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  • Foxwood School
    Seabrook Road
    CT21 5QJ
  • Head: Mr Neil Birch
  • T 01303 261155
  • F 01303 262355
  • E [email protected]
  • W
  • A state special school for boys and girls aged from 2 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; PMLD - Profound and Multiple Learning Difficulty; SLD - Severe Learning Difficulty.
  • Boarding: No
  • Local authority: Kent
  • Pupils: 143
  • Religion: Does not apply
  • Ofsted report: View the Ofsted report

This is not currently a GSG-reviewed school.

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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

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.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
English as an additional language (EAL)
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment
Hospital School
Mental health
MLD - Moderate Learning Difficulty
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 Y
SEMH - Social, Emotional and Mental Health
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty Y
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:

most years
quite often
sometimes, but not in this year

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