AUTISM ACCREDITATION
REVIEW REPORT
Fox Wood School
Review Date: 22/01/2015
Review Team
Team Leader
Name
Jackie Tickner
Team Member
Name
Jean Mockford
Occupation
Independent
Professional
Occupation
Retired Head Teacher
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TABLE OF CONTENTS
Amend as appropriate
SECTION
PAGE
NUMBER
COVER
TABLE OF CONTENTS
INTRODUCTION
PEN PICTURE
PREVIOUS RECOMMENDATIONS
POTENTIAL AREAS FOR DEVELOPMENT
POTENTIAL AREAS OF STRENGTH
REVIEW STANDARDS
SUMMARY
APPENDIX
PANEL REPORT
TERMINOLOGY
1
2
3
4
7
8
9
10
18
22
23
24
INITIALS
OF
AUTHOR
Autism Accreditation Review Report – Day/Res School or College 2011
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JT/JM
JT/JM
JT/JM
JT/JM
JT
INTRODUCTION
The review report is designed to provide a concise and
focused insight into the organisation’s performance
against accreditation teaching/learning standards. The
Review Report focuses to the criteria for Autism
Accreditation.
1.
2.
3.
4.
The service has a specialised knowledge and
understanding of autism spectrum disorders.
The knowledge and understanding of autism
spectrum
disorders
consistently
informs
the
organisation, resources and management of the
service.
The knowledge and understanding of autism
spectrum
disorders
consistently
informs
the
individual assessment and planning for all people
with autism.
The knowledge and understanding of autism
spectrum disorders consistently results in positive
outcomes for all people with autism.
The Review Report will be submitted to the Autism
Accreditation Panel and forms part of the decision making
process.
Autism Accreditation Review Report – Day/Res School or College 2011
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PEN PICTURE
SERVICE PROVIDER
Name of Organisation
Address
Telephone Number
Mission Statement
Organisations Governance
Fox Wood School
Children’s Services Directorate
Warrington Borough Council
Newtown House
Buttermarket Street
Warrington
WA1 2FG
01925 444000
Mission Statement (Electronic copy attached)
Links to this on school website…
www.foxwoodschool.org.uk
(E.g. Online Links to Statutory
Reviews, Annual Reports)
Details of any other services
All services provided by Warrington Local Authority
NB Green Lane School also registered with Autism
Accreditation
Autism Accreditation Review Report – Day/Res School or College 2011
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Autism Accreditation Review Report – Day/Res School or College 2011
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Name of Provision
being reviewed
Fox Wood School
Contact Person
Val Howarth, Aidan Yates
Details of provision(s)
(Please list separately all
provisions being
Reviewed and add/delete
bullets as required)





Address(es);
- Number of
Placements;
- Type of
Service/School;
and
- Specialist
Standard used
Fox Wood School
Woolston Learning Village
Holes Lane
Woolston
Warrington
WA1 4LS
62 (27 pupils with ASD)
Complex Needs Special School
Telephone
Fax
Email address
Autism Specific Aims
for Care / Education
Management and Staff
Structure
Description of
service/school
Philosophy of
service/school
Are there any
safeguarding issues
which you feel would
Specialist Standard – Day School Standards
01925 811534
01925 852435
[email protected]
School Aims (Electronic copy attached)
Head Teacher-Karen Nicholls (long term sick since February 2014
Acting Head Teacher-Val Howarth
Acting Deputy-Aidan Yates
Acting Assistant Head-14-19 Manager –Louise Messham
Twelve teacher including SLT
Two level 4 Teaching Assistants
23.5 Teaching Assistants
Fox Wood School is a generic Special School with a wide range of
needs. Fox Wood caters for pupils aged 4 to 16 and with P Levels
ranging from P1 to NC Level 2. The vast majority of pupils are
working at around P5/6. (Fox wood Special School and Green Lane
Special School have a joint post 16 college which was opened in Feb
2014)
The school population consists of three main bodies of pupils. Pupils
with PMLD and increasingly complex medical needs. Pupils with ASD
and SLD with varying degrees of challenging behaviour and Pupils
with SLD
See Ethos and Values in School Prospectus.
(Electronic copy attached)
NO
Autism Accreditation Review Report – Day/Res School or College 2011
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have an impact on the
Accreditation Review?
Description of Physical
Environment /
Buildings
Fox Wood School was relocated in September 2014 three miles from
its previous site. It sits on the site of an old high school which has a
mixture of buildings and three separate educational provisions.
The local MLD school (Green Lane) occupy the old high school
building itself which has largely been refurbished.
Fox Wood School has been built on the footprint of the high schools
refectory and kitchens and has been completely rebuilt.
On site is also post 16 provision (Woolston 6 th Form College), this
serves both pupils from Green Lane and Fox Wood and was opened in
Feb 2014 after the old high schools 6th form building was refurbished.
Joining all three educational provisions together is a shared area. This
is made up of a hydrotherapy pool with changing rooms, a large
sports hall with separate changing areas, a music room, a medical
room and a therapy room. At present –the hydrotherapy pool and the
sports hall have not yet been handed over to the school by the
building company.
Fox Wood school itself consists of 11 classrooms (with most having
medical rooms and bathrooms attached). The school has a hall (which
is used for PE, lunch and assembly) an art room, a food technology
room a library/ICT room, a multi-sensory room plus SaLT and
physiotherapy rooms. The school also has a number of bathrooms
and hygiene rooms and a quiet room too.
Each classroom has direct access to outside play (this comprises
separate upper school playgrounds). These were newly installed
towards the end of November. Both play areas are made up a cycle
track (complete with adapted bikes), climbing areas with bridges and
slides, benches and music areas. Both areas have textured flooring
and have areas covered with artificial grass. Both have their own
covered areas so pupils can be outdoors even during wet weather.
During the design of the play areas there was a conscious decision to
lean towards equipment being age appropriate. Whilst both play
areas have common items, the design of these is very different to fit
in with the ages of pupils using the areas.
The lower play area has some structures that cannot be found within
the upper play area (again for reasons of age appropriacy) e.g. wig
wam and wooden boat with seats
The same is true of the multi-sensory room at Fox Wood School tooi.e. quotes received, company chosen with installation taking place
hopefully during February half term
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PREVIOUS RECOMMENDATIONS (if applicable)
As identified by the Panel
Recommendation 1
Core Standard 15: Sensory Issues
The school may wish to consider further developing the use of
Sensory Profiles to support pupils in self managing their sensory
needs
______________________________________________________
The school has a Sensory Policy which sets out the school’s practice
in this area, it includes aims, outcomes, practice and training. It
describes how sensory profiles are completed by the Occupational
Therapist and sensory checklists by class teams and that sensory
diets are written for pupils. The school funds the Occupational
Therapist for one day per week as there is no NHS provision for a
therapist to focus on sensory integration locally and the school
assesses this to be a significant area of need. Staff report that the
development of practice in the area of sensory difficulties has had a
positive impact on problem behaviour and staff feel they now have
a greater understanding of the difficulties pupils present. The OT
assesses that staff are more able to anticipate pupil’s needs and
often intervene with a sensory strategy before a pupil becomes
distressed rather than in response to this. Some pupils use the
sensory room on arrival at school in order to be ready for a day in
their class following a lengthy journey on a minibus.
The school’s ASD Policy explains the impact of sensory issues on
pupils with autism.
Fox Wood School now conducts assessments for all pupils with
autism and following this sensory diets are written. This work is
mainly undertaken by the Occupational Therapist (OT) but the
school’s approach was developed jointly with the Assistant Head
Teacher. Sensory checklists are also completed by class teams,
who see the pupil in a variety of situations. It is intended that
sensory assessments will be revisited each year so that changes for
pupils are recognised and strategies modified as needed. As part of
this work the school, which has a very proactive approach to
information technology, uses an iPad app (Brainworks) which
identifies activities which are likely to meet sensory needs. Staff
have been trained in how this app can be used.
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Training for staff in understanding sensory processing difficulties
has been delivered by the Occupational Therapist. All classrooms
now have a range of sensory items available.
During one
observation where pupils were required to wait for their turn many
used twiddle or chewy items to support them to manage this. All
classes have a sensory box so that supportive materials are to hand
during lessons.
Pupils with autism have a sensory target on their Individual
Education Plan (IEP). Examples of targets include:

I can take an adult and show them a large photograph of the
sensory room on the door when I am unhappy and want to
leave the room.

I can taste requested foods when prompted by an adult at
snack and lunch time.

Xxxxx will become used to the noises made by his new
classmate.
The school’s enrichment programme includes a ‘Sensory Circuits’
session and this was observed by a member of the team. Pupils
had access to a range of sensory activities including a small
trampoline and a lycra tunnel. Pupils’ choices and instructions were
visually supported during this activity.
During classroom observations an understanding of how sensory
needs can be met and sensory opportunities included in the
curriculum was displayed. During a lesson on the Antarctic pupils
could compare ice, snow and water. In a PE lesson pupils were
jumping from a bench onto bubble wrap and younger pupils were
able to use shaving foam and paint to investigate letter shapes.
The school has identified as future development a need for more
detailed or extended assessment of pupils with higher needs and
the possibility of involving outside agencies in developing effective
strategies and extending understanding.
The review team assess practice in the area of sensory issues to
meet the standard set by Autism Accreditation.
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Sources of Evidence:
Written Documentation of:
Interim Development Report
Enrichment Programme
Interviews & Discussions with:
Acting Deputy Head Teacher
Occupational Therapist
Observations:
Classroom Activities
Autism Accreditation Review Report – Day/Res School or College 2011
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Recommendation 2
Core Standard 10: Communication
The school may wish to consider re-evaluating their use of Picture
exchange Communication system (PECs) and visual communication
Systems to ensure clarity between the two systems.
______________________________________________________
Fox Wood School has a Communication Policy which describes its
Total Communication approach. Observations confirmed that this
practice is embedded across the school. PECS was seen to be an
effective communication tool for many pupils, however a range of
visual systems, Makaton, modified language and electronic
communicators were all observed. The communication needs and
systems used by pupils with autism are recorded in a database.
Although communication practice at Fox Wood School has included
the use of the Picture Exchange Communication System (PECS) for
some time the school has more recently carried out work to develop
the effective use of PECS in a broader range of settings and
circumstances, e.g. using PECS for a social purpose.
The Speech and Language Therapist has delivered training in order
to ensure that staff are able to develop this work. Use of PECS at
lunchtimes has been significantly increased. During lunchtimes the
school hopes to engage most pupils in physical and constructive
activities and training has taken place from outside professionals to
develop the range of activities that are available to pupils and that
staff are involved with. PECS materials were also seen to be used
effectively by pupils within the dining hall.
All pupils have an IEP which includes a communication target and
PECs features in these, e.g.

Xxxxx will request two items using his PECS book.
A communication board with symbols for each activity or piece of
equipment is displayed in the playground and pupils can use this to
request, at the same time it acts to prompt pupils as to the choices
that are on offer.
Autism Accreditation Review Report – Day/Res School or College 2011
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Within classrooms motivating choice activities are kept in cupboards
which results in pupils needing to request these through the use of
PECS or other means.
This understanding of the need for
‘communicative pressure’ is crucial in supporting pupils to develop
their communication.
Sources of Evidence:
Written Documentation of:
Interim Development Report
Communication Policy
Individual Education Plans
Self Audit
Interviews & Discussions with:
Acting Deputy Head Teacher
Speech and Language Therapist
Observations:
Classroom Observations
Observations during breaks and transitions
Autism Accreditation Review Report – Day/Res School or College 2011
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Recommendation 3
Specialist Standard 2: Teaching and Learning
Programme/Curriculum and Activity Content
As the school further develops the 14-19 curriculum they may wish
to extend the age appropriate activities and challenge of
qualifications offered.
______________________________________________________
The move to a new school building in September 2014 has meant
that the post 16 provision is now separated from the main school
and is part of the new Woolston 6th Form College. Students share
this provision with students from a neighbouring MLD school.
In 2012 the 14-19 curriculum was reviewed and rewritten in a
thematic way to enable more opportunities to promote
independence and life skills.
Students are given opportunities to experience age appropriate
activities. In one lesson the class were listening to an adaptation of
George Orwell’s ‘Animal Farm’. With the support of visuals and key
words students were able to access a more complex text.
Accreditation is linked into the curriculum with KS4 students
following the New Horizons Accreditation (ASDAN). This course
encourages independent working and at the end of year two the
students gain a Personal Progress Qualification (QCF) which is
internally assessed and externally moderated. Students access a
pathway depending on their P and NC levels.
The Personal Progress accreditation is supplemented with the AQA
Unit Award Scheme.
This enables learners to gain formal
recognition for achieving short units of work. Students also follow
OCR which provides additional vocational qualifications that equip
students to gain necessary life skills.
Students have a broad and balanced curriculum in KS4 which
includes vocational learning (including work related learning).
Every year the school holds five Citizenship days which are shared
between KS4 and 5 and cover some of the content required in the
New National Curriculum for Citizenship. KS4 students also join in
with the School’s Enrichment Programme.
Autism Accreditation Review Report – Day/Res School or College 2011
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Transitions between KS4 and 5 are staggered with students joining
in with activities as appropriate for at least one day per half term
during Year 11.
Students also go on joint class visits and
experience creative projects. To support transition from KS3 to 4
the school, college and neighbouring MLD provision have been
colour coded to denote key areas such as classrooms, toilets,
administration and the like.
The curriculum links between KS4/5 include Enterprise, Duke of
Edinburgh Awards and work experience. Some students undertake
their work experience in school and others go to local businesses.
Where appropriate students maintain their sensory profiles with a
therapeutic input. A Music Therapist works with the students for
one day per week and one TA trained in Communication runs 1:1
and small group sessions.
The review team feels that the recommendation to further develop
the 14 - 19 curriculum and extend the age appropriate activities and
challenge of qualifications offered has been fully met. The team
feels that the 14 - 19 curriculum is now a potential area of strength.
Sources of Evidence:
Written Documentation of:
KS4/ 5 Curriculum Maps
KS4 Overview
Teaching and Learning Policy
Interviews & Discussions with:
Acting DHT
Meeting with 14-19 Manager
Observations:
Class Observations
Transitions between activities, classes
Registration
Breaks / lunch
Area of Strength
The review team feels that the recommendation to further develop
the 14 - 19 curriculum and extend the age appropriate activities and
challenge of qualifications offered has been fully met. The team
feels that the 14 - 19 curriculum is now a potential area of strength.
Autism Accreditation Review Report – Day/Res School or College 2011
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POTENTIAL AREAS FOR DEVELOPMENT (if applicable)
As identified in the IDR
Potential Area 1
Standard: Specialist
Methods
Standard
4:
Teaching/Learning
–
Fox Wood School considers that Intensive Interaction can be a
valuable strategy in the development of social interaction and
communication skills for many of its pupils with autism.
Considerable time and funds are being invested in training staff in
the use of Intensive Interaction techniques. The school is in the
process of undertaking a focused and systematic programme of
intervention with those pupils for whom this methodology is felt to
be
beneficial.
______________________________________________________
Fox Wood School is a specialist school for Communication and
Interaction and as such the development of communication practice
is given a high priority.
The school’s ASD Policy states that all staff will receive training in
Intensive Interaction.
The Communication Policy includes an
appendix which covers the principles and practice of the approach.
The review team assess that the school has a significant number of
pupils who are likely to benefit from Intensive Interaction. The
school has invested in a considerable amount of training in
Intensive Interaction. The Acting Head Teacher has undertaken an
extended (21 day) course and several members of staff have
attended shorter courses. All staff have received in school training
delivered by the Acting Head Teacher in order to ensure that this
approach is part of general practice within the school. This training
has been carried out over a period of time allowing staff to
gradually extend their understanding and share their experiences
together. Staff report that the approach has helped to develop
pupils communication skills and their involvement with class staff
and peers. A member of the administration team commented that
one pupil who had been quite withdrawn had begun to anticipate
her morning greeting and to show greater awareness of this
whereas previously she had not been sure whether he noticed this
or not.
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There is a recording system for staff observations in order that the
impact of the approach can be monitored. Training has also been
delivered to parents and carers.
The School Development Plan identifies further training in the area
of Intensive Interaction as a task. This will support the extension of
staff team’s growing skill in this area and ensure that the Intensive
Interaction approach becomes fully embedded across the school.
The review team also feel that this work would be of benefit to
pupils with autism and as such see this as a potential area of
development for the school.
Sources of Evidence:
Written Documentation of:
Communication Policy
School Development Plan
Targets/Plans
Self Audit
Interviews & Discussions with:
Acting Head Teacher
Class Teams
Teaching Assistants Meeting
Observations:
Classroom Observations
Observations during breaks and transitions
Areas for Development
The School Development Plan identifies further training in the area
of Intensive Interaction as a task. This will support the extension of
staff team’s growing skill in this area and ensure that the Intensive
Interaction approach becomes fully embedded across the school.
The review team also feel that this work would be of benefit to
pupils with autism and as such see this as a potential area of
development for the school.
Autism Accreditation Review Report – Day/Res School or College 2011
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Potential Area 2
Standard: Core Standard 6: Assessment, Reporting and
Recording and Evaluation
The school has introduced Person Centred Reviews in order to
involve the young people in the planning and review of their targets
and needs. Further development is now being undertaken in order
to consider how this process can be more fully individualised in
order to meet the individual needs of each pupil.
______________________________________________________
Since the Academic year 2012-13 Annual Reviews have been
renamed ‘Person Centred Reviews’ (PCR) and all students are
invited to attend or become more involved with their parents or
carers. Students are given the opportunity to contribute either
verbally, through photos and symbols and through the use of DVDs.
The three areas of feedback from the students are ‘I like’, ‘I am
good at’ and ‘I am working towards.’ In a KS3/4 class the students
were encouraged to use these criteria when feeding back to their
teacher / TA about their views on the task that they had been
working on.
The PCR documentation is very comprehensive with information
regarding previous annual targets having been achieved or not,
IEPs showing B squared / National Curriculum progress with success
criteria linked to student responses on a scale of 0-4 ranging from
no response to excellent response. There are documents covering
specific detail about the student such as: ‘what do we like about x’
‘what is important about x’ ‘what is important in the future for x’
and ‘what support does x need to be safe and healthy’. An Action
Plan is drawn up that is time framed with a named person attached
to each target. This plan can include medical, sensory and dietary
needs as well as social, communication and academic targets.
Parents are invited to contribute about what is working well at
school and home and the student has an opportunity to put forward
their views. The last School Annual Report is also included.
Each term the parents sign IEP’S. There are 3 opportunities per
year for parents to meet with the class teacher to review progress
towards personalised targets.
Autism Accreditation Review Report – Day/Res School or College 2011
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Feedback from parents is positive and they value the Reviews.
They feel that they are kept well informed about their children’s’
progress.
The review team feel that this recommendation to consider how the
Person Centred Reviews can be more fully individualised in order to
meet the individual needs of each pupil has been fully met.
Sources of Evidence:
Written Documentation of:
ARR Policy
AR/ PCRs
IEPs/IBPs
Tracking Documents
Interviews & Discussions with:
Acting HT / Assessment
Meeting with Parents
Observations:
Classroom
Autism Accreditation Review Report – Day/Res School or College 2011
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POTENTIAL AREAS OF STRENGTH (if applicable)
As identified in the IDR
Potential Area 1
Standard: Specialist Standard 2: Teaching/Learning
Programme/Curriculum and Activity Content
–
Fox Wood School provides all its pupils with the opportunity to
experience an increasingly wide range of activities over one session
per week. This session, or ‘enrichment’ as it is named, helps to
develop flexibility of thought, social interaction and address sensory
issues (all which feature on our ASD IEP). This session also utilises
personal interests and brings with it an element of choice/choosing
for the pupils too.
______________________________________________________
The content of enrichment sessions (in terms of what is on offer)
has increased over the last two years. All sessions are evaluated by
the lead member of staff in each group.
The Enrichment sessions have been developing over a few years
and are now well embedded into the curriculum. Sessions can be
led by a teacher, teaching assistant or health professionals
depending on the focus and expertise of staff and needs of the
students.
Every student has an enrichment experience for one session per
week and some are guided into choosing activities. At the time of
the Review students had access to Film Club, Eco Club, PE,
*Sensory Circuit, Outdoor Trail/Activities, Skoog, *Healthy Living,
Rebound, *Communication, Drama and Maths is guided Club.
Sessions marked with an asterisk * are guided choice activities
which enable therapists/teachers to give additional interventions to
targeted students.
The range of activities for enrichment is impressive and during
2013-14 eighteen different activities were made available for the
students to experience.
Enrichment groups take students from different classes so these
sessions provide opportunities for generalisation of skills and social
interaction with less familiar staff and students.
Autism Accreditation Review Report – Day/Res School or College 2011
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The activities are well planned and motivating for the students. The
Eco group were making bird feeders. The students were clearly
enjoying mixing the feed and putting it into coconut shells or
shaped cutters. The Outdoor Trail/ Activities group enjoyed finding
and looking out for items / wildlife with the added motivator of a
play session at the playground at the end of the walk.
The sessions give older and younger students an opportunity to mix
and offer different challenges.
One student in Rebound was
extremely motivated to use the trampoline but found the steps up
to the equipment too daunting. The patient support from staff with
the use of appropriate motivators meant she was able to make two
steps and is likely to reach the trampoline next week.
There is a wide range of resources that include photos, symbols,
PECS, sensory materials, puppets, microphone, tents, ICT, cutters,
mixers etc.
All resources are bright and attractive and age
appropriate.
The review team agrees with the school’s view that the Enrichment
curriculum which enhances opportunities for learning and supports
flexibility of thought is a potential area of strength.
Sources of Evidence:
Written Documentation of:
Self Audit
Data from 2013/14
Short Term Planning
Interviews & Discussions with:
Acting Head Teacher
Observations:
11 Enrichment activity observations
Areas of Strength
The review team agrees with the school’s view that the Enrichment
curriculum which enhances opportunities for learning and supports
flexibility of thought is a potential area of strength.
Potential Area 2
Autism Accreditation Review Report – Day/Res School or College 2011
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Standard: Core Standard 3: Professional
Development and Staff Information Resource
Training
and
Fox Wood School is committed to offering its staff a rigorous
training regime. This takes the format of ‘Tuesday or Thursday
night’ training/twilight sessions. This is usually ‘in-house’ provided
and delivered by staff at Fox Wood but has also included sessions
delivered by other local professionals e.g. SaLT, nurses, and OTs.
The training programme has covered an extensive range of areas
including: fire safety training, ladder training, person centred
reviews, music therapy, and art therapy. Other more formal training
opportunities give rise to the use of in-set days. Here we commit to
areas such as; Team Teach, sensory issues, music for ASD pupils.
______________________________________________________
Fox Wood School endeavours to offer a broad range of first class,
relevant training to its staff. This happens during a weekly training
programme of twilight sessions for staff at all levels. Many autism
related topics have been covered including: PECS, Makaton,
Intensive Interaction, independence, narrow diets and behaviour.
The ASD Policy states that all staff will be trained in PECS, TEACCH
and Intensive Interaction in addition to ongoing training in autism
awareness.
During the review a member of the team met with a group of six
teaching assistants. All were clear that the frequency and quality of
training at the school is good. In addition to the training sessions
offered they referred to the opportunity to discuss problems or raise
questions with other members of staff within the class team or from
the Leadership Team. Often problems are discussed during the
morning briefing meeting and this approach supports consistency of
practice in the school.
Fox Wood School encourages staff to gain further qualifications and
regularly funds all or part of the cost of these. One member of staff
has gained a Masters degree in autism.
The school has two Team Teach instructors and this helps to ensure
that training in this area is kept up to date for all staff. The
instructors also deliver this training in other schools which supports
the training budget at Fox Wood School.
Sources of Evidence:
Autism Accreditation Review Report – Day/Res School or College 2011
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Written Documentation of:
Training Records
Self Audit
Interviews & Discussions with:
Acting Head Teacher
Teaching Assistants
Class teams
Autism Accreditation Review Report – Day/Res School or College 2011
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REVIEW STANDARDS
SPECIALIST STANDARD 1
Environment
The physical environment is fit for purpose/suits its stated
purpose and meets/is responsive to the needs of the
people with autism.
INDICATORS
1. There are policies, procedures, local protocol & guidelines that
inform practice regarding the needs of people with autism in
relation to their environment.
Not Met
Partially Met
Met
Met & Exceeded

Fox Wood School relocated to its current premises in September
2014 although the Post 16 Department made this move at an
earlier date (February 2014). Previously a mainstream High School
was on the site and part of this building has been extensively
refurbished to provide for the Post 16 department, however the
remainder of the school has been newly designed and built. On the
same site but separately managed is another Special School which
provides for pupils with MLD. There are some shared facilities
between the two schools, for example a therapy room for
Occupational Therapy and Sensory activities, some outdoor space
and pupils from both schools join together in the new Post 16
College.
One of the stated school aims is: to provide a safe, stimulating, fun
environment. The Teaching and Learning Policy describes how the
learning environment needs to be organised. There are a number
of references to the visual environment, including displays, labelling
and clearly demarked areas for learning.
Fox Wood School’s ASD Policy states that the difficulties presented
by pupils with ASD need to be:
recognised and addressed in all aspects of their school life,
including the environment…
Autism Accreditation Review Report – Day/Res School or College 2011
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There is some variation in classrooms, due to the needs of pupils as
the school caters for a number of pupils with physical and medical
needs.
Groups of pupils are therefore placed in a class which is the most
appropriate for them.
The school has a number of ASD specific classrooms and these have
workstations and follow a low arousal policy. All classrooms were
assessed as being very well ordered with resources being kept in
labelled (text and symbol) storage facilities.
There are subject resource cupboards along the corridors so that
resources can be shared across classes and are accessible without
needing to disturb a class.
As part of the school’s monitoring programme an annual audit of
classroom environments is undertaken and written feedback is
given to staff. This practice helps to ensure that policy is adhered
to and gives an opportunity for staff to discuss the underlying
reasons for a distraction free environment and ways of organising
the layout and resources within a classroom.
2.
The physical environment reflects policies, procedures, local
protocol & guidelines and meets the needs of the people with
autism.
Not Met
Partially Met
Met
Met & Exceeded

The new school buildings of Fox Wood School are of a high quality.
Most striking is how light and spacious all areas feel. The school
was built on a restricted budget and so features had to be
prioritised. The result is an excellent facility, classrooms are large
and well laid out. There is colour coding of door frames in particular
to indicate the nature of the work that happens within the room,
e.g. bathrooms are blue, classrooms yellow and therapy areas are
green. Signage is also coded in line with this. This system is
carried through to the Post 16 College which supports smooth
transitions for students moving into this facility.
The school has a range of specialist rooms and facilities and these
include: ICT room and Library, a quiet withdrawal room to support
pupils to regain emotional control, a sensory room, a hydrotherapy
pool, medical and therapy rooms including an Occupational
Therapy/Sensory activities room, and rooms for Music, Art and Food
Technology.
Autism Accreditation Review Report – Day/Res School or College 2011
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All classrooms have an Interactive Whiteboard and these were
observed to be used for different purposes during the review. In
general the school makes very good use of ICT resources: iPads,
software programmes and internet resources and has a proactive
approach to seeking the best of these.
Windows in classrooms have blinds which can be closed in order to
reduce distractions from outside and give shade when necessary.
Labelling and visual strategies throughout the school are strong, for
example in the dining hall there were visuals used to support pupils
to wait in line and clear away their plates independently. As an
example text and symbols for ‘think, what do you need?’ was placed
next to the cutlery tray.
The school has a secure outer perimeter and within the school there
are areas where pupils can safely exercise independence, e.g.
moving between classrooms and along some corridors.
3. The physical environment is used effectively to promote wellbeing and progress for the people with autism.
Not Met
Partially Met
Met
Met & Exceeded

All classrooms have access to an outside area. The school has two
main areas which are used for breaks and lunchtimes, one for the
lower school and one for the secondary department. These areas
are well equipped, e.g. in the lower playground there are robust
wooden climbing, play and seating facilities and areas are demarked
by colour ‘soft surface’ areas and others which have an artificial turf
surface.
The secondary area has a road marked out with white paint and a
range of specialist bikes which seem to be very popular. In both
outside areas pupils were observed to be active and well supported
by the adults present.
The school has a large field which it shares with the adjacent special
school. There are plans to develop this area into allotment and
sporting areas.
Autism Accreditation Review Report – Day/Res School or College 2011
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All rooms were seen to have furniture which was mainly coordinated
in terms of style and colour which helped to provide a visually calm
and low arousal environment. In the younger classes horseshoe
tables are used for some activities where group teaching takes
place. Display is carefully selected, limited and not placed where
distraction is likely.
In all cases it was well presented and
purposeful in line with the school’s policy.
Photographs on the doors of classroom show pupils who work in
each room, this helps pupils to navigate around the school and
understand how the school is organised. Within classrooms where
personal information needs to be accessible for all staff it is
displayed discretely, this is in line with the school’s strong regard
for the dignity of pupils.
Whilst not all classes have a majority of pupils with autism within
them all classrooms are suitable for these pupils. The school
recognises that approaches that have been developed specifically
for pupils with autism are also of value to other pupils with differing
special needs. Therefore all classes were seen to have distinct
areas for social sessions such as greetings, a group work area, an
area for independent working which might include a number of work
stations and a quiet area. Nearly every classroom has a large
bathroom attached to it and many have a medical room so that
pupils with higher needs can be cared for without having to visit
another part of the school. Older pupils are encouraged to use the
main school toilets and not those in the classroom as part of their
independence programme.
The school has undertaken a considerable amount of work to
develop its approach to sensory issues and staff are now able to
understand how to adapt the environment to take these factors into
account, e.g. by seating a pupil away from a stimulus that might be
distracting or making sensory items available in a marked box so
that pupils can access them as they identify their need for these.
4. People with autism are able to function effectively within the
physical environment and their well-being is enhanced.
Not Met
Partially Met
Met
Met & Exceeded

Parents commented during the meeting held for them that they
found the school to have a calm and spacious feel which they felt
benefitted their children. One parent had been concerned about the
move from the old school where her son had been very settled
however he settled without difficulty and she felt this was down to
Autism Accreditation Review Report – Day/Res School or College 2011
Page 26 of 57
the expertise of the staff supporting him as well as the quality of
the new environment.
The school has a calm environment where problem behaviour is not
very evident and where it was observed by the review team it was
seen to be responded to promptly, by confident staff that were
effective in supporting pupils to regain control and return to the set
task. The review team view the spacious, calm, well planned and
well ordered environment which has been created at Fox Wood
School to be of great benefit to pupils with autism and identify this
as a potential strength of the school.
Sources of Evidence:
Written Documentation of:
ASD Policy
Teaching and Learning Policy
School Aims
Self Audit
Interviews & Discussions with:
Acting Head Teacher
Acting Deputy Head Teacher
Occupational Therapist
Observations:
Scrutiny of the Environment
Areas of Strength
The review team view the spacious, calm, well planned and well
ordered environment which has been created at Fox Wood School to
be of great benefit to pupils with autism and identify this as a
potential strength of the school.
Autism Accreditation Review Report – Day/Res School or College 2011
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SPECIALIST STANDARD 2
Teaching/Learning - Programme/Curriculum and Activity
Content
The programme/curriculum and the content of activities
are informed by an understanding of autism/takes into
account the needs of the people with autism.
INDICATORS
1. Within policies, procedures, local protocol & guidelines there is a
clear written description of the needs of people with autism in
relation to the programme/curriculum and the content of
activities.
Not Met
Partially Met
Met
Met & Exceeded

The School Policies on Teaching and Learning, ASD and
Communication give clear guidelines on how best to teach students
with autism and how their needs can be met through the
curriculum.
There is a very comprehensive Behaviour Policy that makes specific
reference to the needs of students with autism.
There are Curriculum Maps that ensure breadth and balance.
Medium and Short Term Planning are very detailed, clearly
differentiated and include Learning Objectives, Personalised Targets
and Assessment.
The Curriculum, based on the National Curriculum, follows a
thematic approach throughout all Key Stages.
This helps the
students to make links between subjects and deepen their
understanding. In Key Stage 4 the accreditation is linked in with
opportunities for life skills and independence.
All students have IEPs but students with autism have additional
targets that address areas of difficulty that are commonly
associated with autism. These are supported with guidelines to
support the strengths and difficulties that students may encounter.
Some students have IBPs. All documentation is reviewed termly
with the student and their parents.
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All students have a Person Centred Review each year that looks at
qualitative and quantitative evidence of progress. Students are
given the opportunity to record their experience of school over the
previous year in whatever way that is appropriate to them.
2.
The programme/curriculum and the content of sessions reflect
policies, procedures, local protocol & guidelines and are informed
by the needs of people with autism.
Not Met
Partially Met
Met
Met & Exceeded

The School has created a very successful communicative
environment. Whole school communication strategies are in place
and practice is consistent from class to class.
To maintain
consistency communication is monitored regularly by the Senior
Leadership Team.
All learning is supported with visual timetables, cues, photos,
symbols and objects of reference to provide support and clarity. In
addition sensory materials enhance the experience and keep the
students focused on learning.
In one lesson two young students used a visual strip with photos to
support turn taking and in the same lesson in order to encourage
whole class turn taking, when queueing, students were given
symbols with ‘1st’, 2nd’ etc. which they had to match with the same
one on the floor and stand in that place.
In another lesson students were learning about the Antarctic and
were encouraged to touch snow, ice and cold gel to help them
understand the climate.
Opportunities are built in for social interaction and students are
encouraged to communicate with their peers as much as possible.
In registration students can choose or are directed to shake hands
and say hello to another. The skilled use of minimal language to
manage behaviour is very consistent across the school.
Students are given regular feedback on their learning. This ranges
from individual praise to whole class celebration with achievement
being shared. Students are also encouraged to feedback on their
own learning. Different examples included symbols with ‘good
work/not so good work’, ‘I like that/ I don’t like that’.
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The feedback for the Person Centred Reviews gives each student a
voice to say how he /she feels about school and their learning.
Students are given opportunities to generalise their skills by
shopping in the local community, taking part in curriculum visits to
museums and exhibitions and joining in themed weeks. The school
used to offer residential visits and may reintroduce these when the
school has settled into the new building.
3. The programme/curriculum and the content of activities promote
the independence, well-being and progress of the individuals
with autism.
Not Met
Partially Met
Met
Met & Exceeded

All students have access to the whole curriculum including the
National Curriculum.
Students in the Early Years follow the
Foundation Stage Curriculum. In addition the Enrichment Activities
introduce them to new areas and different challenges.
This Enrichment Programme helps students to be more flexible with
their learning environment (they have to change classroom),
interacting with less familiar adults (they may not have their own
teacher and TAs) and their learning (the topic may make demands
that take them out of their comfort zone). There are a wide range
of activities that include food technology, photography, rebound,
film club, Eco club etc.
Where appropriate students have therapeutic interventions and
these may happen in class or on a 1:1 basis. Older students follow
internal and external accreditation, take part in citizenship days,
enterprise and work experience.
Identified students can access communication groups that are led
by TAs who are trained in working with: AAC, chat groups, narrative
therapy and social skills.
Developing independence for life skills is promoted across the
school for day to day tasks such as students taking the register,
showing others when the lesson is finished, undertaking daily
responsibilities, clearing up and keeping timetables up to date. The
Review Team felt that students may benefit from more
opportunities for independent work in subject lessons to consolidate
learning.
Differentiation is very evident across all classes. Activities are
broken down into short tasks with sensory strategies as
Autism Accreditation Review Report – Day/Res School or College 2011
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appropriate. In a literacy lesson students were given access to a
wide range of different textures, including gel, foam, paint, fakegrass, and encouraged to mark make and write letters.
In Maths club students were given putty to squeeze and roll. There
were bubbles, flakes and sensory and tactile toys. In ‘Skoog for
older students’ the learning was personalised with one student able
to make music on the computer, another using the skoog with
physical support from a TA and another creating music from a multi
coloured set of bells.
Across the school teachers and TAs work seamlessly ensuring that
students are on task and maximising learning opportunities. All
adults use differentiated questioning including symbols, photos,
objects of reference, to involve students in their own learning.
The use of motivators is evident throughout the school. Students
respond positively to the model of ‘work then choosing’. Staff
teams know their students well and what they like, so motivators
are well received by the students.
The quality of resources is high with many students using adapted
books to help them learn a new skill.
Displays of targets,
timetables and information are of high quality, clear and well
presented.
4.
The people with autism respond positively to the
programme/curriculum and the content of activities and maintain
skills or make progress.
Not Met
Partially Met
Met
Met & Exceeded

All students present as happy and pleased to be in school. In the
summary of Key findings in Ofsted it is quoted:
‘Pupils clearly enjoy coming to school evidenced by their
happy smiles as they greet staff on arrival.’
‘I love coming to school and learning things because the
teachers make lessons fun’
Students are encouraged to indicate if they have enjoyed lessons
and if they have met set targets.
The management of behaviour across the school is outstanding.
The quality of behaviour plans is high and care is taken to ensure
Autism Accreditation Review Report – Day/Res School or College 2011
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that all staff work consistently to apply the same positive strategies
so that the young person can settle and learn effectively.
Motivation is high and students stay on task and are eager to
complete activities successfully.
Parents are very positive about their children’s enjoyment of school.
Students make good progress through their autism specific IEPs.
Progress with B squared and National Curriculum Assessments is
good.
The atmosphere in the school is calm, purposeful and positive and
conducive to learning and student wellbeing.
Sources of Evidence:
Written Documentation of:
Teaching and Learning Policy
ASD Policy
Behaviour Policy
IEPs
IBPs
Ofsted report 2014
Curriculum Maps
Medium/short term planning
Person Centred Reviews
Interviews & Discussions with:
Acting Head Teacher
Acting Deputy Head Teacher
KS3/4 Manager
Class Teams
Observations:
Classroom / lessons
Enrichment activities
Transitions
Arrival and departure
Lunch/breaks
Autism Accreditation Review Report – Day/Res School or College 2011
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SPECIALIST STANDARD 3
Teaching/Learning – Activity Organisation & Resources
There is a planned approach to the organisation of
activities and resources that takes into account the needs
of people with autism.
INDICATORS
1. There are policies, procedures, local protocol & guidelines that
inform practice regarding the organisation of activities and
resources in relation to the needs of people with autism.
Not Met
Partially Met
Met
Met & Exceeded

There is a Teaching and Learning Policy that makes reference to the
expected session organisation. There is an ASD Policy that outlines
the impact of autism on students and how their needs can be best
met through session organisation. The school also has a CPD Policy
which describes opportunities for staff to learn from each other and
inform practice.
The Fox Wood ‘I Matter Code’ provides guidelines for staff regarding
approach when working with students with autism. This is displayed
in all classrooms.
Some IEPs and IBPs identify resources that may support students
with autism to access the curriculum.
The medium and short term planning documents include reference
to organisation and resources (including human resources). All
classes have clear visual timetables that ensure students know what
to expect throughout the day. Students have individual timetables
that help with their organisation and prepare them for what they
have to do. Symbols are used throughout the day to help students
know when sessions have finished and to aid transitions.
Health and Safety Risk Assessments help with the organisation of
activities and guide the level of staffing required.
Autism Accreditation Review Report – Day/Res School or College 2011
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2.
The organisation of activities and resources reflects policies,
procedures, local protocol & guidelines and takes into account
the needs of people with autism.
Not Met
Partially Met
Met
Met & Exceeded

Lessons are well planned and most begin with an introduction
delivered to the whole class seated in a circle. This gives students
an opportunity to be in a learning situation and communicate with,
or listen to their peers. Most students respond to these sessions
well and have developed good sitting, listening and waiting skills.
The interactive white board is used effectively during these circletime sessions to introduce a topic or show images whilst music is
playing during ‘chill out’.
The main body of the lessons include 1:1, paired and small group
activities. For these sessions the work is highly differentiated to
ensure that students work on their individual targets and that they
are able to access the main learning points from the lesson. In
Music in KS1 students the activities were organised in such a way
that students could access the curriculum either independently or
with support. In many sessions there is a plenary where students’
achievements are celebrated.
The school has a high staff/student ratio and so independent work
can be a challenge as students have immediate access to an adult.
This is successfully achieved in some sessions and the Review Team
felt that the school may benefit from this good practice being
shared across classes.
Students receive professional and quality staff support. All staff use
visual communication strategies effortlessly and demonstrate high
levels of skill in delivering appropriate 1:1 sessions. Staff are
sensitive to the students’ needs and give them time to process
information and respond to questions and demands.
All Classes are impressively well organised and equipped. There is
consistency in terms of layout, displays and visual support.
Students have a wide, motivating and age appropriate range of
resources available to them to support learning. There are also
appropriate sensory and therapeutic resources to support students
learning, sensory needs and wellbeing. The ongoing updating of
resources has been a target in the School Development Plan for this
year looking at improved resources for PE for primary students,
more relevant resources for KS3, additional resources to support
KS4, resources to encourage independence in the dining room and a
significant investment in ICT, switches, iPads and laptops.
Autism Accreditation Review Report – Day/Res School or College 2011
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The Review Team feels that the priority that the school has placed
on organisation and high quality autism specific resources means
this is a potential area of strength.
3. The organisation of activities and resources promotes the wellbeing and progress of people with autism.
Not Met
Partially Met
Met
Met & Exceeded

All students have access to the whole curriculum including the
National Curriculum.
Students in the Early Years follow the
Foundation Stage Curriculum. In addition the Enrichment Activities
introduce them to new areas and different challenges.
This Enrichment Programme helps students to be more flexible with
their learning environment (they have to change classroom), their
adults (they may not have their own teacher and TAs) and their
learning (the topic may make demands that take them out of their
comfort zone). There are a wide range of activities that include
food technology, photography, rebound, film club, Eco club etc.
Where appropriate students have therapeutic interventions and
these may happen in class or on a 1:1 basis, these include:
Occupational Therapy, Music Therapy and Communication support.
Older students follow internal and external accreditation
programmes, take part in citizenship days, enterprise and work
experience.
Identified students can access communication groups that are led
by TAs who are trained in working with AAC, chat groups, narrative
therapy and social skills.
Developing independence for life skills is promoted across the
school for day to day tasks such as students taking the register,
showing others when the lesson is finished, undertaking daily
responsibilities, clearing up and keeping timetables up to date. The
Review Team feels that the School may wish to build on already
established good practice for developing independence, to improve
and extend opportunities for independent work in lessons, to
support and consolidate learning and see this as a potential area for
development.
Autism Accreditation Review Report – Day/Res School or College 2011
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Differentiation is very evident across all classes. Activities are
broken down into short tasks with sensory strategies as
appropriate. In a literacy lesson students were given access to a
wide range of different textures, including gel, foam, paint, fakegrass, and encouraged to mark make and write letters.
In Maths club students were either given putty to squeeze and roll.
There were bubbles, flakes and sensory and tactile toys. In ‘Skoog
for older students’ the learning was personalised with one student
able to make music on the computer, another using the skoog with
physical support from a TA and another creating music from a multi
coloured set of bells.
Across the school teachers and TAs work seamlessly ensuring that
students are on task and maximising learning opportunities. All
adults use differentiated questioning including symbols, photos,
objects of reference, to involve students in their own learning.
The use of motivators is evident throughout the school. Students
respond positively to the model of ‘work then choosing’. Staff
teams know their students well and what they like, so motivators
are well received by the students.
The quality of resources is high with many students using adapted
books to help them learn a new skill.
Displays of targets,
timetables and information are of high quality, clear and well
presented.
4. The people with autism respond positively to the activity and the
resources used and make progress.
Not Met
Partially Met
Met
Met & Exceeded

In all lessons the students have a positive response to resources
that are used to support tasks. In particular they enjoy real objects
as they bring the activity to life. In the drama enrichment club
young pupils were highly motivated by the puppet used to help sing
the ‘welcome’ song. In a geography lesson the bear that was going
on his holidays to the Antarctic was very popular.
The move to the new school has meant that the trampoline can be
left out and students can benefit from Rebound Therapy more
regularly. The new outdoor play equipment offers exciting and
challenging opportunities for creative play. The new therapy room
has bright and stimulating resources that support students’
Autism Accreditation Review Report – Day/Res School or College 2011
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individual programmes. The school has a Hydrotherapy pool which
is due to be opened to students soon.
Lessons observed through school internal monitoring have
demonstrated that students are actively engaged in the curriculum
and most lessons are now able to be graded good or outstanding
using Ofsted criteria.
The School has curriculum teams that meet regularly to review
progress within the curriculum and audit resources. Resources used
for communication are available across the school.
Students make good progress during their time at Fox Wood School.
At the parents’ meeting one parent described her child as a changed
person and another said that the incidents of aggression with her
child were now virtually non-existent.
Sources of Evidence:
Written Documentation of:
Teaching and Learning Policy
ASD Policy
CPD Policy
‘I Matter’ code
Risk Assessments
School Audit
Medium / Short term planning
IEPs/IBPs
CPD staff file
Interviews & Discussions with:
Acting Head Teacher
Acting Deputy Head Teacher
Observations:
Class / lessons
Enrichment
Area of Strength
The Review Team feels that the priority that the school has placed
on organisation and high quality autism specific resources means
this this is a potential area of strength.
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Area for Development
Developing independence for life skills is promoted across the
school for day to day tasks such as students taking the register,
showing others when the lesson is finished, undertaking daily
responsibilities, clearing up and keeping timetables up to date. The
Review Team feels that the School may wish to build on already
established good practice for developing independence, to improve
and extend opportunities for independent work in lessons, to
support and consolidate learning and see this as a potential area for
development.
Autism Accreditation Review Report – Day/Res School or College 2011
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SPECIALIST STANDARD 4
Teaching/Learning – Methods
There is a range of methods and approaches used with
people with autism that respond to their needs and are
informed by a knowledge and understanding of autism.
INDICATORS
1. There are policies, procedures, local protocol & guidelines that
inform practice regarding the approaches and methods used with
the people with autism.
Not Met
Partially Met
Met
Met & Exceeded

The school’s ASD Policy places importance on staff having a good
knowledge and understanding of autism and how established
interventions and approaches can be used. The policy also gives a
clear overview of ASD including the sensory difficulties that may be
seen. The core approaches used by the school are given as:
TEACCH, PECS and Intensive Interaction.
The school’s Teaching and Learning Policy is a very comprehensive
policy which gives extensive guidance for good practice.
In
particular it includes a detailed appendix on ‘Aspects of Learning’
and many of these are very significant for learners with autism:









Problem Solving
Reasoning
Evaluation
Self A wareness
Managing Feelings
Motivation
Empathy
Social Skills
Communication
This forms a valuable resource particularly for new staff.
Fox Wood School has an ‘I Matter Code’ which prompts staff to
remember key points for good practice; it is displayed in all
classrooms and contains statements such as:


I need you to recognise my anxieties.
I need the same structure and approach in every classroom
that I’m in.
Autism Accreditation Review Report – Day/Res School or College 2011
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

Help me to stay safe.
I need you to say my name before you talk to me.
There are Communication and Behaviour Policies which also inform
practice.
2. The approaches and methods used reflect policies, procedures,
local protocol & guidelines and take into account the needs of
people with autism.
Not Met
Partially Met
Met
Met & Exceeded

An understanding of the significant positive impact that structure
can have on creating an effective learning experience for pupils with
autism underpins the approach seen at Fox Wood School. Alongside
this is an understanding of pupils’ individual needs which results in
strong differentiation and a broad range of techniques being used,
i.e. tools to support communication: signing, PECS, visual systems,
modified language, electronic communication devices from switches
to more complex aids. This was demonstrated in a greetings
session with a younger class, all the pupils were at different levels
of communication development however the session was cohesive,
involved opportunities for social communication between peers and
celebration of each pupil’s achievement. Resources were all to hand
and the teacher switched between these in a very seamless
manner.
The review team felt that the school has very strong practice in the
area of communication and interaction as has partly been discussed
earlier in this report. Differentiation of communication systems was
seen to be carried out with expertise. Visual support is used well,
e.g. red and green circles to depict ‘finished’ and ‘it’s time for’ as
well as a yellow one for ‘nearly finished or nearly time for’. All staff
have a key ring set of symbols which they are able to use to prompt
pupils in a non-verbal manner these include the traffic lights, and
symbols such as: wait, stop, quiet. Staff showed skill in modifying
their language according to the learner’s level of understanding and
processing time. Often staff intervened silently and effectively.
Social Stories are seen as a useful strategy to support pupil’s
understanding of a range of social situations and often helping them
to manage a difficulty in a more appropriate manner, examples
seen during the review include: going from school to home and the
fire drill.
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The school recognises the value of training experiences for staff at
all levels and aspects of this have been referred to previously in this
report. The level of training for approaches such as TEACCH, PECS,
Communication Approaches, Behaviour Management and distinct
strategies such as Social Stories is high. This training has resulted
in practice which is clearly underpinned by good levels of
understanding.
During registration sessions pupils are reminded of the ‘colour of
the day’ and the ‘smell of the day’ this is a sensory approach which
supports pupils to feel more organised and gives familiarity to the
start of the school day and is used consistently across the school.
Pupils were regularly asked to comment on their experiences in a
session, this might take the form of some simple verbal discussion
or indicating a choice of ‘like / didn’t like’ symbols. This was one of
many features which were seen to be consistent across all classes.
3.
The approaches and strategies promote the well-being and
progress of people with autism.
Not Met
Partially Met
Met
Met & Exceeded

The Ofsted report (May 2014) comments that:
Staff are highly skilled at understanding pupils’ often very
complex needs.
The school is able to offer some medical appointments in school,
e.g. optician and dental appointments. Some clinics are also held in
school.
This practice allows pupils to have essential medical
appointments and assessments in a familiar and more predictable
environment.
The school is co-located with an MLD Special School and links are
being gradually developed between the schools. Currently one pupil
is integrating with this school for two sessions per week. Some
joint activities have taken place, for example a shared Christmas
meal and writes to visiting pantos with classes from both schools
and joint use of a soft play facility.
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The school uses home/school diaries to communicate with parents.
Comments about these in the parent questionnaires were positive
and this view was repeated by parents in the meeting held during
the review. All parents said they felt their child was well understood
by staff at school and one commented that the school felt like an
extension to her family. Of particular note was the exceptional
work the school has done on extending some pupils’ very restrictive
diets. This work was begun by the Acting Deputy Head Teacher
some years ago and has been cascaded down to a strong group of
staff who work persistently and patiently in a skilled manner with
pupils at lunch and snack times. Although progress takes time it is
significant and once this is seen in school the work is transferred to
home and parents reported that this has been greatly appreciated,
due to the impact it has on family life as well as the health of the
pupil. This work was seen in progress at lunch times during the
review, as an example some pupils try small amounts of school
meals before then eating their preferred packed lunch. A flexible
and sensitive approach is key to the success of these programmes
and this has become part of the core work of the school. On
admission pupils’ eating patterns are discussed with families and
where there are seen to be difficulties intervention programmes are
planned.
One of the approaches seen in the school was the use of spots on
the floor for lining up, this helps to give pupils sufficient space
between each other. In the Dining Hall this was judged to be very
effective, there are red, yellow and then green spots which indicate
position in the queue and waiting time.
The school places an emphasis on managing behaviour effectively
and this is set out in the Behaviour Policy. Practice in this area is
viewed as strong. All staff displayed a clear understanding of the
strategies that had been agreed for a pupil and these were often
applied jointly by staff without the need for any verbal discussion
before or after an intervention. Pupils who require it have an
Individual Behaviour Plan (IBP), these documents have been well
thought through and are very comprehensive. Behaviours are
categorised into level 1, 2, and 3 and strategies into proactive,
active and reactive. Further to this there are suggestions for
recovery actions, e.g. offer a drink and a debrief section. The IBP is
part of an overall Behaviour Management Plan which consists of the
Individual Behaviour Target, the IBP, a Positive Handling Plan, Risk
Assessment and monitoring log. Processes for supporting positive
behaviour are very clear for staff; there is a termly Behaviour
Bulleting which ensures that all staff are aware of concerns for all
pupils. Practice is described in a small flyer for parents.
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All plans are shared with senior staff and parents. Monitoring of
behaviour is strong and this is analysed to identify patterns and
progress.
Reward systems support pupil motivation and on task behaviour.
Systems are individualised within classes according to levels of
ability and age. Some pupils have clear working towards strips
which show their preferred activity which might be offered at the
end of a session or the day. For some pupils the reward might be a
certificate in assembly rather than a classroom activity. In several
classes ‘happy’ and ‘sad’ circles were on the wall and pupils
photographs would be moved according to their behaviour and this
had an impact on reward opportunities.
The review team assess the level of consistency of approach and
strong practice seen in the school particularly in the areas of
behaviour support and interaction to be a potential area of strength.
4. The people with autism respond positively to the approaches and
methods used and make progress.
Not Met
Partially Met
Met
Met & Exceeded

During the parents’ meeting one parent gave an example of how
the school goes an extra mile to understand and support pupils and
their families. The parent was very concerned about the imminent
birth of her daughter and how this would affect her son who often
showed aggressive behaviour and had very little understanding of
language with which to explain the change that was going to
happen within the family. The school recognised that the parent
was understandably anxious and arranged for a baby to visit the
school to enable the pupil to become more familiar with babies and
develop some understanding of what it would be like to have a baby
at home. In the event the siblings get along well and the parent
feels the school has played an important role in this.
Staff and pupils appear to be enjoying their work at Fox Wood
School, staff happily communicated their delight at pupil progress.
Parents also reported their surprise at the progress their children
had made which they had not anticipated, e.g. one parent said their
young son had quite rapidly progressed from having no speech to
being quite verbal and commented on how this had helped with
some previously difficult behaviours and frustrations.
The review team assess staff to show a thorough knowledge and
understanding of autism and see this as the foundation to very
Autism Accreditation Review Report – Day/Res School or College 2011
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effective relationships between staff and pupils. It is evident that
pupils generally trust staff and are happy at school. One parent
described how his daughter would often put on her uniform during
the school holiday communicating her enjoyment of school. Overall
the school places a strong emphasis on pupil well-being and the
review team judge this to be a potential strength of the school.
Sources of Evidence:
Written Documentation of:
ASD Policy
Teaching and Learning Policy
Communication Policy
Behaviour Policy
Self Audit
Interviews & Discussions with:
Acting Head Teacher
Acting Deputy Head Teacher
Occupational Therapist
Speech and Language Therapist
Class Teams
Observations:
Classroom observations
Observations during breaks and transitions
Areas of Strength

The review team assess the level of consistency of approach
and strong practice seen in the school particularly in the areas
of behaviour support and interaction to be a potential area of
strength.

During the review the team assessed staff to show a thorough
knowledge and understanding of autism and saw this as the
foundation to very effective relationships between staff and
pupils. It was evident that pupils generally trust staff and are
happy at school. Overall the school places a strong emphasis
on pupil well-being and the review team judge this to be a
potential strength of the school.
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SUMMARY
OBSERVATIONS
OBSERVATION SCORES
Number of observations completed:
Environment
Activity Content
Activity
Organisation
and Resources
Methods
TOTALS
PERCENTAGES
20
NOT MET
PARTIALLY MET
MET
MET &
EXCEEDED
0
0
0
0
20
18
0
2
0
1
14
5
0
0
0%
1
2
2%
15
67
84%
4
11
14%
20
18
16
14
12
10
8
6
4
2
0
Not Met
Partially Met
Met
Environment
Activity Content
Activity Organisation & Resources
Methods
Met & Exceeded
Comments:
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During the review the team recorded 20 separate observations of
practice. The high quality of practice seen in these is reflected in the
scores. Practice was consistent and carefully focused to meet individual
needs.
Statements:
On the one occasion where practice was judged to be less than met this
was due to the planning of the session resulting in pupils having a long
time to wait for their turn without an alternative activity being provided.
In some observations practice was seen to exceed standards.
Examples of this included a lesson where there was excellent
differentiation within the activity supported by a very appropriate range
of resources.
In another example the teacher used a wide range of communication
tools and autism specific methodology.
In many observations adults were seen to move seamlessly between
supporting activities and behaviour resulting in a calm and purposeful
learning environment.
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QUESTIONNAIRES
SCORES
Number of Questionnaires sent out (information provided by the
school):
Number of Questionnaires returned:
Number of sections not scored (figures only reflect sections scored):
Contact
Support
Advice
Involvement
TOTALS
PERCENTAGES
12
0
VERY
UNHAPPY
UNHAPPY
SATISFIED
HAPPY
VERY HAPPY
0
0
0
1
1
2%
0
0
0
0
0
0%
1
0
1
2
4
8%
5
6
5
4
20
42%
6
6
6
5
23
48%
6
5
4
3
2
1
0
Very Unhappy
Unhappy
Satisfied
Happy
Very Happy
Contact
Pupil Support
Advice/Assistance Offered
Involvement in Planning
Autism Accreditation Review Report – Day/Res School or College 2011
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Comments:
 The responses received graded 90% of the scores on the
questionnaires as ‘happy’ or ‘very happy’.
Most of the
questionnaires didn’t include comments, but those that were
made are included below.
Statements included:
Contact:
 Good contact via the school diary book which is sent home
every day and phone call if there is any problem.

The school do write in the book but don’t ever put about what
she has done just put ‘been happy today’ but I want to know
what she has done, i.e. painting, story time etc. what she
liked/didn’t like.

Xxxxx has only been with me a short time but someone has
been available for me to speak to and have contacted me
when Xxxxx was unsettled due to a lot of changes in his
homelife. They reassured me that he was settled well in
school.

Communication with the school is very good, I have no
concerns.
Support:
 I find it really helpful that there is a school nurse who will do
some blood tests.

School always ask how Xxxxx has been and support him fully
in unsettled/upset etc.

I have no concerns about the support the school gives my
child.

He has improved many things, but he still doesn’t talk a lot.
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Advice:

Unsure as I feel they have her best interests first, but they
don’t give advice as to what I could do at home to help her.

I am very new to Xxxxx’s level of autism and school are
always available to offer advice and reassurance.

I think the school does everything it can to advise and support
all parents/guardians.

School keep me fully informed about Xxxxx’s day in his homeschool diary. They are fully approachable if I need to ask
about what he’s done during the day.
Involvement:

Other than a timetable to say what subject they are doing
they don’t tell me how they are teaching it so I can’t do it at
home, if they did I feel this would benefit my child.

I think the school does what it thinks is necessary.
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AREAS OF STRENGTH
Specialist Standard 1: Teaching/Learning – Environment

The review team view the spacious, calm, well planned and
well ordered environment which has been created at Fox
Wood School to be of great benefit to pupils with autism and
identify this as a potential strength of the school.
Standard:
Methods

Specialist
Standard
4:
Teaching/Learning
–
During the review the team assessed staff to show a thorough
knowledge and understanding of autism and saw this as the
foundation to very effective relationships between staff and
pupils. It was evident that pupils generally trust staff and are
happy at school. Overall the school places a strong emphasis
on pupil well-being and the review team judge this to be a
potential strength of the school.
Standard:
Methods
Specialist
Standard
4:
Teaching/Learning
–
The review team assess the level of consistency of approach
and strong practice seen in the school particularly in the areas
of behaviour support and interaction to be a potential area of
strength.
Specialist
Standard
2:
Teaching/Learning
Programme/Curriculum and Activity Content
–
The review team agrees with the school’s view that the
Enrichment curriculum which enhances opportunities for
learning and supports flexibility of thought is a potential area
of strength.
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Specialist Standard 2: Teaching and Learning
Programme/Curriculum and Activity Content
The review team feels that the recommendation to further
develop the 14 - 19 curriculum and extend the age
appropriate activities and challenge of qualifications offered
has been fully met.
The team feels that the 14 - 19
curriculum is now a potential area of strength.
Specialist Standard 3: Teaching and Learning - Activity
Organisation and Resources

The Review Team feels that the priority that the school has
placed on organisation and high quality autism specific
resources means this this is a potential area of strength.
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AREAS FOR DEVELOPMENT
Standard:
Methods

Specialist
Standard
4:
Teaching/Learning
–
The School Development Plan identifies further training in the
area of Intensive Interaction as a task. This will support the
extension of the staff team’s growing skill in this area and
ensure that the Intensive Interaction approach becomes fully
embedded across the school. The review team feel that this
work would be of benefit to pupils with autism and as such
see this as a potential area of development for the school.
Specialist Standard 3: Teaching and Learning - Activity
Organisation and Resources

Developing independence for life skills is promoted across the
school for day to day tasks such as students taking the
register, showing others when the lesson is finished,
undertaking daily responsibilities, clearing up and keeping
timetables up to date. The Review Team feels that the School
may wish to build on already established good practice for
developing
independence,
to
improve
and
extend
opportunities for independent work in lessons, to support and
consolidate learning and see this as a potential area for
development.
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APPENDIX
SCHOOL COMMENTS
Please note that comments must only pertain to the report and not
to the performance of the review team. Any feedback on the
performance of the review team must be sent separately to the
Accreditation office on the Review Team Evaluation form at the end
of your review.
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PANEL REPORT
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TERMINOLOGY
The Audit Programme may be applied to services for people with autism
spectrum disorders. In this folder the word ‘autism’ is used to apply to the whole
spectrum, including Asperger syndrome, so that unwieldy phrasing is avoided.
Similarly, to avoid repetition of alternative titles, generic terms have been used
throughout the text.
To be consistent with the Care Standards ACT 2000 UK, this document refers the term
Autism Spectrum Disorders, whilst recognising that some may refer to this as Autistic
Spectrum Conditions.
Accredited: When a service/school has successfully completed their self audit, IDR and
review and is awarded accredited status by the Accreditation Panel.
Advanced Documentation: Self-evaluation documents that include the pen picture
describing the establishment, the Core Standards and the Specialist Standards. It is to be
completed and updated regularly by service/school and submitted in preparation for an
Autism Accreditation review. It includes recommendations from the previous panel report
(recorded under Development Need), the Core Standards, and the Specialist
Standards (recorded under Self Audit).
Areas for Development: Term used by the Advisor (within the IDR-summarised under
further action to be taken) and Review Team (within review report) describing areas for
improvement. To be highlighted for the Panel to consider as Recommendations.
Areas of Strength: Term used by the Advisor (within the IDR) and Review Team (within
review report) describing aspects of strong practice within the service/school locally to be
highlighted for the Panel to consider as Good Practice or Commendation.
Autism: Term used to apply to the whole spectrum, including Asperger syndrome.
Carer(s): Term used to refer to parents, guardians and other family members that are
responsible and care for a person with autism.
Commendation: Determined by the Panel from areas of strength that reflects outstanding
practice within the service/school.
Deferred: Status of service/school determined by the Panel. Neither not Accredited nor
Accredited for a maximum of 6 months until recommendations from the panel have been
addressed. A re-visit will be arranged in which a second report will be produced on these
recommendations, no IDR required. This report will then be presented to the Panel to
determine whether Accredited status can be granted or not.
Good Practice: Determined by the Panel from areas of strength within the service/school
that reflects good practice within the membership of Autism Accreditation.
Interim Development Report (IDR): Report completed by the Accreditation Advisor
and service/school at the 18 month visit and includes further actions, key documents and
areas of potential strength.
Key Documents: Is a binder/file that remains at the service/school as a reference tool. It
includes proof of evidence that supports the self-audit and advanced documentation and
includes items such as policies, procedures, local protocols, guidelines, brochures,
handbooks, and manuals. The key documents file is maintained on a regularly basis at the
service/school to be available if required by the Accreditation Advisor or the review team.
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Not Accredited: Accredited status not granted or removed by the Panel after the
service/school review. No IDR required, but there will be a minimum of 12 months before
the next review.
Panel: Makes the judgement on whether there is sufficient evidence to demonstrate
whether the service/school meets the criteria for accredited status. The Panel consists of a
representative from the Accreditation department and a minimum of two individuals from a
pool of professionals selected based on their expertise and qualification in the field of
autism. Panel members are selected based on their area of expertise as it relates to the
type of service/school being reviewed and any potential conflicts of interest with the
specific service/school presented at the Panel meeting.
Pen Picture: A factual description/overview of the service/school(s) being reviewed that
forms section B of the Advanced Documentation (see page 18). Accreditation Advisor
agrees and completes at initial visit with the service/school and updated as necessary. This
document is required as part of the final self audit submission.
Person with Autism: Any individual who is using a service/school, including pupil,
student, client, customer, resident, or service user.
Policies, Procedures, Local Protocols and Guidelines: Documents which establish the
groundwork for good practice and which refer to or evidence methodologies developed to
successfully support the needs of people with autism e.g. Individual Plans, or Transition
Policy.
Procedures Manual:
Autism Accreditation programme’s review process manual,
describing mission statement, overview of the Department, Accreditation Advisor role and
specifics of the review process.
Recommendations: Determined by the Panel from areas for development within the
service/school that reflect areas of concern within the membership of Autism Accreditation.
Registered: When a service/school registers with Autism Accreditation and begins the
process of completing the self audit in preparation for the IDR and review with the
prospect of being awarded accredited status.
Self-Audit: Is the self-evaluation documents of Core Standards and Specialist Standards.
They are to be completed and updated regularly by service/school and submitted for every
IDR and review. As described in the Advanced Documentation above.
Service/School: Includes all types of organisations and schools that provide education,
care or support for people with autism.
Service/School Manager: Any person who has the direct management responsibility for
a service/school, including Principal, Head Teacher, Manager, General Manager and Home
Manager.
Service/School Provider: Any organisation or individual that owns a service/school,
including local/education authorities, health authorities, trusts, national charities, local
charities and private organisations.
Specialist Standards:
including:
Separate Standards for areas of service/school provided,
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














Playscheme
Children’s Home
Day Schools
Residential Schools
Colleges and Continuing Education Services
Adult Day Services
Adult Residential Services
Secure Residential
NHS and Independent Hospitals
Educational Outreach Support Services
Community Outreach
Fostering Agencies
Employment
Short Break and Shared Care
Supported Living
Standards: A set of Core and Specialist requirements set by the Accreditation Standards
Body. The Standards are the basis that:



The service/school uses for their self-evaluation for the self-audit document;
The IDR is compiled through the self audit and other key documents
The review team makes their observations to compile their review report.
Standards Body: Establish and review the Standards annually. The Standards Body
consists of individuals recognised for their high achievement, expertise and qualification in
the field of autism research and practice. There names are listed on our website
www.autism.org.uk.
Statutory Requirements: These include all statutory and legislative bodies’ requirements
that must be met in order for care provision to be allowed in the United Kingdom. They
include CQC, OFSTED, HMie, Health & Safety Executive Council etc.
The use of these terms avoids duplication of documents and also ensures
consistency of terminology throughout the text.
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