The Meadows Primary School
- The Meadows Primary School
Bristol Road South
- Head: Mr David Naughton
- T 0121 675 3203
- F 0121 478 2242
- E [email protected]
- W www.meadowsprimary.org
- A state school for boys and girls aged from 5 to 11.
- Boarding: No
- Local authority: Birmingham
- Pupils: 561
- Religion: Does not apply
- Latest Overall effectiveness Good 1
- Early years provision Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 29th June 2016
- Previous Ofsted grade: Requires improvement on 9th May 2014
- Ofsted report: View the Ofsted report
What the school says...
The Meadows School is a mainstream primary school with a 26 place Language Unit for children with receptive or expressive language difficulties. Pupils admitted into the Unit have final Statements of Special Educational Need.
The school has a well established and recognised policy of Inclusion and support for all pupils on the school register. ...Read more
What the parents say...
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Overall school performance (for comparison or review only)
Special Education Needs
The school has an established reputation for the quality and consistency of its Special Needs provision, for mainstream and Language Unit children. A full-time mainstream Special Needs Co-ordinator organises and monitors support for children on entry and regular assessment ensures that intervention is timely and consistent with a child's needs. The Language Unit accommodates 26 children with Statements of Special Need aged between 5 and 11, the children are grouped into three classes, taught by teachers with specific qualifications and expertise and supported within mainstream classes when integrating with mainstream pupils. We operate a system of "exchange integration" where mainstream children are taught in the Unit classes for certain lessons by Unit staff. This arrangement benefits mainstream children for whom smaller teaching groups and more individual attention is appropriate. There are regular, on-site, qualified Speech Therapists, seconded to the school from the local Health Authority, who work with Unit children and some mainstream pupils during the each school day.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder|
|Attention Deficit Hyperactivity Disorders|
|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|
|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
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:
sometimes, but not in this year