At Foxfield we are a National Nurturing School and are pleased to have achieved the National Nurturing Schools Award (NNSA) from Nurture UK.

At Foxfield Primary School, we believe that relational and nurture informed practice sits at the very heart of our ethos, serving as the foundation upon which all learning, relationships, and experiences are built. Before children can successfully engage and thrive, we recognise that some may arrive carrying 'invisible backpacks' shaped by their life experiences, and we are committed to understanding, supporting, and unpacking them with compassion, consistency, and care.

We are incredibly proud to be officially accredited with the National Nurturing Schools Award following a rigorous assessment process. This national recognition highlights our deep commitment to strategically weaving the Six Principles of Nurture into our long-term school improvement priorities, systems, structures, and daily practice. The National Nurturing Schools Award is an external sign of recognition of our commitment to Nurture principal and the steps we take to develop a culture of compassion, trust, and shared purpose. 

When visiting us, you will feel an immediate sense of warmth, openness, calmness, and genuine happiness throughout the school community. This is the direct result of our embedded, everyday commitment to cultivating a beautiful, exceptionally well-maintained environment and deep relational foundations that allow every child, staff member, and family to feel seen, respected, and proud to belong.

The Nurture Assessor shared:
“Throughout the visit, it was evident that nurture is not positioned as an additional initiative, but rather as the foundation upon which all learning, relationships and experiences are built. All stakeholders spoke with authenticity and strong moral purpose about their experiences and shared vision for children, and this vision is consistently reflected in the language, actions and interactions observed across the school.”

“Parents and carers are clearly valued as active partners in the life of the school, and this is consistently reinforced through practice and culture. Leaders have worked deliberately to build trusting relationships with families through visibility, accessibility and meaningful communication.”

“There is a shared commitment across the school to maintaining dignity, preserving relationships and responding to the underlying need beneath the behaviour, which contributes significantly to the calm and emotionally safe environment evident throughout the
school."

“Leadership is deeply committed to creating a supportive and positive working environment where staff feel valued, listened to, and emotionally supported. This intentional focus on staff wellbeing ensures that adults are well-regulated and resilient, directly strengthening their capacity to provide high-quality, emotionally attuned care for children.”

“The journey undertaken by leaders and staff demonstrates authenticity, deep reflection and an unwavering commitment to improving outcomes for children and families. There is a strong sense of collective responsibility and shared purpose across the entire school community, which is particularly impressive.”