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  • Fosse Way School
    Longfellow Road
    Radstock
    Bath
    Somerset
    BA3 3AL
  • Head: Fiona Flinn - acting head
  • T 01761 412198
  • F 01761 411751
  • E [email protected]
  • W www.fossewayschool.co.uk
  • A state special school for boys and girls aged from 3 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty.
  • Boarding: Yes
  • Local authority: Bath and North East Somerset
  • Pupils: 220
  • Religion: Does not apply
  • Open days: Check school website
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Good 1
      • Early years provision Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 22nd September 2021
  • Previous Ofsted grade: Outstanding on 8th July 2014
  • Ofsted report: View the Ofsted report

What says..

We were particularly impressed with the sixth form enterprise. Their Christmas creations of cushions, plant pots and decorations made more than £1,000.  A recent sale of homegrown plants and produce made more than £500. They even have their own website to advertise their products and post how-to blogs.

Read review »

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What The Good Schools Guide says

Executive principal

Since 2019, Fiona Flinn, acting head. After working in education for 18 years, predominantly in specialist settings with a focus on post-16 education, she completed a Masters in Special Educational Needs and Inclusion before joining Fosse Way School. She is passionate about supporting young people with additional needs into employment and has been developing a curriculum focused on preparing students for adulthood.

Executive principal since 2017 is Emily Massey. No stranger to Fosse Way, Emily started as a teacher 14 years ago (after one day as a supply teacher she was sold), swiftly moving on to become subject coordinator, assistant principal and vice principal. Next she became principal of Mendip School, Shepton Mallet before taking on the role of executive principal of both schools in 2017. Worked in several...

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Fosse Way is a school for children and young people with severe and complex learning difficulties, including autistic spectrum disorders, aged 3 - 19 years old. There is also a weekly boarding facility for up to 14 pupils requiring 24-hour structured and consistent learning environment. Fosse Way has a Specialist Technology College Status. We are a comparatively small school of about 110 pupils. The staff and governors aim to provide our young people with an education that is broadly based and tailored to meet individual needs. We create a caring, happy and positive atmosphere in which a child may fulfil his/her potential and grow in self-confidence and respect for the people and environment around them. We believe strongly in working with local schools and the wider community, supporting students with special needs by offering expertise, training and resources.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
Dyscalculia
Dysgraphia
Dyslexia
Dyspraxia
English as an additional language (EAL)
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty Y
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty
PD - Physical Disability
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty
VI - Visual Impairment

Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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