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  • Meath School
    Brox Road
    Ottershaw
    Chertsey
    Surrey
    KT16 0LF
  • Head: Ms Kim Bent
  • T 01932 872302
  • F 01932 875180
  • E [email protected]
  • W www.meathschool.org.uk
  • A special independent school for pupils aged from 5 to 11 with speech, language and communication needs including Asperger’s
  • Boarding: Yes
  • Local authority: Surrey
  • Pupils: 66 (max 75)
  • Religion: None
  • Fees: Please contact the school
  • Open days: Please contact the school
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Early years provision Outstanding 2
      • Effectiveness of leadership and management Outstanding 2
    • 1 Short inspection 30th November -0001
    • 2 Full inspection 30th November -0001

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Outstanding on 30th November -0001
  • Ofsted report: View the Ofsted report

What says..

With the help of intensive language stimulation, which uses sign supported English, cued articulation and iPad talkers, they soon make progress. ‘We were told my son would probably never talk’ said one mum, ‘he’s fully verbal now’. A wealth of therapy staff, including six SLTs, two OTs and an AAC (augmented communication) specialist, work collaboratively offering a modified national curriculum. Behind the school we found every child’s dream garden with a ...

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What The Good Schools Guide says

Principal

Since September 2020, Kim Bent, MSc NPQH After studying for a degree in Leading and Managing Education at Sheffield Hallam University, began her career as a PE teacher in Humberside, quickly taking on managerial roles in schools in South Yorkshire, Derbyshire and London, including Head of Inclusion, SENCo and leading an autism resource centre. More recently completed a National Professional Qualification for Headship.

Entrance

A special school for boys and girls with severe and complex speech and language needs, under the patronage of I-CAN, the speech and language charity. All children have EHCPs, some have secondary needs (dyslexia, dyspraxia, visual or hearing impairment, autism, tracheostomy) and are funded by their local authority. Entry follows a two day assessment at the school’s own Bill Harrison Assessment centre, which includes observations with an EP, senior SLT and specialist...

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

I CAN’s Meath School is a residential (weekly) and day school providing a multi-professional, integrated and collaborative approach to the teaching, therapy and care of children aged 4+-11 years, whose primary difficulty is speech, language and communication. Children with additional or associated difficulties including some degree of learning difficulty, attention control, fine and gross motor co ordination problems, mild visual or hearing impairments, and social interaction problems may also benefit from the provision. Ofsted inspectors commented that “The highly skilled and collaborative multidisciplinary team of staff, generates a very strong learning culture in which pupils thrive. It delivers outstanding care, support and guidance, which results in pupils feeling secure and helps them to achieve well. Pupils make very impressive progress in their ability to speak and communicate.” The school offers specialist practice and programmes (eg a signing environment, Cued Articulation, Alternative Augmentative Communication, visual supports) to enable full access to differentiated National Curriculum teaching via termly topic approach. Each class (average 10 children) has an allocated teacher, speech and language therapist and at least one learning support assistant. An occupational therapist and occupational therapy assistant support individual children, class activities and school-wide motor skills groups and sensory integration sessions. All staff are professionally qualified and experienced. Strong partnerships with parents/carers are vital to the success of pupils and families are encouraged to make observation visits to the school and to contribute to their child’s IEP targets. The school has a family liaison worker who can work with parents/carers in the home context. Meath School is housed in 3 fine Victorian buildings and the 7 acre site includes a modern teaching block, small swimming pool, sizeable school field, activity play areas and woodland. It is situated in the village of Ottershaw, near Woking and residential children are supported when attending local community activities. The school has a programme of after school activities for all pupils. Meath School is administered by I CAN, the charity that helps children communicate.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication Y
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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