Foxwood Academy Special School - Nottinghamshire Local Authority School

• We are an all age Special Academy catering for students aged between 3-19
• We have expertise in working with students with a wide range of learning difficulties, Autistic Spectrum Disorder (ASD), Asperger syndrome, Attachment difficulties, Communication and Interaction difficulties and global developmental delay.
• We meet the needs of a wide range of learners including those with Moderate Learning Difficulties, ASD, Asperger syndrome, ADHD, Global Development Delay, Downs Syndrome, Communication and Interaction difficulties, specific medical conditions including epilepsy and a wide range of physical impairments.

We provide specialist provision for learners with varied and complex needs who have below average ability and are unable to access a mainstream school.

• The Academy has a detailed self-evaluation and development plan covering all aspects of its provision. This has a sharp focus on improving outcomes for all.
• All students on our role have a statement of Special Educational Needs or an EHC Plan. We set highly ambitious, individualised targets for all students to work towards achieving. We monitor and adjust the progress towards these targets for all students to ensure that they are given every opportunity to make the progress expected of them.
• We hold regular events with parents and carers to involve them fully in discussions around progress focusing our support on parents and carers of students where progress is below target. This way we can work together to find ways to remove any barriers to progress and achievement.
• Termly Reports are provided to governors to assist them in holding the Head Teacher and Senior Leaders to account and to inform the future direction of the strategic plan and the allocation of resources.
• Annual Reviews/Statement/EHC Plan or Person Centered Reviews are held each year for every student. 

• The Academy uses age related expectations as a means of setting aspirational targets for every student in all subjects. Where a student is making slower rates of progress we identify this on a termly basis and invite parents to discuss this so that progress can be brought in line with targets.
• We make regular contact with home through the use of the student log book, email, phone calls, home contact (text system) and via the Academy web pages to ensure all parents are fully informed of how well their child is doing and what support is available to them to support their child’s learning.
• Termly information sheets and targeted events are organised throughout the year to provide the information parents and carers ask for.

• The EHC Plan is used to determine the provision required for every student. Teachers use this information to plan the learning programme for each student and to tailor the curriculum for individuals and groups.
• We regularly consult with students and their family to inform our curriculum offer. We ensure that students are given the opportunity to reflect on their learning needs and to make decisions about their learning programme.
• We ensure that our staff: student ratio takes account of the specific needs of students and tailor our staffing to ensure that the staff are suitably trained to meet these.
• We use a variety of additional or supplementary curriculum provision including Local F.E. Colleges, work experience etc.
• From the age of 17 students can elect to begin our supported employment programme, Project SEARCH based at the Nottingham University Hospital Campus.

• We consult with parents and professionals prior to entry to the Academy to determine the type and amount of support needed for each student. We monitor this after a period of approximately 8 weeks where we formally review the transition and ensure any aspect of an individual student’s provision or support needs are fully met. We review this at annual review and other meetings set throughout the year.
• Our Termly Reviews of progress are informed by the data tracking systems and other qualitative and quantitative information about each student. 

• The learning venue for students is very varied and includes many routine and non-routine visits to other sites.
• There are lunchtime activities and clubs that students can choose from, some are organised and run by students themselves.
• Students in the Primary Phase are offered a choice of horse riding (RDA), Swimming and targeted sensory sessions both on and off site.
• Students in the 14-19 Phase access community venues for their Leisure sessions each week. 
• Weekly assemblies are linked to social, emotional, moral and cultural aspects of Learning and a wide range of appropriate topics which link to planned curriculum and extra-curricular activities.
• Regular trips are linked with schemes of learning to all students to enrich the learning experience.
• Residential visits are available to all students and designed to help students develop increasing confidence and independence as they move towards adulthood.

• 1 to 1 mentoring happens on a daily basis through the tutor team for each class group.
• We have access to specialist well-being services through close links with external agencies. 
• Student Centered Reviews as part of the statutory annual review.
• Tailored Personal, Social, Health Education (PSHE) to meet support the emotional needs of students
• Access to additional support services including Speech and Language Therapy, Occupational Therapy, Child and Adolescent Mental Health Services, Communication and Interaction Support Service,  

• All staff have specific training to meet the wide range of needs of students and ensure that all statutory training requirements are met.
• All new staff follow a highly structured induction programme including specific components relating to Special Educational Needs.
• Regular training is organised in partnership with the Educational Psychology Service (EPS) and other agencies

Close links with a wide range of outside agencies who offer specific guidance and support to our academy and families.  These include:

• The Educational Psychology Service
• Schools and Families Specialist  Services – includes those for Cognition and Learning, Communication and Interaction, Sensory Impairments and Physical Disabilities, Speech and Language Therapy (SALT)
• Complex Case Resolution Team
• Health Services including Academy Nurse, Pediatricians and Child and Adolescent Mental Health services (CAMHS)
• Social Care and Local Children’s Centres.

REAL Education (Re-thinking Engagement & Approaches to Learning)

• Our Core funding is carefully targeted to supporting individuals and groups with a wide range of needs. Our provision ‘pathways’ ensure appropriate resources and facilities are well matched to different student needs.
• The academy is a single storey building and set on one floor level, fully accessible to individuals with physical impairments.
• Sensory needs are carefully considered in room layout, lighting and acoustics to accommodate students with auditory sensitivity.
• All equipment is modified to meet the needs of students and our access planning ensures improved access for all is a continuous process.
• Safe access/egress is assured by involving parents in assessment of access needs
• Transport is provided by the LA for all students who meet the relevant Local Authority Policy criteria. 

• The Academy Trust Pupil and Curriculum Sub-committee oversees consultation with parents and carers about our provision options.
• We distribute and analyse results from the annual parental questionnaire responding to key requests in terms of “you told us”, “we did”.
• We make regular contact with home through the use of the log book system, phone calls and email in response to parent and carer requirements and preferences.
• Half termly we review progress against targets across a number of different areas including attendance, behaviour and academic progress
• We hold regular progress evenings to report back to parents on progress, identify barriers and plan for support and interventions.
• Education Plans (EP) are written in conjunction with parents and students   that allows a student centred approach
• Annual reviews

• The student ‘Outspoken’ group have a major impact on decision making and in some of the day to day operations of the Academy. They make decisions about staff recruitment, lunchtime clubs, vocational choices, recycling strategies and are currently beginning the process of collating information for the ‘investors in pupils’
• We hold regular meetings with students to ascertain their views on the school and help us to develop and refine our provision. The students are involved in the design of physical spaces around the site, they chose the name for the Academy shop and collated a wide range of views using the BBC school report.

Student Centred Reviews are focused on student views, choices and aspirations.

• Speak to the school via the Tutor and/or a member of the Senior Leadership Team at the earliest opportunity so that actions can be agreed
• If concerns are not resolved please follow the complaints procedure which can be found on the Academy website or a copy can be provided by contacting the Academy on the office number.

• They delegate responsibility to the Headteacher who ensures all student needs are met and provision improvements and developments are clearly identified, prioritised and resourced.
• They ensure that all statutory requirements are met and oversee the collaboration with other services, in particular with reference to Safeguarding requirements.
• We have a formal partnership with the NHS Trust through our commissioned services and access to Project SEARCH
• Access is provided to outside agencies to ensure that all student needs are met appropriately
• We work collaboratively with the voluntary sector and charitable organisations to ensure that advocacy services and fund raising opportunities and community events are accessible to students.

• Via the Academy website
• Termly newsletters and targeted correspondence
• Annual parents and carers information evenings
• Specific information is given to or sought out for parents and carers on request
• The Nottinghamshire County Council Local Offer is a comprehensive directory of local services, opportunities and access for children and young people with SEN and disabilities in the area.  This can be accessed at www.nottinghamshire.sendlocaloffer.org.uk.

• Discussions are held with parents, students and professionals to ensure a bespoke and carefully planned transition into and out of the Academy
• Targeted days are identified annually as transition days for all students.
• Academy personnel attend meetings at other schools to plan for transition as and when required. 

• Independent travel training (TITAN)
• Independent living/life skills
• Timetabled provision at the Academy retail outlet ‘Sweet Treats’ to develop aspirations for work
• Access to Project SEARCH our supported employment provision from the age of 17.
• Access to vocational provision from the age of 14
• PSHE Theme days are tailored towards later life and independent living

• Nottinghamshire County Council website  - SEND Local Offer  www.nottinghamshire.sendlocaloffer.org.uk
• Arranging an appointment to come and see us  - please contact the Academy office by calling 0115 9177202 or emailing office@foxwood.notts.sch.uk