Meadowbrook School

Meadowbrook School, 22 July 2026 1 Meadowbrook School Wellington Street, Long Eaton NG10 4HR

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report:

Overall outcome The school is likely to meet all the independent school standards if it is registered

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report:

The purpose of this inspection was to advise the Secretary of State for Education about the proposed school’s likely compliance with the independent school standards (the standards) and associated requirements that are required for registration as an independent school.

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Part 8. Quality of leadership in and management of schools

When we carry out pre-registration inspections of proposed independent schools, we report on the provider’s likely compliance with part 8 of the independent school standards (the standards) first. Under part 8, the proprietor is required to ensure that the school meets all of the standards consistently. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

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Part 8. Quality of leadership in and management of schools

The proprietor and leaders share a clear vision for the proposed school, centred on meeting the needs of pupils with a primary need of autism through an integrated educational and therapeutic approach. Leaders have considered the needs of the intended pupils and have designed the curriculum, therapeutic support, personal development programme and learning environment to promote wellbeing, engagement and preparation for adulthood.

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Part 8. Quality of leadership in and management of schools

The proposed school benefits from established leadership and governance arrangements, drawing on expertise from a range of educational and health and safety backgrounds. Leaders have reflected on lessons learned from opening and operating other schools and have used this experience to strengthen quality assurance arrangements, safeguarding systems and support mechanisms. During Meadowbrook School, 22 July 2026 2 its first year, the school will benefit from additional support through these systems and processes.

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Part 8. Quality of leadership in and management of schools

Leaders demonstrate a secure understanding of their responsibilities in relation to the standards. They have established clear lines of accountability and a comprehensive framework for monitoring compliance and school effectiveness. This includes a regular review of attendance, behaviour, safeguarding, curriculum implementation, personal development and educational outcomes. Leaders will use information from these systems to identify emerging trends, evaluate effectiveness and inform improvement planning.

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Part 8. Quality of leadership in and management of schools

The proprietor has established robust oversight arrangements through a ‘three- lines-of-defence’ model. School leaders will be held to account through regular self-evaluation, development planning and performance monitoring. These arrangements will provide assurance that standards continue to be met and enable early intervention where concerns arise.

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Part 8. Quality of leadership in and management of schools

The wellbeing and safety of pupils are central to leaders’ planning. Significant resources have been deployed in therapeutic provision, staff expertise and support services to help identify and respond to pupils’ needs. Leaders have also established arrangements to support staff development and wellbeing.

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Part 8. Quality of leadership in and management of schools

The standard in this part is likely to be met if the Department for Education (DfE) decides to register the provider as an independent school.

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Curriculum

The curriculum is organised around 3 pathways and is informed by pupils’ education, health and care (EHC) plans, baseline assessments and individual needs. Leaders have mapped the skills pupils will develop from the early years to post-16 and have established assessment systems to identify starting points, monitor progress and inform interventions. The curriculum will be further adapted as the needs of the cohorts and individual pupils emerge.

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Curriculum

The curriculum provides pupils with access to a broad range of subjects alongside a clear focus on communication, personal development, wellbeing and preparation for adulthood. Leaders have established suitable arrangements for the teaching of reading and mathematics, as well as pastoral support and targeted interventions to help pupils overcome barriers to learning. Curriculum plans show progression across year groups and in each pathway. Meadowbrook School, 22 July 2026 3 Leaders have developed suitable arrangements to support pupils’ personal development. Through the curriculum, pupils will learn about relationships, different faiths and cultures, and life in modern Britain. They will have opportunities to take on responsibilities, contribute to school life and engage with the wider community through local projects and charitable activities.

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Curriculum

Careers education is intended to support pupils to develop the knowledge, skills and experiences needed for future education, employment and independent living. Preparation for adulthood is a key feature of the curriculum and includes opportunities for pupils to develop practical life skills, independence and an understanding of their role in modern British society.

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Teaching

Teaching will be informed by pupils’ EHC plans, baseline assessments, individual needs and starting points. Leaders recognise that many pupils may have experienced disruption to their education and have designed a provision that places emphasis on consistent routines, positive relationships and a therapeutic approach to learning.

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Teaching

Teachers will use assessment information and curriculum pathways to adapt learning to pupils’ needs. Staff will receive suitable training and curriculum guidance. Leaders will monitor the quality of teaching through regular checks and support. This will help to promote consistent practice and identify any additional training needs as the school develops.

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Assessment

Leaders have established suitable arrangements to assess pupils’ starting points and monitor their progress. During the induction period, pupils will complete a range of assessments, including in relation to: reading; communication; social and emotional development; and academic attainment. Information from EHC plans will also be used alongside assessment information to establish pupils’ individual starting points.

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Assessment

Teachers will assess pupils’ knowledge, skills and personal development through ongoing checks and review. Leaders intend to use this information to identify gaps in learning, evaluate the impact of support and ensure that pupils are following appropriate curriculum pathways. Systems are in place to track pupils’ academic progress and personal development and to inform future learning and support.

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Assessment

The standards in this part are likely to be met if the DfE decides to register the provider as an independent school. Meadowbrook School, 22 July 2026 4

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pupils

The proposed school has established a suitable programme to support pupils’ spiritual, moral, social and cultural development. Through the wider curriculum, pupils will learn about relationships, different faiths and cultures, protected characteristics and life in modern Britain. Leaders have planned opportunities for pupils to explore these themes through personal development lessons, discussion activities and enrichment experiences. Leaders have considered how the personal development programme will build from the primary and secondary phases through to post-16 provision.

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pupils

Preparation for adulthood is a key feature of the school’s provision. Pupils will develop independence skills, learn about careers and employment, and take part in activities that help them to understand their role in the school and the wider community. Opportunities to contribute to school life through pupil voice activities and the school council will support this work.

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pupils

Leaders have established a well-sequenced careers programme and suitable relationships and sex education curriculum. Educational visits, visiting speakers and links with local organisations will further support pupils’ understanding of the world around them and help prepare them for adult life.

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pupils

The standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

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Safeguarding

The proposed school has established suitable safeguarding arrangements. Leaders have a clear understanding of the risks and vulnerabilities that may affect the intended cohort and have put appropriate systems in place to identify, record and respond to safeguarding concerns. Clear safeguarding leadership arrangements are in place, supported by oversight and quality assurance from the proprietor.

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Safeguarding

Leaders have established suitable training arrangements for staff, including regarding safeguarding, the prevention of radicalisation, local contextual safeguarding risks and statutory safeguarding updates. Suitable systems are in place to monitor safeguarding concerns, review incidents and work effectively with families, local authorities and external agencies to support pupils and keep them safe. Meadowbrook School, 22 July 2026 5

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Behaviour and supervision of pupils

Leaders intend to adopt a relational and therapeutic approach to behaviour that promotes positive relationships, regulation and individualised support. Staff will receive training to ensure that behaviour is managed consistently and in accordance with the school’s values and expectations.

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Behaviour and supervision of pupils

Behaviour incidents will be recorded and monitored through established systems, enabling leaders and the proprietor to identify patterns, trends and emerging concerns. High staffing levels and clear supervision arrangements are planned to support pupils’ safety and engagement throughout the school day.

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Anti-bullying

The proposed school has established suitable arrangements to prevent and respond to bullying. Leaders intend to teach pupils about respectful relationships, equality, protected characteristics and online safety through the wider curriculum and personal development programme. Any incidents of bullying will be recorded, monitored and reviewed to ensure that appropriate support is provided.

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Health and safety, fire and first aid

Leaders have established comprehensive arrangements to promote pupils’ health, safety and welfare. Appropriate procedures are in place for health and safety, medication, incident reporting and risk management. Statutory checks relating to fire safety, electrical systems and water safety have been completed in readiness for the school’s opening.

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Health and safety, fire and first aid

Suitable first-aid arrangements are in place, and staff will receive relevant training through induction and the school’s professional learning programme. Leaders are clear about how information from accidents, incidents and monitoring activities will be used to review practice and inform future actions.

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Admissions and attendance

Leaders have established a clear admissions process designed to gather detailed information about pupils’ needs before admission. Information from EHC plans, previous settings and professionals will be used to support transition planning and ensure that appropriate provision is in place from the outset.

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Admissions and attendance

Attendance will be monitored through electronic systems. Leaders have established transparent procedures for responding to attendance concerns. They intend to work closely with families and external agencies to support pupils’ engagement with education. Meadowbrook School, 22 July 2026 6

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Risk assessment

The school’s risk assessment policy provides a suitable framework for identifying and managing risk. Leaders intend to use individual and activity-specific risk assessments when required and have established clear arrangements for reviewing and updating these in response to changing circumstances. Information relating to safeguarding, attendance, behaviour and pupils’ individual needs will be used to identify and manage risk effectively.

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Risk assessment

The standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

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The recruitment checks made on staff, supply staff and the proprietor

The proprietor and school leaders demonstrate a secure understanding of safer recruitment requirements. Appropriate recruitment and vetting checks are undertaken before staff begin work at the school. Leaders obtain and verify references, complete online searches as part of recruitment processes and ensure that relevant safeguarding checks are completed. Staff involved in recruitment have completed safer recruitment training and leaders have established clear arrangements for the oversight and sign-off of recruitment decisions.

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The single central record of these recruitment checks

The school will maintain an electronic single central record (SCR). Leaders check and review this record often, with support from the proprietor’s central team, to ensure that recruitment checks are completed and recorded accurately. Leaders have a clear understanding of their responsibilities for maintaining the SCR and ensuring that recruitment checks are completed, recorded and reviewed appropriately.

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The single central record of these recruitment checks

The standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

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and showers

Suitable toilet and washing facilities are available across the site, including accessible facilities and separate lockable cubicles for boys and girls. Appropriate changing and shower facilities are also available. Drinking water is clearly identified, readily accessible throughout the site and separate from toilet facilities. Meadowbrook School, 22 July 2026 7 Hot and cold running water is available, and suitable measures are in place to prevent the risk of scalding.

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Medical room and accommodation for pupils’ therapy needs

Suitable accommodation is available for pupils who become unwell or require medical examination and treatment. Dedicated medical rooms are equipped with appropriate facilities, including nearby washing and toilet facilities, lockable storage for medication and first-aid equipment. The premises also include therapy and sensory spaces, reflecting leaders’ commitment to providing integrated educational and therapeutic support for pupils.

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Ensuring the health, safety and welfare of pupils

The premises are suitable for the proposed age range and needs of pupils. Leaders have invested in refurbishing and adapting the accommodation and have used lessons learned from their other schools to develop an environment that supports pupils’ wellbeing, regulation and engagement. The school benefits from specialist spaces, including therapy and sensory provision, alongside separate accommodation for primary- and secondary-aged pupils.

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Ensuring the health, safety and welfare of pupils

Appropriate arrangements are in place to ensure pupils’ health, safety and welfare. Required checks relating to fire safety, electrical systems, water safety and maintenance have been completed in readiness for opening. These arrangements are supported by ongoing oversight from site and estates staff. Leaders have also established suitable systems for managing health and safety, risk assessments, medication and site security.

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Lighting and acoustic conditions

Lighting throughout the premises is suitable and provides appropriate conditions for learning. Teaching spaces benefit from natural light, supplemented by appropriate internal lighting. Acoustic conditions are suitable and support effective teaching, learning and therapeutic provision.

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Outdoor space

The school benefits from several outdoor spaces, including a central courtyard and a multi-use games area. These areas provide suitable opportunities for recreation, physical education, social interaction and regulation activities. Leaders have planned for some outdoor space to be dedicated to pupils who continue to require support with gross motor development, reflecting the school’s intention to provide provision aligned to an early years curriculum where appropriate. The outdoor environment has been designed to support pupils’ wellbeing and meet the needs of the intended cohort. Meadowbrook School, 22 July 2026 8 The standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

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Part 6. Provision of information

The proprietor has established suitable arrangements to communicate with parents and carers, local authorities and other stakeholders. Leaders intend to provide regular information about pupils’ progress, attendance, wellbeing and development through daily communication, parent consultations, and termly and annual reports. Leaders also demonstrate a secure understanding of their responsibilities in relation to local authority reporting and accountability, including the monitoring of pupils’ EHC plan outcomes and commissioned provision.

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Part 6. Provision of information

The standards in this part are likely to be met if the DfE decides to register the provider as an independent school.

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Part 7. Manner in which complaints are handled

The school has established suitable arrangements for receiving, recording and responding to complaints. The complaints policy sets out clear informal and formal stages, appropriate timescales and escalation procedures. The policy will be available to parents through the school website and induction information, with alternative formats provided when necessary. Appropriate arrangements are in place for complaints to be considered by a panel when required, including access to independent representation.

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Part 7. Manner in which complaints are handled

The standard in this part is likely to be met if the Department for Education (DfE) decides to register the provider as an independent school.

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The school’s accessibility plan

The proposed school’s accessibility plan aligns with the requirements of the Equality Act 2010.

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The school’s accessibility plan

The school is likely to meet the regulation in this part.

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About this inspection

Inspectors carried out this inspection under section 99 of the Education and Skills Act 2008, at the request of the registration authority for independent schools. Inspectors checked the school’s likely compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014. Meadowbrook School, 22 July 2026 9 Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

The inspectors met members of the proprietor body, the headteacher and the executive leadership team. The inspectors conducted a tour of the proposed site to check the suitability of the premises. They considered a wide range of documentation including policies and information related to all parts of the standards.

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About this inspection

This was the proposed school’s first pre-registration inspection.

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About this inspection

The inspector confirmed the following information about the proposed school:

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About this inspection

The proposed school does not intend to use alternative provision.

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About this inspection

The proposed school intends to provide full-time education for up to 80 pupils from 5 to 19 years old.

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About this inspection

The school is proposing to be a special school providing eductaion for pupils with a primary need in autism. The proprietor expects that all pupils that attend this school will have an EHC plan. Most pupils are likely to be placed at the school by a local authority.

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About this proposed school

Proprietor Horizon Care and Education Group Limited

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About this proposed school

Chair of the proprietor body Amanda Cunningham

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About this proposed school

Type of school Other independent special school

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About this proposed school

Capacity 80 Meadowbrook School, 22 July 2026 10

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authority

Age range of pupils Provider’s proposal: 5 to 19

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authority

Gender of pupils Provider’s proposal: Mixed

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teaching staff

Number of part-time teaching staff Provider’s current position: 1 Provider’s proposal: 1

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teaching staff

Email address Meadowbrook.office@horizoncare.co.uk Meadowbrook School, 22 July 2026 11 providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people

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teaching staff

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teaching staff

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teaching staff

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