We are thrilled that four external accreditation bodies: Rights Respecting Schools Award Gold (RRSA), Attachment and Trauma Sensitive Schools Award (ATSSA) Gold Award, Nurture UK National Nurturing Schools Award (NNSA) and Inclusion Quality Mark (IQM) Centre of Excellence each recognised the strengths of our Pastoral support offer at Foxfield.

Please see below a selection of quotes taken from each of the reports:

Rights Respecting Schools Award (RRSA) Gold

"Relationships are rooted in dignity, respect and a commitment to creating a nurturing environment so children feel safe and secure."

"Equity is giving individuals what they need rather than giving everyone the same thing; some children need more provision than others."

"Key children also take part in morning check-ins with learning mentors, providing opportunities to share feelings and ensuring they are ready for the school day."

Attachment and Trauma Sensitive Schools Award (ATSSA) Gold Award

"Whilst human relationships are central to co-regulation at Foxfield Primary School, it is recognised that interacting with outdoor spaces helps to soothe and regulate the body’s stress response system. The calming sounds of nature and even outdoor silence can lower levels of cortisol, which in turn reduces survival behaviour. The physical environment is organised in such a way that children, visitors and staff experience felt safety within the school."

"You work hard to develop strong, trusting partnerships with families and communities based on open communication. Communications with parents and carers are addressed sensitively and thoughtfully, ensuring that parents are ‘kept in the loop’ whether or not they live with their child, and when painful or challenging issues are raised, school staff are supportive and empathic, striving to make a safe space for difficult conversations."

"There is a focus on equity versus equality, and again, from an early age, children are taught that equity is providing various levels of support and assistance depending on specific needs, characteristics or abilities, and I observed numerous examples of this celebration of diversity throughout my visit."

"Discussions are transparent and honest and this contributes to an increasingly authentic and congruent school culture. On the rare occasions that disciplinary procedures are necessary, they employ trauma-sensitive principles and demonstrate the core values of trauma-informed practice."

"Leaders show commitment to continue to grow collaborative, inclusive leadership, informed and guided by the lived experience of all members of the school community, embracing co-production and personalised care. There is a recognition that all agencies, partners and participants have a significant impact on experience, process and outcomes, and therefore, all need to contribute and be heard." 

Nurture UK National Nurturing Schools Award (NNSA) 

“Foxfield’s use of the Boxall Profile stands out as a highly effective example of assessment-informed practice, where data is meaningfully translated into action. It underpins the school’s nurturing ethos and ensures that interventions are not only well-targeted, but also responsive, consistent and impactful in supporting children’s emotional wellbeing and engagement in learning.”

“Foxfield’s use of the Boxall Profile Online is highly reflective, purposeful and deeply child-centred. Rather than adopting the tool as a standalone assessment, the school has embedded it strategically to shape provision, inform interventions, and guide longer-term planning for pupils with social, emotional and mental health (SEMH) needs. This demonstrates a sophisticated understanding of how assessment can directly enhance practice when used consistently and meaningfully across teams.”

Inclusion Quality Mark (IQM) Centre of Excellence

“Leaders, staff and pupils share a clear moral purpose, captured powerfully in the statement that ‘love of the child is what we live by.’ This ethos is evident in daily interactions and in the school’s refusal to define pupils by difficulty or circumstance. The principle that ‘when a child is at their most unlovable, that’s when they need love the most’ reflects a deeply embedded commitment to unconditional positive regard.”

“The emotional climate of classrooms is another significant strength, both in mainstream and in the specialist provisions. Staff understand that pupils learn best when they feel safe, respected and emotionally regulated. This understanding is reflected in the statement shared by a member of the senior team that ‘no emotion is a bad emotion.’ The phrase reveals a great deal about the school’s classroom culture.” 

“Pupils are not valued only when they are compliant, successful or easy to teach. They are valued unconditionally, particularly when they are struggling. This creates a culture of belonging which is both tangible and highly effective.”

“Staff understand that some pupils need explicit teaching, structured support and repeated modelling in order to develop self-regulation. The school responds well to this through targeted interventions, play-based approaches, learning mentors and ELSA provision.”

“This work is strengthened further by the school's integration of pastoral and academic assessment. Leaders use diagnostic approaches to identify social, emotional and mental health needs, ensuring that barriers to learning are recognised and addressed early.”