Fosse Way School A GSG School
- Fosse Way School
Longfellow Road
Radstock
Bath
Somerset
BA3 3AL - Head: Fiona Skinner
- T 01761 412198
- F 01761 411751
- E office@fossewayschool.com
- W www.fossewayschool.co.uk
- A state special school for boys and girls aged from 3 to 19. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty.
- Boarding: Yes
- Local authority: Bath and North East Somerset
- Pupils: 220
- Religion: Does not apply
- Open days: Check school website
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Early years provision Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 22nd September 2021
- Previous Ofsted grade: Outstanding on 8th July 2014
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Everywhere you look, there are emotional regulation boards, which students told us they use several times a day to help identify their feelings then following the guidance on how to move from, for example, feeling angry to more calm. One parent told us of her daughter ‘who hasn’t been able to access education because she couldn’t manage her emotions’ to now ‘articulating how she is feeling and exactly what will help her’. Classrooms are adapted to individual needs – we saw some with more individual workstations than others, and some with a quiet room attached. While some students have one-to-ones (as part of their EHCP or, for example, for behaviour), most support is embedded in the small classes. ‘Every teacher is a SENCo here,’ insists the...
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What The Good Schools Guide says
Headteacher
Since November 2019, Fiona Skinner, whose career was surely written in the stars, what with her father being a teacher and her mother working in post-16 SEN provision. ‘I did try an office job first, but I hated sitting still and being told what to do!’
Kicked off her career as a TA at Treloar College for Disabled Young People, thence to colleges including Alton, Oxford and Cherwell and Milton Keynes, where she specialised in post-16 specialist pathways, including working on the Macintyre No Limits programme. Also had a stint as a SENCo in mainstream schools including Gosford Hill and North Oxfordshire Academy. She has an HND in disability studies from Portsmouth University and a master’s in SEN and inclusion.
Visited Fosse Way when she moved to the...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Fosse Way is a school for children and young people with severe and complex learning difficulties, including autistic spectrum disorders, aged 3 - 19 years old. There is also a weekly boarding facility for up to 14 pupils requiring 24-hour structured and consistent learning environment. Fosse Way has a Specialist Technology College Status. We are a comparatively small school of about 110 pupils. The staff and governors aim to provide our young people with an education that is broadly based and tailored to meet individual needs. We create a caring, happy and positive atmosphere in which a child may fulfil his/her potential and grow in self-confidence and respect for the people and environment around them. We believe strongly in working with local schools and the wider community, supporting students with special needs by offering expertise, training and resources.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
Y |
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
|
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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