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  • Meath School
    Brox Road
    KT16 0LF
  • Head: Majella Delaney
  • T 01932 872302
  • E [email protected]
  • W
  • 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: 68 (max 75)
  • Religion: None
  • Open days: Please contact the school
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 6th June 2023
  • Previous Ofsted grade: Outstanding on 26th January 2011
  • 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


Since 2022, Majella Delaney. Joined Meath in September 2020 as deputy headteacher, bringing her experience as SENco and primary school teacher. She taught in Ireland for seven years before moving to London to gain more experience and challenge herself in her field. She has taught in a range of urban and rural schools in both mainstream and special education. As a SENco, she has completed the National Professional Qualification for senior leaders and has a range of experience in middle and senior leader positions. Before joining Meath school, Majella was vice principal for inclusion in a large mainstream school with specialist resource provision for speech, language and communication which gained accreditation as a centre of excellence for inclusion.

Since September 2020, Kim Bent, MSc NPQH After...

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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

At Meath, we aim for a culture where speech and language challenges do not prevent young people from achieving their learning and communication potential, building an independent life and contributing to society. Our exciting and stimulating learning environment supports children to Talk, Learn and Grow, with a curriculum co-designed by teachers and Speech and Language Therapists. We strive to work together with parents and families to ensure that children’s educational, social, emotional, spiritual and physical needs are met and developed as fully as possible. We also offer home from home tailored residential support which provides a safe and nurturing environment for pupils to develop independence, social and self-care skills.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
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:

most years
quite often
sometimes, but not in this year

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