Foxwood School

Special Education Needs

Foxwood School offers flexibility and individually tailored education for pupils and students. All pupils at Foxwood School will have a statement of special educational needs issued by and maintained by their local authority. The statement will outline each pupil or student's individual special educational needs and the educational and non-educational provision required to meet those needs. The statement will also name Foxwood School as the appropriate placement to provide for the child's additional educational needs. All pupils at Foxwood School have a range of needs including severe learning difficulties, challenging behaviour, profound and multiple learning difficulties and autism. The school's admission policy clearly outlines the procedure and guidance for successful applications. Pupils generally come from Kent and day pupils from within easy travel distance. Support for transport is arranged through the local education authority. Where appropriate, pupils are taught to travel independently. During the Admissions procedure, parents will be asked to agree and sign the Home School Agreement (two way contract) which outlines acceptable behaviours and procedures, both at school and at home. For day pupils/students When a child has been assessed as in need of special educational provision, parents and pupils are invited to visit the school to view the facilities and see the school in action. The aim is to make the visit as relaxed and informal as possible, whilst at the same time being informative and supportive. Residential Referrals On referral by the local educational authority, the Headteacher and Head of Care would normally visit pupils at their day school and meet the parents at home. If admission is indicated and agreed the child will be discussed with a class teacher and key worker from Foxwood School, who will also visit the pupil's/student's school and meet with parents. In discussion with all parties concerned the process of admission will be determined. The process of admission may vary. For some, an induction period will be planned to gradually acclimatise pupils to their new school and the specific arrangements for them. For others, their induction may be planned to include part-time attendance increasing to full-time. In all cases, admissions are carefully and jointly planned with parents to match specific pupil/student needs.

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