Netherhall Mead Academy opened in April 2025 following the conversion of Nether Hall School, continuing a legacy of specialised provision for children with profound and severe learning difficulties spanning decades. This state special school in Leicester serves 122 pupils aged 4 to 19, many of whom have profound and multiple learning difficulties (PMLD), severe learning difficulties (SLD), autism, and complex medical needs. The school's purpose-built campus provides spacious, calm learning environments combined with cutting-edge facilities that meet the distinctive requirements of each child. Under the leadership of Principal Ms Sarah Naylor since 2017, alongside Vice Principal Harminder and Assistant Principal Helen, the academy has established itself as a haven where communication, creativity, and personal development form the bedrock of education. For families seeking a special school combining exceptional facilities, total communication approaches, and genuine commitment to individual potential, Netherhall Mead represents a transformative educational environment.
At the, gates at Keyham Lane West in the Humberstone and Hamilton ward, you immediately sense a place designed for calm and focused learning. The building itself, relocated to a brand-new facility in October 2014 situated next to mainstream secondary Orchard Mead Academy, provides the essential infrastructure that children with complex needs require. Spacious corridors wide enough for wheelchairs and mobility equipment, ceiling hoists throughout, accessible personal care facilities, and thoughtfully designed quiet spaces create an environment where children and young people feel safe and secure.
The school's mission, encapsulated in its motto "A Place to Shine," shapes everything that happens within these walls. Ms Sarah Naylor, who has led the previous establishment since 2017, has cultivated a culture where every pupil is valued for their individual gifts and potential. She is supported by a dedicated senior leadership team including Vice Principal Harminder and Assistant Principal Helen, who work closely with staff to maintain high expectations and continuous improvement across all aspects of provision.
The 133-place academy has been designed with the specific needs of pupils with PMLD, SLD, autism, and associated conditions firmly in mind. The physical environment itself communicates respect and inclusivity. Children are not warehoused in utilitarian spaces; rather, they learn in classrooms dedicated to specific phases: Foundation and Key Stages 1-2 in the Primary Department, Key Stages 3-4 in the Secondary Department, and Key Stage 5 in the Sixth Form provision. This carefully structured environment enables age-appropriate learning while maintaining specialist support.
Netherhall Mead Academy is a state special school with no tuition fees. All pupils must have an Education, Health and Care Plan (EHCP) naming the school or specifying the need for specialised SLD or PMLD provision. The school specialises in supporting children with severe learning difficulties, profound and multiple learning difficulties, and complex autism. It includes a dedicated specialist unit for children with autism and associated learning difficulties.
Families seeking a place should contact their local authority's SEND team to request consideration. Leicester City Council coordinates the admissions process. Families do not need to live within any specific catchment area, as places are allocated based on identified need rather than proximity.
The curriculum at Netherhall Mead Academy operates on a fundamentally different model from mainstream schools, precisely because the pupil population has profoundly different learning needs. Rather than following a traditional subject-based framework, the school has developed an innovative curriculum organised around five key learning areas: Problem Solving and Thinking Skills, Creativity, Personal and Social Development, Physical Development, and Exploring the Wider World.
This approach reflects the reality that for many pupils, learning is not about acquiring discrete subject knowledge but about developing fundamental skills that enable independence, communication, and quality of life. For pupils working at early developmental stages, learning focuses on understanding their environment and early communication. As pupils progress, they develop literacy, numeracy, and practical life skills aligned to their individual needs and capacity.
Communication overarches everything at Netherhall Mead Academy. The school operates as a total communication setting, meaning pupils have access to a wide range of communication strategies tailored to their individual needs. These include speech, signing (Makaton), symbol-supported text, photographs, objects of reference, switches, communication books, and communication passports. A dedicated Communication Lead oversees the implementation and quality of communication support across the academy. This commitment to total communication is transformative: it means every pupil, however complex their needs, has a voice and can express themselves meaningfully.
Teaching and learning is intensely personalised. Rather than cohort-based lesson planning, each pupil has individualised learning outcomes determined by their EHCP and reviewed regularly in consultation with families and professionals. Teachers and support staff use evidence-based approaches including positive behaviour support, total communication strategies, and sensory-rich learning experiences to help each child progress.
We do not publish examination or assessment results for special schools, as these are not appropriate measures of success. Instead, progress is tracked against individual EHCP targets using assessment frameworks such as Routes for Learning and MAPP (Monitoring, Assessment and Planning Profile). Each pupil's progress is measured from their individual starting point.
For pupils with profound and multiple learning difficulties, progress might mean responding consistently to a favourite sensory stimulus, demonstrating anticipation of a familiar routine, or making a choice between two options using their preferred communication method. For pupils with severe learning difficulties working at higher levels, progress might be evidenced through improved independence in self-care, developing functional literacy and numeracy skills, or engaging in community-based activities.
In Key Stage 4, pupils do not pursue traditional GCSE examinations. Instead, the focus shifts to practical preparation for adulthood, including work-related learning, accessing the community safely, independence and life skills including shopping and cooking, and personal and social development. This transition reflects the reality that for many pupils, the priority is not academic qualifications but the skills to live as independently as possible.
In Key Stage 5 (Post-16), where appropriate, pupils may work towards ASDAN accreditation focused on independence and functional skills. Many participate in meaningful work experience placements and receive support to link with further education colleges and community resources to prepare for life after school. The academy is particularly committed to supporting all pupils in planning their post-school lives, recognising that transition to adult services is a critical juncture.
Netherhall Mead Academy integrates richness and joy into the educational experience in ways that extend far beyond traditional academics. Creative learning is not an optional extra; it is woven throughout the curriculum because the school recognises that creativity often unlocks potential for communication, self-expression, and personal development.
Music forms a central pillar of provision. Every pupil has access to music club, where children experience and participate in music-making appropriate to their level. The school maintains partnerships with external arts venues, and pupils regularly access performances and performing opportunities at theatres across Leicester, including partnerships with Curve for dance experiences. The school recognises that exposure to live performance, whether participating or watching, enriches pupils' lives and broadens their understanding of human expression.
School performances provide opportunities for all pupils to engage in creative work. Rather than traditional large-scale musicals, performances are adapted to be genuinely inclusive, allowing pupils at all levels to participate in ways that are meaningful for them. Some might take a speaking role; others might participate in ensemble singing or movement; some might experience the sensory aspects of live music and audience energy. The message is consistent: everyone can shine.
Drama is taught as a structured curriculum area, often focused on problem-solving and thinking skills through role-play, imaginative play, and storytelling. However, the school also recognises drama as a therapeutic and expressive tool. Drama lessons might involve imaginative play as part of continuous provision for younger pupils or Key Stages 1-2, progressing to more structured dramatic activities and even community-based theatre experiences for older pupils.
Dancing at Curve (Leicester's regional theatre venue) and ongoing partnerships with Attenborough Arts and other local arts organisations provide pupils with access to professional-quality arts experiences. This commitment is significant: it reflects the school's belief that pupils with complex learning needs deserve access to culturally rich experiences, not just basic provision.
Art, design technology, and craft activities feature throughout the curriculum. Whether pupils are engaging in mark-making and colour exploration, working on adapted craft projects, or creating visual displays, these activities develop fine motor skills, creativity, and self-expression. The creative environment celebrates all attempts and products, communicating to pupils that their contributions matter.
One of the school's most distinctive features is its commitment to outdoor learning. The site includes a custom-designed "classroom without walls" with forest areas, an orchard, tree stump trails, log piles, bird feeders, bug hotels, and seating areas. This outdoor space provides sensory engagement, promotes understanding of the natural world, and offers therapeutic benefits. The school has achieved a Silver Eco Award from Leicester City Council and is working towards Green Flag status, indicating serious commitment to environmental education and sustainability.
Physical development is not simply PE lessons; it encompasses a spectrum of provision from physiotherapy through to recreational sport. All pupils have access to hydrotherapy or swimming sessions. For pupils with the most complex physical needs, physiotherapy is integrated throughout the day. For pupils working at higher levels, physical development includes traditional PE activities, participation in games, outdoor and adventurous activities, and external sporting events. The school's swimming pool is a crucial resource enabling water-based therapy and recreation.
In Key Stage 5, pupils access meaningful work experience placements matched to their interests and abilities. Some might work in local shops, cafes, or community facilities for short periods. Others work with tutors on independent living skills, community access, and preparation for adult life. The academy maintains relationships with local further education colleges, making college visits and taster sessions available for pupils considering post-19 pathways.
The academy occupies a purpose-built campus relocated in 2014, providing an exceptional physical environment for special education. Key facilities include:
Swimming pool and hydrotherapy facilities: Enabling water-based therapy and recreation for all pupils.
Accessible spaces for personal care: Multiple bathrooms equipped with hoists, changing tables, and specialist facilities enabling dignified personal care provision.
Sensory-rich learning environments: The school has invested in creating spaces that support different learning needs, including quiet spaces for pupils who become distressed, sensory-enriched areas with lighting and textures, and open spaces for movement-based learning.
Outdoor learning space: The "classroom without walls" with forest areas, orchard, tree stump trails, and balancing logs provides exceptional outdoor learning opportunities.
Classrooms organised by phase: Dedicated spaces for Primary (Foundation and KS1-2), Secondary (KS3-4), and Sixth Form provision enable age-appropriate learning environments.
Wide corridors and accessible design: Throughout the building, accessibility has been prioritised, enabling safe movement for pupils with mobility challenges and wheelchair users.
Pastoral care is woven throughout daily life at Netherhall Mead. Personal and social development is taught explicitly, integrated into every routine from arriving on the bus through to home time routines. Beyond classroom teaching, the school understands that children with complex needs require consistent, stable, and emotionally attuned support.
The staff team includes trained support staff, many of whom work with specific pupils over extended periods, building relationships and understanding individual needs, triggers, and supports. This consistency is therapeutic in itself, enabling pupils to develop secure relationships with trusted adults.
The school works closely with external partners including speech and language therapy services, occupational therapy, physiotherapy, and educational psychology. Where appropriate, services are embedded within the school day rather than existing as separate clinical sessions, promoting integration and reducing barriers to access.
Special mention should be made of the school's commitment to families. The academy recognises that families of children with complex needs often face significant challenges, emotional demands, and practical barriers. The school actively encourages family engagement, inviting parents and carers to be partners in their child's learning and offering support and guidance during difficult times. The school is member of The Mead Educational Trust (TMET), a growing partnership of primary and secondary academies in the East Midlands, which provides additional resources and support.
A distinctive strength of the academy is its commitment to transition and post-school planning. The Dedicated Transition Coordinator works with families from Year 11 onwards to support planning for adult life. For some pupils, this means preparing for adult day services; for others, specialist colleges or supported living arrangements. The key is that transitions are planned, families are supported, and pupils have opportunity to develop familiarity with future settings.
The school recognises that post-19 transition is complex and variable depending on local authority area and available services. However, the academy's commitment is to prepare pupils as fully as possible for independence and to work actively with families and adult services to enable the best possible outcomes.
Netherhall Mead Academy opened on 1 April 2025 following the conversion of Nether Hall School from a maintained special school to academy status. The predecessor school, operating from 2003 onwards under the name Nether Hall School, had been consistently rated Good by Ofsted (2003, 2007, 2011, 2014). A short inspection in March 2017 confirmed the school's continued effectiveness. The most recent full inspection in June 2022, shortly before the academy conversion, rated the school Good overall.
The shift to academy status within The Mead Educational Trust provides additional resources, networking opportunities, and access to the Trust's central services and professional development. TMET's mission to improve life chances for children and young people aligns with the academy's values.
Travelling distance and accessibility: Pupils come from across Leicester and beyond, as admission is based on identified SEND need rather than catchment area. Some pupils travel over 30 minutes to school, which can be tiring for children with complex medical needs. Transport is arranged by Leicester City Council for most pupils. Parents should clarify transport arrangements with their SEND team during the admissions process.
Specialist provision for autism: While the school caters for children with autism and learning difficulties, some families seeking a dedicated autism school may need to explore other options. The school includes a dedicated unit for children with autism, but enquiries should be made about whether a child's specific autism profile is appropriately supported.
Post-19 provision and adult services transition: The academy provides excellent preparation for transition, but adult services vary significantly by local authority. Families living in areas with limited further education or adult day service provision should start planning early and engage with adult social care services from Year 10 onwards.
Involvement of external professionals: While the school works collaboratively with therapists and other professionals, families should be prepared to advocate for their child's needs and coordinate appointments and supports. The school is collaborative, but families remain legally responsible for coordinating statutory services.
Netherhall Mead Academy represents genuine special education at its best: a place where children with profound and complex needs are educated in a purpose-built environment, taught by specialists, supported by therapy services, and given genuine opportunities to shine. The school's commitment to total communication, individualised curriculum, creative learning opportunities, and preparation for adult life distinguishes it as an exceptional option within the special needs landscape.
The academy is best suited to families seeking a day special school for their child with PMLD, SLD, or complex autism, particularly families living within reasonable travel distance of Leicester. For pupils requiring residential provision or those with primarily emotional/behavioural needs, different placements should be explored. For those whose children fit the academy's remit and whose families are within travel reach, Netherhall Mead offers transformative education where every child truly has opportunity to shine.
Netherhall Mead Academy provides high-quality specialist education for pupils with profound and severe learning difficulties. Its predecessor school, Nether Hall School, was consistently rated Good by Ofsted (most recently in June 2022). The academy benefits from purpose-built facilities, qualified staff, integrated therapy services, and a genuinely inclusive and personalised approach to learning. For families seeking a specialist special school, it represents an excellent choice.
Netherhall Mead Academy serves pupils aged 4 to 19 with PMLD (Profound and Multiple Learning Difficulties), SLD (Severe Learning Difficulties), autism, and complex medical or physical needs. All pupils must have an Education, Health and Care Plan (EHCP) naming the school or specifying the need for specialist PMLD or SLD provision. Admission is coordinated by Leicester City Council's SEND team, not through standard school admissions.
To request consideration for Netherhall Mead Academy, contact your local authority's SEND team and request that the school be named in your child's EHCP. The academy's own admissions team will assess whether the school's provision is appropriate for your child's identified needs. There is no formal catchment area; pupils are admitted based on identified SEND.
The academy provides integrated support including speech and language therapy, occupational therapy, physiotherapy, and specialist educational psychology support where appropriate. All pupils have access to hydrotherapy, swimming, and sensory-rich learning environments. The school operates as a total communication setting, meaning all pupils have access to communication strategies matched to their needs.
From Key Stage 4 onwards, the academy focuses on preparation for adulthood including work-related learning, independence skills, and community access. A dedicated Transition Coordinator supports planning from Year 11. Where appropriate, pupils complete ASDAN accreditation and meaningful work experience placements. The academy works with families and adult services to prepare pupils for post-19 transitions.
School runs during standard hours following the term dates published on the academy website. Transport is arranged by Leicester City Council for most pupils. Families should contact the academy directly for detailed information about school hours, transport arrangements, and any wraparound care or holiday provision. The academy website contains specific details:.
Yes. The purpose-built campus includes wide corridors suitable for wheelchairs and mobility aids, ceiling hoists throughout, accessible bathrooms with specialist facilities, and thoughtfully designed quiet spaces. Physical accessibility has been a key consideration in the building design. However, families with specific accessibility requirements should visit the site or contact the academy to confirm all needs can be met.
Yes. The academy includes a swimming pool used for hydrotherapy, swimming lessons, and recreational water-based activities. All pupils have regular access to water-based sessions, which are therapeutically beneficial and provide enjoyable physical activity.
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