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Fox Hill Primary School


Fox Hill Primary is a mainstream primary school, catering for children from 4-11, with a nursery (FS1).  We do have, and have had children with a range of difficulties, as should ALL mainstream schools. When children’s needs are, or have become more severe, they have left us to access specialist provision such as Woolley Wood or Holgate Meadows Schools.

It is part of the Steel City Schools Partnership which also comprises Monteney and Mansel Primary Schools.


Who to contact

Contact Name
Anne Robson
Contact Position
Inclusion Director
0114 2313469
School Website

Fox Hill Primary is a mainstream primary school, catering for children from 4-11, with a nursery (FS1). We do have, and have had children with a range of difficulties, as should ALL mainstream schools. When children’s needs are, or have become more severe, they have left us to access specialist provision such as Woolley Wood or Holgate Meadows Schools.

It is part of the Steel City Schools Partnership which also comprises Monteney and Mansel Primary Schools.

Fox Hill has an Integrated Resource – please see separate Local Offer information.


Parent Organisation
Fox Hill Primary School - Integrated Resource

Where to go

Fox Hill Primary
Fox Hill Primary School
Keats Road
S6 1AZ

When is it on?

Time of day
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
Wheelchair access details
All the ground floor doorways are wheelchair accessible but the first floor classrooms are not accessible by wheelchair
Supports special needs and disabilities
Special needs and disabilities experience
No diagnosis yet
Social, emotional and mental health needs
Speech, Language & Communication needs
Visual impairment
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty

Other Details

Age Range
3 years to 11 years
  • Disabled Facilities
  • Secure setting

Local Offer


Fox Hill has an Integrated Resource – please see related services link on the right of the page.

SEN Governor is Dave Sandilands.

Contact Name
Anne Robson (SENCO)
Contact Telephone
0114 231 3469
Contact Email
Ofsted Inspection Report
School Website
School Prospectus
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
SEN Provision Type

Schools Extended Local Offer Response

How does the setting identify learners with SEN? 
  • Children are closely tracked and their progress assessed formally every half term. When children are not making the progress expected of them this is more closely looked into
  • Specialist assessments are done by referrals to the Learning Support Service, the Education Psychologist, and the Speech and Language Therapy Service
  • We use their expertise and advice to ensure that we are correctly identifying those students with Special Educational Needs (SEN), and using strategies and approaches recommended. We also liaise with GPs, and more commonly, with Child and Adolescent Mental Health Service (CAMHs) and Ryegate
Is your setting physically accessible to all learners? 
  • Fox Hill is a two storey school. Entrances into school are level with the ground outside, although there are extra small sets of stairs into some of the ground floor classrooms. All the ground floor doorways are wheelchair accessible but the first floor classrooms are not accessible by wheelchair. The school is all housed within the same building
  • There are no specific adaptations that have been put in place to support children with auditory or visual impairments, but all rooms have blinds to ensure the whiteboard can be better seen in bright light
  • The classrooms use visual timetables and these are used on a daily basis
  • Within school there is a disabled changing and toilet on the ground floor
  • The playground is secure and is fully surrounded by a fence. The main entrance to the school building can only be opened by staff using a key fob
  • There are no specific quiet spaces available for learners to access if they cannot cope with noisier environments
  • The school is currently being rebuilt and the new build will have much improved access
How does your setting adapt the curriculum for learners with SEND? 
  • The curriculum provided at the school is differentiated for all learners including those with SEND. All lessons are differentiated and children’s individual needs are taken into account when planning individual lessons. All children identified as having SEND have an identified plan with a clear set of targets which are reviewed termly (and more frequently in some cases)
  • Children with identified SEN have the same access to activities within school as all other children. Teaching assistant support is provided in all classes to enable all children to access the curriculum. Pastoral support staff  support identified children through holding self-esteem groups or working with individuals on social skills/friendship groups etc
What training have your staff received to support learners with SEND? 
  • Identified staff  have been trained in the use of Team Teach techniques within school
  • All staff have basic first aid training however staff are not specifically trained in administering medication, feeding or personal care of children. Some staff have been trained in EpiPen use
  • Staff are trained in a variety of interventions, approaches and strategies – eg Reading Recovery, Fischer Family Trust, dyslexia, Numbers Count/First Class at Number, Makaton, LEAP, NIP and VIP
  • The Special Educational Needs Coordinator (SENCO) has the National SENCO award
How do you communicate with and involve families? 
  • The school regularly communicates with families by phone calls, review meetings, parent evenings and text messages. Some children have a specific home/school communication book, and all children have a reading record book for parents to comment in
  • Parents are involved in the review process and setting new targets for children with SEN. They are invited to share responsibility and ownership for the targets with school and are given strategies to help their child fulfil their targets. As an Achievement for All (AfA) school the parents of the lowest 20% of children in each class are invited into school to have a 45 minute structured conversation with their child’s teacher each term and set targets with the teacher
  • Currently we do not offer any specific training to parents regarding SEN. We also do not have a specific SEN parents group however we do have parents coffee mornings open to any parent to attend
  • We use translators to help communicate with parents whose first language may not be English. We also translate written material wherever possible
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The school regularly evaluates its effectiveness for all children including those with identified SEN
  • Regular observations of lessons are carried out as well as planning scrutinies, book scrutinies and learning walks to evaluate the provision within school
  • We have half termly pupil progress reviews where each year group discusses the progress of all children with leadership and identifies specific actions for vulnerable groups including children identified as having SEN
  • The school also carries out regular monitoring visits to ensure that the provision is effective for all children
What support do you provide for the learners' overall wellbeing? 
  • All year groups have regular SEAL lessons where they are taught about the social and emotional aspects of learning
  • The pastoral team identify children who may need more support with their social and emotional wellbeing and are able to put interventions in place to support these children
  • Play workers are employed to support children during break times
  • Each term we have Every Child Matters (ECM) meetings which discuss children’s needs/behaviour/home circumstances, any changes in their behaviour and concerns that staff may have as well as attendance. These can then lead to pastoral intervention, discussions with parents or Multi Agency Support Team (MAST) involvement
What kind of behavioural interventions do you use? 
  • The pastoral team within school support children with behaviour issues and provide structured interventions for those children who need it
  • We have a very structured behaviour system within school which involves consequences given for inappropriate actions as well as rewards issued for correct behaviour
  • We are very proactive around attendance, with rewards for children and their families. As a trust we have employed an attendance officer
  • Children with extreme behaviour may have a Positive Handling Plan drawn up for them. They may end up ‘on report’ and have a report book to monitor their behaviour choices carefully
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Within the school, learners with identified SEN are able to access the same activities as other children as much as possible. As we are a mainstream school we do have a limited number of staff and larger class sizes than some specialised settings and so we cannot commit to always being able to accommodate all children within all activities
  • Parents and carers of vulnerable children are involved in the planning of all visits and trips to ensure that their children can access them to the best of their ability. We may also use support staff to allow children with SEND to participate in activities


Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Breakfast Clubs are available

After School Clubs are available

Holiday Clubs are available

How do you consult with and involve learners in their education? 
  • The school council allows children to share their views and is representative of all members of our school community
  • We also have regular opportunities for pupil voice activities where children can share their views about different aspects of school life with the leadership of the school
  • The AfA children have termly opportunity to contribute to their targets in structured conversations and/or meetings
  • The children who are currently at the stage of School Action Plus or have a statement give their views on their learning as part of the reviewing process
How do you prepare learners with SEND to progress to, from and within your setting? 
  • Within the school setting we have organised transition events for all children. Children with identified SEN may be given extra opportunities for additional transition visits either to their new year group or new school
  • Depending on their level of need, children with SEN coming from other settings may have initial visits, there may be meetings between those involved (eg our school, the child, their parents,  staff from the child’s current setting), and possibly visits to the child in their current setting
  • Vulnerable children are also provided with a photo book to help them with their transition
  • Class groupings are mixed up at different points during their school career. When organising these groupings the views of parents and children are taken into account
Do you have an online prospectus? Are there open days for families and learners? 
  • Open evenings are held at school for new starters and visits into school can be arranged by contacting the school office
Do you offer outreach to home educating families? 

Not currently

Does your setting offer any additional services for learners with SEND? 

Not currently

Last Updated
school, ADHD, ADD, Autism, communication, Dyslexia, disabled facilities, SEND, SENCO, SEN, integrated resource
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