procedures. This has a positive impact on pupils’ achievement since where any falling off of performance is detected, a clear and effective range of interventions can be employed, including the specific skills of the ‘multi-disciplinary team’. This is effective in ensuring pupils make good progress in their speaking and listening, reading, writing and number skills.  There are well-established procedures for managing teachers’ performance, linked closely to the national Teachers’ Standards and to salary progression. Rigorous monitoring is supported effectively by further focused training and mentoring of individual teachers if

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The leadership and management are good

necessary. This secures consistent improvement and has ensured that teaching is usually good and occasionally outstanding.  As a result of close monitoring, senior staff have a good grasp of strengths and weaknesses. Leaders self-evaluate provision honestly and accurately and this leads to well-organised and detailed development planning. Leaders are well aware for instance of occasional weaknesses in teaching and are actively working to remedy these. The sixth form provision is well organised and managed.  There has been a track record of consistent improvement since the previous inspection, well supported by the active and informed governing body and by the local authority, which maintains light touch support but is ready to provide expert support should the school ask for it. As such, the school has a good capacity to maintain improvement.  The curriculum has been carefully reviewed to ensure it meets the needs of each pupil.

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The leadership and management are good

There is a suitable emphasis on communication, literacy and numeracy across the curriculum and substantial work to support the pupils’ personal development and their independence and life skills. Pupils have many opportunities to join school clubs and to go on visits out of school. This enhances their communication and teaches them that learning takes place in variety of situations. This makes a good contribution to their behaviour and self-control in different situations and to their spiritual, moral, social and cultural understanding. Older pupils have choice in vocational subjects and they are encouraged to aim as high as possible in gaining qualifications, for instance in A-level art. This prepares them well for their continuing education on college courses.  There are positive links with parents and carers, all of whom would recommend the school to other parents and carers, and with a range of health and social care professionals who

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The leadership and management are good

support the pupils. The school enjoys a good reputation among local schools for the outreach support it provides.  Safeguarding arrangements are very effective and meet all statutory requirements.

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The leadership and management are good

 The governance of the school:  The management committee is well informed about pupils’ progress, including school performance data and how they compare with similar schools’. They are well informed about the quality of teaching and salary arrangements for staff, and are involved in the decision making process in rewarding staff for good performance and in managing any underperformance. They maintain clear supervision of the Year 7 catch-up and pupil premium funding and its impact on pupils’ progress and well-being. Members self-evaluate their own effectiveness rigorously and take part in regular relevant training events such as those for understanding data and child protection. They are well informed and up to date, regarding the recruitment of staff and safeguarding arrangements for children.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 102462 Local authority Hillingdon Inspection number 425483

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Special School category Community special Age range of pupils 11–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 207 Of which, number on roll in sixth form 64 Appropriate authority The governing body Chair Richard Burton Headteacher Ross Macdonald Date of previous school inspection 24–25 November 2010 Telephone number 01895 443310 Fax number 01895 420925 Email address rMacdonald@meadowschool.co.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

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School details

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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