The Meadows School

Inspection of a school judged good for overall effectiveness before September 2024: The Meadows School Springfield Road, Leek, Staffordshire ST13 6EU

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Outcome

The Meadows School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Christopher Best. This school is part of Manor Hall Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Philip Harrison, and overseen by a board of trustees, chaired by John Edward Fitchett.

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What is it like to attend this school?

Pupils flourish at The Meadows School. In the morning, smiling pupils are greeted by welcoming staff. The school has high expectations for all pupils. From the moment they arrive in Year 7, pupils are supported to achieve the best possible outcomes. Pupils thrive here.

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What is it like to attend this school?

All pupils have complex special educational needs and/or disabilities (SEND). Staff are highly skilled in developing strong and trusting relationships. They get to know the pupils individually and nurture their talents and interests. Pupils know that staff will help them with any worries or concerns they may have. This helps pupils to feel happy and safe.

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What is it like to attend this school?

Pupils relish the variety of opportunities on offer. Pupils talked with excitement about their upcoming trip to France, where they will be putting their language skills into practice. Other pupils talked about how they have developed their confidence through climbing and caving on a recent residential trip. This well-considered personal development offer helps to teach the pupils important social skills that prepare them well for life after school.

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What is it like to attend this school?

Pupils are kind, polite and care about each other. They are proud of the strong friendships that they make. Pupils are tolerant, empathetic and respect differences. For example, the school council has worked with leaders to design an inclusive playground with a wheelchair-accessible swing. 18 and 19 March 2025

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What does the school do well and what does it need to do better?

The school has an ambitious vision for its pupils to be as independent as possible, with clear aspirations for their adulthood. From the moment the pupils start, staff use their detailed knowledge of pupils to build effective learning that meets their individual needs. Staff have secure knowledge about the subjects they teach. This combined knowledge helps them to check pupils’ understanding carefully and adapt learning successfully. Students in the school’s sixth form study an ambitious curriculum that gives them the skills to be successful as they move on to life beyond school.

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What does the school do well and what does it need to do better?

The school’s learning pathways allow pupils to study a broad and balanced curriculum. Pupils achieve nationally recognised qualifications such as functional skills and GCSEs. Preparation for adulthood and life beyond the school threads through all aspects of the curriculum. For example, in a mathematics lesson where pupils were learning about money, they were taught about how to use self-checkout tills and the importance of waiting for their change. However, in some aspects of the curriculum the essential knowledge that pupils should learn over time is not clearly defined. This means that learning does not always build sequentially on pupils’ prior knowledge. When this happens, learning is less secure.

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What does the school do well and what does it need to do better?

The school has focused on developing pupils’ communication skills, including reading. Staff support pupils to use a wide range of communication systems, including systems that use signs and symbols and alternative communication devices. This enables pupils to express themselves, make choices and develop their independence. Pupils enjoy listening to stories. Staff choose books that they know pupils will enjoy, and they read to them with enthusiasm. Staff have been well trained in the school’s approach to phonics. Pupils who fall behind are quickly supported to catch up. Pupils working at the pre-phonics stage are supported through appropriate activities such as identifying environmental sounds and developing listening and attention skills.

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What does the school do well and what does it need to do better?

Over the last few years, the context of the school has changed. More pupils arrive at the school with complex social, emotional and mental health (SEMH) needs. The school has ensured that all staff are highly skilled in understanding the complex needs of the pupils in the school. Staff have an expert understanding that communication can manifest as different behaviours. The school analyses patterns of behaviour and works with the pupils to minimise anxiety and behavioural challenges. As a result, there is a calm atmosphere in the school. Pupils enjoy the range of lunchtime activities and socialising with their friends. The members of the family support team, among other staff, are on hand to provide effective well-being support should pupils need it.

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What does the school do well and what does it need to do better?

Pupils are well equipped for their futures. Pupils, including students in the sixth form, access valuable careers advice and guidance about their next steps. They access a wide range of well-planned trips and experiences that enrich the curriculum. They engage in enterprise activities, such as selling Mother’s Day cakes and crafts. Pupils are taught appropriate life skills, for example how to use public transport and cookery skills. Pupils are taught to become healthy, responsible and active citizens. 18 and 19 March 2025

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Leaders and those responsible for governance have a clear understanding of the school’s strengths and areas to work on. However, some middle leaders are not as clear as others about the strengths and areas to develop in their subject. This limits their ability to lead on further developments in their subject areas. Staff are proud to work at the school. They appreciate how the school is mindful of their workload and supports their well-being so that they can carry out their role successfully.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the school has not identified the essential knowledge that pupils should learn. This means that, in these subjects, pupils do not build their learning as cumulatively and securely as they could. The school should set out what it wants pupils to learn across these subjects so that pupils learn well across the curriculum.  There is variation in the expertise of middle leaders. Therefore, they are not always clear about the strengths and areas to develop in their subject. The school should support leaders to develop their expertise so that they have the knowledge and skills to lead developments in their subjects.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in September 2019. 18 and 19 March 2025

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 18 and 19 March 2025

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School details

School category Academy special converter

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form

Website https://themeadows.manorhall.academy

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form

Dates of previous inspection 24 and 25 September 2019, under section 8 of the Education Act 2005

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Information about this school

 The school has pupils with a wide range of SEND, including profound and multiple learning difficulties, severe learning difficulties and SEMH needs. All pupils have an education, health and care plan.  The school does not use any alternative provision.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 18 and 19 March 2025

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the executive headteacher, the head of school, other senior leaders and a range of staff.  The lead inspector met with the chair of trustees and the chair and vice-chair of the local academy board. They also met with the CEO and the director of education for the trust.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Information about this inspection

 The inspectors reviewed school documents, including leaders’ evaluations and plans for improvement. The inspectors scrutinised a range of policies and procedures, including those that relate to the curriculum, SEND, safeguarding and behaviour.  The inspectors visited a sample of lessons across the school, spoke to some pupils about their learning, observed staff working with pupils and looked at samples of pupils’ work.  The inspectors spoke to a range of pupils to gather their views about the school. Some of these discussions took place with an adult present to support pupils with their communication.  The inspectors observed pupils’ behaviour in lessons and around the school site.  The inspectors considered responses to Ofsted Parent View and parents’ and carers’ free-text comments.  The inspectors spoke with staff to gather their views about the school and considered their responses to Ofsted’s staff survey.

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Inspection team

Eve Morris, lead inspector His Majesty’s Inspector

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Inspection team

Anna Vrahimi His Majesty’s Inspector 18 and 19 March 2025

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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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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