Foxwood Academy

Foxwood Academy

Learning For Life

  1. Key Information
  2. Funding
  3. Covid-19 Pandemic


What did we do and what might we do in future pandemics?  

Hopefully we’re coming to the end of the COVID19 crisis. Foxwood has learnt a great deal. We are incredibly proud of how well our staff and children adapted. We have outlined below some of the things we did and what we might do if something similar ever happened again.  


  • Foxwood Academy stayed open to all children during the pandemic. 

This is likely to be the same in the future unless advised otherwise. 

  • Some parents decided to keep their children at home, some decided to send their children in part-time.  

This is likely to be the same in the future unless advised otherwise. 

  • The school opened a ‘Whole Academy Virtual Risk Register’ (WAVRR). 

This would open again. 

  • Each child and young person had an individual risk assessment which helped us schedule our communication and home visits. 

This would happen again   

  • Some children needed to be in school and so those children were asked to attend.  

This is likely to be the same in the future unless advised otherwise. 

  • During the first lockdown staff worked on a rota system. During the second lockdown all staff worked in the Academy. 

This is likely to be the same in the future unless advised otherwise. 

  • The school completed risk assessments using the advice and proformas provided by Nottingham City Council and Nottingham County Council.  

This would happen again.  

  • All staff had emergency procedure documents outlining how they would need to change their day-to-day behaviours in and around school. 

This would happen again. 

  • We provided free lunches to staff in school so to avoid the need to frequently visit shops and to manage staff welfare.  

This is likely to happen again. 

  • We asked our external health and safety partner to complete an external review of our emergency health and safety measures 

This would happen again   

We worked with every individual family and staff team member to create individual plans identifying: 

Was there IT at home and were the family E-Safe? 

Did the family need some online E-safety training? 

How would the school and family best meet EHCP targets and requirements? 

When would the child or young person return to school?

What our own risk assessment said. 

What the frequency of communication would be needed?

How the child or young person and family would work to deliver home learning. 

Could the family access live lessons? Would they like check in and check out virtual meetings? 

How was the mental health of the family? Did they require additional support?

Which children needed home visits? 

  • Class learning was sent each week via an accessible link. The curriculum wasn’t narrowed, the learning covered all the subjects available in school.  

This would happen again   

  • Lesson videos were put online and proved to be very popular. Weekly sporting challenges, dance, Art lessons and bedtime stories received thousands of views. 

This would happen again   

  • Regular contact meant that we could act swiftly where families were in need.  

This would happen again   

  • Parents were kept informed via letter, phone call, email, and the website.  

This would happen again   

  • EHCP, transition and general meetings continued online 

This would happen again   

  • All training continued, staff accessed courses and further professional training online. 

This would happen again   

  • Visits for new parents were completed by the headteacher using the virtual tour facility on the website.  

This would happen again   

  • Those children and young people who were receiving additional funding were contacted individually and funding was sent direct. 

This is likely to happen again. 

  • Those children and young people with permission were tested for COVID19 onsite in a COVID19 testing centre. 

This is likely to happen again. 

  • Vouchers for free school meals were issued. 

This is likely to happen again. 

  • Staff were employed and trained to complete all the procedures. Staff were tested each week in school. 

This is likely to happen again. 

  • Parents were supported when testing in school or at home became difficult. Test were sent home to complete.  

This is likely to be the same in the future unless advised otherwise. 

  • Members of the senior team met weekly with all the headteachers in Nottinghamshire special schools to share advice and good practice. 

This is likely to happen again. 

  • The headteacher met once every two weeks with all the headteachers in Nottingham City. 

This is likely to happen again. 

  • The headteacher met with CEOs across the country every week through the CST (Confederation of School Trusts) for additional support and advice. 

This is likely to happen again. 

  • Information was shared and used regularly ensuring all practice was up to date and safe.  

This would happen again   

  • Governors were updated of positive cases and had regular ‘Covid catch up’ virtual meetings. 

This would happen again   

  • Governors continued to play an active and strategic part in the day to day running of the Academy.  

This would happen again   

  • Our mental health lead worked closely with staff providing counselling and support to colleagues.  

This would happen again   

  • Headteacher, staff and senior team wellbeing was monitored and supported by the governing body 

This would happen again   

  • Parents told us that they were pleased with our support. Where parents were in need, we contacted them and made adaptations.  

This would happen again   

  • Staff told us that they felt supported and safe.  
  • Testing funding helped set up our testing centres 
  • Catch up funding was initially focussed on meeting EHCP needs 
  • Our head of care was taken out of the class and used to work with all children and staff to help recover from the impact of the curriculum. 

This is likely to happen again. 

  • Funding was directed at sports equipment, residential trips, future recovery activities, and support with mental health. 

This is likely to happen again. 

  • Our Whole Academy Data Overview helped triangulate attendance, behaviour and progress and focus additional support. 

This is likely to happen again. 

  • We interviewed all our parents to discuss gaps in children's learning and how we could put in place suitable interventions.  

This is likely to happen again. 



It wasn’t perfect, it was a learning curve that took a lot of effort and a lot of commitment from all of you and all of us.  


We were glad that the number of cases at Foxwood were small and hopefully that will remain the case.  


We extend our heartfelt sympathies to those families that weren't so lucky.  

Covid-19 Recovery Premium 2020 - 2021



 Covid-19 Recovery Premium Received (Confirmed) - based on 110 pupils:



With HN top up funding, PP funding and other catch-up grants we have felt financially stable and have managed to come through the pandemic relatively unscathed (thanks to some careful budget management).

We continue to focus this money on narrowing gaps, improving progress and supporting our vulnerable children and young people.

As an Academy we initially decided to focus the Covid catch up funding primarily on supporting children to meet EHCP outcomes where early evidence suggests the negative impact of Covid-19 is greatest.




How we intend to spend the funding allocation

Purpose (Planned Impact – To improve specific EHCP outcomes)

Allocated Cost

EHCP Outcomes

Specialist therapist input (OT, SaLT, Physio, Play) and in-house specialist staff

Additional therapist input as required:

- Sensory occupational therapy (£52 per hour)

- Speech and language (£35 per hour)

- Powerplay (£35 per hour)

- Physiotherapy (£35 per hour)

- Pet therapy (£15 per hour)

- Intensive interaction (35 per hour)

Based on a 6hr day, 1 day per half term:

- £1,872 

- £1,260 

- £1,260 

- £540 

- £1,260

Specialist therapy resourcing

Additional therapy input/resourcing as required e.g. sensory occupational therapy, speech and language, play therapy, music therapy to include:

- Development of new sensory area/room

- Physiotherapy equipment

- Music equipment/resourcing

- Bikability


Outdoor physical activity

Class set of bicycles to improve fitness, social and emotional well-being


EHCP Outcomes

Support Behaviour for learning post covid-19

- Behaviour interventions

- Communication

- Social and emotional support


Mental health

Training and specific input for pupils and parents


Parent support

Work alongside parents to support potential negative impact of Covid-19 on families for example redundancy, bereavement, vulnerable health conditions…



With no residentials, parties, Christmas carols in Beeston or disco this Christmas we will celebrate together in our groups:

- over Christmas dinner in our bubbles

- winter wonderland in school





Emotional Literacy Support Assistant (ELSA) training

2 staff to attend the ELSA course. The course involves 5 full days of training covering the following topics:

- Emotional literacy/coaching, active listening and circle techniques

- Self-esteem, relationships and friendships

- Regulating strong emotions (anger and anxiety) and using therapeutic stories

- Social communication difficulties and practical strategies

- Loss and bereavement and bespoke ELSA programme planning


Implementation of ELSA training

Following the ELSA training, provide time for staff to implement training across Academy