CURRICULUM information

Welcome to the Cleeve Meadow Curriculum Site

On this site you will find all the information required to understand the social and academic journey our students will travel during their time in KS3 (Years 7 to 9) and  KS4 (Years 10 to 11). If you require further information on our curriculumn please email

In each subject are you will find a selection of the following as applicable:

Curriculum intent (click to expand)

We strive to ensure that our curriculum meets the holistic needs of all our students, facilitates their success and enjoyment and inspires them to become confident life-long learners who are able to fully participate in, and contribute to, society. We believe that our curriculum design should provide broad, balanced and meaningful learning experiences.


Our School Values are central to our ethos and learning culture and are embedded within our curriculum. We want all of our students to develop positivity and belief in themselves in order to make a positive contribution to society and create successful futures.

We are committed to empowering our learners to develop confidence and autonomy, to take ownership of their own learning and control over their lives. We support our learners to be honest and reflective and encourage them to enjoy the freedom to take risks and to learn from their mistakes.  We are passionate and ambitious about learning and progress and strive to promote a culture of aspiration, effort and resilience. 

We recognise that student wellbeing and good mental health are essential components of a learning environment. Our curriculum supports students to develop an awareness of emotions and an understanding of healthy habits for learning and wellbeing. We want all of our students to have the knowledge and tools they need to be able to self-regulate and build healthy relationships.

Curriculum Aims

To achieve our vision, our curriculum aims to:

Assessment (click to expand)

Assessment at Cleeve Meadow

Our Core purpose

To prepare students for their life journey enabling them to reach their potential to be confident, independent, thoughtful and ambitious young adults.

Assessment intent: Child centred progress 

Assessment at CMS reflects our high expectations to prepare our students for their life journey with ambitious, child centred progress at the core. 

Every student at our school will have different starting points and will make progress at a different pace academically and socially in comparison to their peers in a mainstream setting. 

As a result we have developed the ‘Meadow Pathway’ which measures progress at all levels capturing small step progress up to recognised external qualifications. Our ‘Meadow Pathway’ has an ambitious end point in mind and works towards that potential for every child. 

In creating the pathway, we worked alongside an outstanding SEN provision, the ‘Specialist Learning Partnership’ and SEN consultants to carefully consider and develop subject specific progress stepping stones that will demonstrate achievable and realistic academic progress for each child. 

We recognise that progress is both academic and holistic and as such progress towards EHCP targets is carefully tracked to provide a personalised picture of the progress a child is making in the following areas:

Both academic and EHCP progress measures are important and recognised as providing a sound foundation for preparing students for their life journey, enabling them to reach their potential to be confident, independent, thoughtful and ambitious young adults.

Assessment implementation: Meadow Pathway

The ‘Meadow Pathway’ is constructed of 26 stepping stones which provide an incremental growth path of skills, knowledge and understanding.

Subject curriculums have been created to prioritise not only progression towards L2 qualifications, but also skills for life and independence. This is reflected in the Pathway level descriptors. 

Within the first term at Cleeve Meadow school, baseline assessment is undertaken through a range of child centred methods to gain an understanding of entry level ability. Students enter the Pathway at different starting points and they begin their progression journey. 

Assessment impact:

Over time the pace of progress will vary for some students and across subjects and personal development areas. 

Whilst we recognise that child centred progress in our setting is not always linear or evenly paced, our ambition is for each child to make two letters of progress in each subject each year. 

Subjects and personal development progress areas are linked to the individual profile of the student leading to:  

Twilight Training Questions:


PE Lessons