Inclusion Vision Statement

The Meadhurst School Centre Provision is a specialist, autism‑designated setting that enables children to thrive through high‑quality, inclusive practice firmly rooted within the life of the mainstream school. Our vision is to provide a structured, nurturing and aspirational learning environment where every child feels a strong sense of belonging, builds independence, and is prepared confidently for their next stage of education and beyond. 

We deliver a thematic, progressive and sequential curriculum that is deeply attuned to sensory needs and closely aligned with the mainstream curriculum. Assessment is robust and meaningful, rooted in the four areas of need of the SEND Code of Practice, and used purposefully to set SMART targets that align directly with each child’s EHCP. Our assessment systems mirror those used in mainstream, ensuring consistency, clarity and high expectations for all learners. 

The Centre provision is designed for children with a primary diagnosis of Autism, and all placements are carefully considered to ensure appropriateness and long‑term success. We work collaboratively with families, feeder schools and the Local Authority, prioritising in‑setting observations wherever possible and ensuring that consultation responses are thorough, evidence‑based and supported by clear provision maps. Induction and transition into the Centre are carefully planned, personalised and robust. 

In partnership with all stakeholders, we monitor and manage the Centre’s Published Admission Number (PAN) of 50 children, effectively, maintaining flexibility within cohorts where appropriate while ensuring the model remains sustainable, transparent, and aligned with funding arrangements. The aim is that each cohort in key EYFS and key stage 1 has 6 children per cohort and then there are 8 children per cohort in key stage 2, this is to support successful integration into mainstream and to ensure the most effective use of resource to enable strong outcomes for all. Regular liaison with the Local Authority ensures shared understanding of place planning, cohort structure and service level agreements. 

Inclusion sits at the heart of our operating model. Children are progressively integrated into mainstream learning, with the expectation that integration increases as they move through the Centre, particularly at Key Stage 2 where the aim is for 80-100% integration is actively supported. Our approach is underpinned by the belief that independence is built over time through carefully scaffolded experiences, high aspirations and consistent support. Children receive small group teaching within the centre, when appropriate, for the core subjects of English, Maths and PSHE, in an enriching, creative way to enable children to spend more time developing their understanding of the key subjects in these subjects. For those children who are unable to access learning in the afternoon curriculum, they remain supported in the centre following a project-based curriculum covering science, geography, history and RE. These subjects are taught through DT, Art, Food, Music and PE.  Alongside the National curriculum, children will be taught life skills and those associated with the 4 areas of needs and the goals set out in their EHCPs. 

We enrich learning through meaningful trips, visits and real‑world experiences that promote independence, confidence and progress across the four areas of need. Flexible environments support regulation and engagement, with access to outdoor provision, breakout spaces and specialist resources embedded throughout the school day. 

Quality assurance is a shared responsibility and a key driver of improvement. Our practice is regularly reviewed by school leaders, Trust leaders and through external validation, ensuring that provision remains reflective, responsive and ambitious. 

All staff, within both the Centre and mainstream school, are equally responsible for meeting the needs of our pupils. A comprehensive autism‑aligned training programme, grounded in strong teaching and learning principles and the OAP framework, ensures that staff are highly skilled, confident and consistent in their practice. This includes training in approaches such as PRICE, Makaton, TEACCH, Attention Autism, emotion coaching and bespoke school‑based development. 

Above all, we believe that children should experience genuine belonging — not just within the Centre, but across the whole school community. Our pupils are recognised as full members of both environments, with equitable access to spaces, resources, relationships and opportunities that enable them to succeed.