|Ofsted Inspection Rating||Good|
|Inspection Date||09 May 2013|
|Address||Derby Road, Bramcote, Nottingham, Nottinghamshire, NG9 3GF|
|Religious Character||Does not apply|
|Number of Pupils||112 (75% boys 25% girls)|
|Percentage Free School Meals||39.6%|
|Percentage English is Not First Language||4.5%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Foxwood Academy became an academy school on 1 September 2012. When its predecessor school, Foxwood Foundation School and Technology College, was last inspected by Ofsted, it was judged to be good. The governing body are the trustees. The school makes provision for pupils with moderate learning difficulties, severe learning difficulties and autistic spectrum disorders. In addition some pupils have complex medical needs. All pupils have a statement of special educational needs. Since being launched as an academy there has been an increase in the proportion of pupils with autistic spectrum disorders. They comprise over forty percent of the pupil population. At the time of the inspection, there were no Early Years Foundation Stage children on roll. It is planned to admit two such children in September 2013. In the past, the predecessor school admitted Early Years Foundation Stage children. The number of pupils from minority ethnic backgrounds is slightly above the national average, but the proportion of these pupils from families where English is spoken as an additional language is below the national average. These pupils are represented across all the disability and special educational needs groups in the school. An above-average proportion of pupils are supported through the pupil premium (extra funding from the government for pupils in local authority care and those known to be eligible for free school meals). The school has specialist status for applied learning and technology. As part of its specialist status it provides a programme called ‘Project SEARCH’. This is run in partnership with Nottingham City Hospital and provides sixth form students (from this school and other schools across the Nottinghamshire and the City of Nottingham) with internships in the hospital. There is a classroom on site for teaching English and mathematics and then students are placed in various jobs throughout the hospital. This is based on an American model. This is part of the academy’s alternative provision. Other alternative provision includes the ‘Sweet Treats Shop’ retail outlet in the city for 14–19 year-old students to learn how to run a business, a motor mechanics Level 1 course at Central College Nottingham and an off-site animal care course on a local farm. Since being launched as an academy, there have been changes to the senior leadership team.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress in English and mathematics because teaching is good. The sixth form is good. Students achieve well and get the qualifications required to go on to college when they leave the academy. A new and innovative project in partnership with a local hospital enables some sixth form students to develop outstanding work-related skills. They go on to secure full-time paid jobs in the hospital. The school manages pupils with autistic spectrum disorders and challenging behaviours well. Behaviour is good. Pupils’ understanding of how to assess risks and keep themselves safe is good. Pupils develop good life skills such as travelling by bus independently and opening and managing a bank account. The school’s ‘Sweet Treats’ shop (a retail outlet in the town) enables 11–19 year-old students to develop the skills required in managing a business. All leaders, including governors, are meticulous in checking the quality of teaching and provide extensive ongoing training of teachers. This enables the teachers to improve their practice, raises pupils’ achievement and supports school improvement. It is not yet an outstanding school because : Occasionally, teachers do not make enough use of their knowledge of what pupils already know and can do to plan new work for them. In a few classes, all pupils do the same work and this does not provide enough challenge for some of them. A few teachers spend too much time explaining to pupils what it is they are meant to learn and this slows the progress these pupils make. Pupils with moderate learning difficulties, particularly in Key Stage 3, make slower progress in reading than other disability groups throughout the academy.