Foxwood School

The school aims are:

  • To provide high quality teaching which enhances learning opportunities at all levels.
  • To work in partnership with parents/carers to develop strong and effective links between home and school.
  • To provide a safe, stimulating, fun environment.
  • To promote self-esteem and respect throughout the whole school community and its multi-cultural society.
  • To provide a broad, balanced, appropriate and differentiated curriculum which supports pupils’ development and independence.
  • To promote meaningful partnerships with the local and wider community.
  • To develop strong, clear leadership and management at all levels.

Information taken from Fox Wood School website.

Childcare provision related to this school

  • WASC Holiday Scheme
    Please see separate entry under 'childcare' for more details.

For more detailed information of childcare linked to this school please contact the Families Information Service, who can offer comprehensive up to date information on registered childcare in Warrington, including childminders, day nurseries, pre-schools, playgroups, out of school and holiday clubs, carer & toddler groups, leisure activities and much more.....

Other Useful contacts

WBC schools admission, transport & pupil services team: 01925 446226

Who to contact

Contact Name
Lucinda Duffy
Contact Position
Head Teacher
01925 811534
Sixth Form Tel: 01925 811447

Where to go

Fox Wood School
Woolston Learning Village
Holes Lane

Time / date details

When is it on
Monday - Friday (approx.) 9.00am - 3.30pm

Other details

Local Offer


Fox Wood is an all age special school for pupils aged 4-19. We are a specialist school for Communication and Interaction, and have accreditation from the National Autistic Society. Our young people have severe learning difficulties and many have additional medical or learning difficulties.

Contact Name
Lucinda Duffy (Head Teacher)
Contact Telephone
01925 811534
Contact Email
Local Offer Age Bands
11-16 - Secondary
5-11 - Primary

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

All children/young people at Fox Wood have a statement of Special Educational Needs which will be replaced over the next three years by an Education Health and Care Plan.  The learning objectives detailed in the child/young person's statement are reviewed each year at the Person Centred Review.

Children/young people with a Statement or Education Health and Care Plan have their needs discussed at a panel meeting and the most appropriate provision for that particular pupil is then decided upon. If a child/young person presents with an additional need which has not been addressed in the statement or Education Health and Care Plan (EHC), staff follow procedures to refer them to the appropriate service.

Fox Wood currently has seventy eight children/young people on roll in twelve classes. Three of these classes are part of Woolston 6th Form College. All admissions are managed by Warrington Local Authority.

We are a specialist school for Communication and Interaction, and also have National Autistic Society (NAS) accreditation.

How will the curriculum be matched to my child's/young person's needs?

Children/young people are in classes of between 4 and 9 children/young people with one teacher and up to four teaching assistants. Classes are grouped according to key stage as much as possible. We have several discreet ASD classes at Fox Wood and several classes for our children/young people with Profound and Multiple Learning Difficulties. Where appropriate, children/young people with ASD and/or PMLD are taught within the main body of the school.

Each class teacher writes an Individual Educational Plan (IEP) for every child every term. This provides targets in the areas of communication, literacy, numeracy, PSHCE and ICT. The IEP is discussed with parents/carers and often includes input from the Speech and Language Therapist, Physiotherapist, VI Team etc.  Our children/young people with ASD also have three additional targets in the following areas:

  • Flexibility of thought
  • Social behaviour
  • Sensory

We encourage our children/young peopl to work independently where possible and follow the TEACCH approach.

ICT is used to support all areas of the curriculum in a variety of forms. Communication aids are available and may be in the form of electronic aids, symbols or objects of reference. A variety of switch software is available on the school network and the pupils are also able to access appropriate websites. Children/young people access the computers through the use of switches, touch screen, mouse or keyboard, and all have the opportunity to use an interactive whiteboard. We also have a multi-sensory room, sound beam, sensory floor and a variety of switch controlled toys.

Some children/young people also have an Individual Behaviour Plan (IBP) if they present with challenging behaviour. All children/young people have a communication passport which details how they communicate, their likes and dislikes, and how we should communicate with them.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

We follow the Early Years Foundation Stage curriculum and the National Curriculum for our pupils aged 4 to 16. Each lesson is differentiated by the teacher to ensure that all children/young people have appropriate access to the curriculum. Activities are demonstrated or modelled for pupils to aid their understanding of what is expected.  Pupils are also given time to process information and respond to questions and instructions. 

Differentiated resources are used within lessons access to individual needs, including multi-sensory resources. Children/young people are prompted as needed to aid learning, for example by physical, gestural, verbal or visual prompts. Communication systems appropriate to individual children/young people are used such as objects of reference, photos, on-body signing, Makaton, symbols etc. Activities may be repeated in order to reinforce learning. Each lesson generally has the same structure - intro, main activities, plenary. Lessons usually include a mix of whole class, small group and 1 to 1 work. Our lessons are structured according to the needs of the children/young people through the use of class timetables, individual timetables, ‘now and next’ boards etc. Teaching assistants, students and volunteers are used effectively to support learning, and lessons are structured to promote independence where possible.

What support will there be for my child's/young person's overall well being?

Parents/carers are invited in to school on a termly basis to discuss the Individual Education Plan (IEP) and Individual Behaviour Plan (IBP), annually for the Person Centred review (Autumn term) and annually in the Spring term for parents evening. An annual report is sent home to parents/carers in July with a comments section. 

Individual Education Plans are written at the start of each term and are reviewed at the end to show progress. Annual targets are also set and these are closely monitored by the leadership team.

The majority of children/young people arrive at school by bus or taxi and as such we do not see parents/carers on a daily basis. The home-school diary for every child/young person is vitally important as our children/young people are from all over Warrington and some from other Local Authorities. 

A newsletter is also sent home half termly to keep parents/carers fully informed about the school.

We also arrange training for our parents/carers that they have requested e.g. Makaton, Intensive Interaction, use of PECs, challenging behaviour, eating difficulties etc.

Children/young people are assessed using Bsquared assessment package at P-level and National Curriculum level, and this allows us to show progress in small steps. Children/young people also have evidence of their work in Learning Journals, Record of Achievement etc. A weekly certificate assembly takes place to celebrate achievement throughout the week.

What specialist services and expertise are available at or accessed by the setting/school/college?

For those children/young people who require medication whilst at school, a medication policy is in place. For children/young people with medical needs, the school health adviser writes a Health Action Plan in consultation with parents/carers. We also have six First Aiders on site. 

Personal care including toileting, feeding etc. is provided if and when necessary, all the time promoting as much independence as possible.

The majority of staff are trained in Manual Handling and follow Manual Handling passports for identified children/young people.

School has a Designated Senior Person for safeguarding and all staff receive regular safeguarding training. Our school council meets regularly, with each class having one representative at the meeting to discuss a variety of issues.

Our Personal, Social and Health Education Curriculum addresses social, emotional and health aspects including puberty, bullying, friendship etc.

Parents/carers are asked to complete a parental questionnaire every two years and, where possible, their suggestions are acted upon.

We also use social stories to aid children/young people's understanding of situations.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

The following professionals provide specialist services at Fox Wood School:

  • School Health Adviser
  • Nurse
  • Nursing assistants
  • Speech and Language therapists and assistant
  • Visual Impairment team
  • Music therapist
  • Occupational therapist
  • Occupational therapist re: Sensory Diet
  • Music tutors
  • Physiotherapist
  • Hearing Impairment Team

We also provide clinics for:

  • Continence
  • Orthoptist
  • Wheelchair services
  • Dental services

Medical reviews are also held at school. 

Within school, we have a number of staff with additional training in challenging behaviour, ASD, Team Teach, Intensive Interaction, early communication, manual handling etc. 

We provide training and advice to other schools in order for them to best meet the needs of their pupils (behaviour, Team Teach, Manual Handling etc.).

How will my child/young person be included in activities outside this classroom including school trips?

Staff at Fox Wood have continual professional development most weeks in areas including:

  • Use of symbols
  • Manual Handling
  • Safeguarding
  • P.E.
  • Development of maths
  • ASD approaches
  • Intensive Interaction etc

Our most recent Inset Days have provided training in:

  • Team Teach
  • Manual Handling
  • Letters and Sounds
  • Music
  • Intensive Interaction

Approaches to ASD.

How accessible is the setting/school/college environment?

Educational visits are a very important part of the school curriculum and allow children/young people to put into practice the skills they have learnt in the classroom and to visit new environments. We currently have one school minibus to transport children/young people if needed. This is wheelchair accessible.

Activities also take place outside the classroom in our school grounds, hydropool, swimming pool, local parks, art galleries, places of special interest etc. After school clubs are provided.

Children/young people are informed of where they are going by objects of reference, photos, symbols or verbally and a risk assessment is completed in advance.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

At our new site in Woolston the school is fully accessible. Advice was given by colleagues from the Hearing Impairment and Visually Impairment Team.  Corridors are wide to allow easy movement of pupils in wheelchairs. We have disabled changing and toilet facilities, disabled parking space, different colours around the door frame to signify room use. The equipment in food tech room is also accessible.

The visual environment in each of the classrooms meets the needs of the children/young people in that class. 

There are numerous hygiene suites and nursing stations to meet personal care and medical needs of the children/young people. Specialist equipment is provided for children/young people e.g. specialist seating, standing frames etc. There are ceiling hoists in a number or rooms and several teaching assistants are trained by medical professionals to undertake gastrostomy tube feeding. All staff receive yearly refresher in seizure management.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

For children/young people new to our school, we try to arrange for the class teacher to see each new pupil in their existing setting, although this is not always possible (if the pupil has already left their previous placement). We receive assessment information from the previous setting/school and this is passed on to the class team at Fox Wood. Then we arrange a series of transition visits to the new class at Fox Wood, initially perhaps just for 1-1½ hours, then a full morning and perhaps including lunchtime as well. These sessions allow children/young people to meet other children/young people in the class, the staff team and to see their new surroundings.

For young people moving on at Post 19, they have transition visits to their new setting with a member of college staff. This is to assist a smooth transition. We also forward appropriate assessment information and records.

How is the decision made about what type and how much support my child/young person will receive?

As a special school our budget should reflect the needs of our children/young people. A high percentage of the budget is allocated to staffing and pays for the maintenance and upkeep of specialist facilities including the hydropool.

Action plans developed to improve teaching resources, provide CPD etc. are allocated an appropriate budget. Over the last few years we have spent a significant amount on ICT – computers, programmes, switches, iPads etc.

Children/young people who receive pupil premium may receive additional speech and language sessions, music therapy, ICT equipment, rebound therapy, sensory advice etc. based on their needs.

Sports premium for our KS1 and KS2 children/young people has allowed us to enhance and develop PE provision including teaching, equipment, training, after school clubs, etc.

How are parents involved in the setting/school/college? How can I be involved?

The Senior Leadership team allocate the staffing to classes based on ability and needs of the children/young person in the class. These may be learning or physical needs, or needs as a result of behaviour. Changes may also be made as a result of difficulties at specific times.

We also allocate other services (music therapist. OT etc.) to children/young people based on need. All children/young people with ASD are seen by the OT with specialist ASD knowledge, and the parents/carers and the class team share their knowledge of the child/young person, so that an appropriate and effective sensory diet can be provided.