Meadow View Farm School (MVFS) was founded with a clear and passionate vision: to create a specialist, nurturing environment where children with Social, Emotional, and Mental Health (SEMH) needs could thrive socially, emotionally, and academically.

In 2013, Jonathan Read and Jayne Riley embarked on this journey, determined to provide a holistic, hands-on education for children who struggled in mainstream settings due to SEMH needs, autism, ADHD, attachment difficulties, and anxiety. Their vision was brought to life with the support of Jonathan’s father, "who helped make it happen", laying the foundations for what would become a truly unique, farm-based learning experience.

MVFS began in a small tearoom in Sileby, Leicestershire, where Jonathan and Jayne created a nurturing space for a handful of pupils. As the school grew, so did its need for a setting that could fully support its outdoor learning ethos. This led to a move to Brookland Farm House, Barwell, where the school found its perfect home on a farm, allowing children to learn through nature, animal care, and hands-on experiences in a truly immersive environment.

Both Jonathan and Jayne took on the role of Headteachers. Over time, as MVFS flourished and became firmly established, they made the decision to step back from the day-to-day running of the school, ensuring that its ethos and vision continue under a strong and dedicated leadership team.

Ryan was fundamental in the development of Meadow View from its earliest stages—playing a key role in the physical building of the school, teaching in its formative years, and embedding the trauma-informed and therapeutic approaches that underpin its ethos today. Before training as a teacher, Ryan worked as a 1:1 support in a PMLD special school, where his passion for working with children with complex and challenging behaviour first began. This experience laid the foundation for his commitment to inclusive, relationship-led practice.

Ryan went on to teach in mainstream education before working in a Pupil Referral Unit (PRU) for children aged 5-11 who had been excluded from school. This role provided valuable insight into the long-term impact of unmet needs and reinforced the importance of early intervention in preventing exclusion and supporting long-term success. He later joined the Student Support Service, where he continued to develop his expertise in working with children with significant social, emotional, and behavioural needs. This breadth of experience significantly shaped the foundations of Meadow View’s approach.

Throughout his time at MVFS, Ryan has held a range of key roles including Teacher, Senior Teacher, Deputy Head, and Headteacher—bringing deep insight and leadership to each stage of the school’s growth. He later took over as Proprietary Lead and Director of Education in a governance capacity when Jonathan and Jayne stepped back from their roles.

Ryan remains actively involved in the day-to-day life of Meadow View Farm School and closely connected to the strategic direction and ethos of the school. He provides ongoing oversight and guidance to ensure the school maintains its high standards of outdoor-based, relationship-led education. Working in partnership with senior leaders, Ryan supports the school’s vision through his deep understanding of the setting, its values, and the complex needs of its children. His role ensures the continued delivery of a safe, nurturing, and aspirational environment for all pupils.

Katie’s journey into education began early, working in schools from A level onwards as a Teaching Assistant in both secondary and infant settings, as well as in a variety of youth and community roles. She went on to study at The College of St Mark and St John in Plymouth, completing a four-year BEd in Primary Education. Alongside her studies, Katie built extensive experience in special educational needs and childcare through a range of part-time roles, developing a strong foundation in inclusive practice. Her dissertation focused on behaviour and nurture, reflecting her deep-rooted passion for understanding and supporting children with social, emotional and behavioural needs. Before joining Meadow View Farm School in 2016, Katie worked in mainstream settings, where her commitment to securing the best outcomes for every child was evident. Katie was appointed SENCo at MVFS in 2017, further strengthening the school’s inclusive and therapeutic offer, and became Head Teacher in 2020. Her dedication to behaviour support and personalised approaches remains central to her leadership and practice at MVFS.

Ben joined Meadow View Farm School in 2016 and spent five years working in the classroom, where he led PE and Science across the school. He qualified as a teacher at the University of Northampton and began his career teaching in both Key Stage 1 and Key Stage 2, where he developed a strong interest in supporting pupils with SEMH needs and behaviour. This early experience sparked a lasting passion for inclusive, relationship-based practice, which he has continued to build throughout his career. At MVFS, Ben developed subject pathways tailored to the needs of pupils with complex SEMH profiles, ensuring learning was accessible, engaging, and therapeutic in nature. Following this, he was appointed Deputy Headteacher, a role in which he contributes to whole-school improvement, staff development, and the strategic delivery of high-quality, consistent provision. A key part of his role remains hands-on: supporting pupils directly in class, working alongside them out on the farm, or transporting them to off-site PE lessons at Desford. His visible, active presence across the school plays a vital role in building trust, supporting behaviour, and modelling best practice for staff.