Meadows School, located in Southborough, Tunbridge Wells, Kent, underwent an inspection on April 20 and 21, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and sixth-form provision. The previous inspection in October 2016 had rated the school as good.
Pupils reported significant improvements in their lives since joining Meadows School, with parents echoing these sentiments. Many parents noted that their children felt more settled and secure. The school fosters a positive environment where pupils feel happy and safe, with strong relationships between staff and students. Pupils generally behave well and trust that staff will support them in instances of bullying. However, attendance remains a concern, as a notable number of pupils do not attend regularly.
The curriculum at Meadows School is broad and enriching, with pupils enjoying various activities such as fishing and outdoor education. The school's grounds provide a serene space for students to relax. While staff often maintain high expectations for academic work, there are inconsistencies in the implementation of a robust reading curriculum. Leaders have not established strong expectations for reading progress, which has led to some pupils struggling with their reading skills.
Upon arrival at Meadows School, many pupils have faced negative educational experiences. Staff are attuned to the needs of these students, helping them build self-confidence and a positive outlook for the future. The curriculum is generally well-structured, with essential knowledge presented logically. For instance, in personal, social, and health education, pupils learn about healthy eating through food labels. Assessment practices in most subjects effectively identify gaps in learning.
Despite the school's efforts, many pupils arrive needing to enhance their reading skills. The use of multiple phonics schemes has led to a lack of clarity in teaching reading, resulting in pupils not learning to read fluently. Leaders must ensure that a coherent phonics program is implemented and that staff are adequately trained to deliver it effectively.
Pupils and sixth-form students achieve various qualifications, with some attending local grammar schools for A-level courses. The school provides strong career education and work experience opportunities, helping pupils explore various career paths and gain valuable experiences.
Leaders are mindful of staff needs and have supported them during staff absences, which have been exacerbated by the COVID-19 pandemic. Staff generally feel that their workload is manageable and support the school's direction. However, there is a need for more training in whole-school systems, particularly regarding the recording of behavior and well-being, as this has led to inconsistencies in logging incidents related to pupils' social and emotional needs.
The school has effective safeguarding arrangements in place, with staff aware of potential risks, including online dangers. Leaders act promptly on safeguarding concerns and maintain strong partnerships with families and external agencies.
To improve, the school must focus on implementing a consistent phonics program, ensuring staff are well-trained in delivering it. Additionally, better monitoring of incidents related to pupils' social and emotional health is necessary, along with efforts to enhance attendance rates, as many pupils miss out on crucial learning opportunities.
