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George Spencer Academy

George Spencer Academy is a warm, friendly and vibrant community that is built on an ethos of high expectations for all and a belief that every child will be successful both academically and as lifelong learners.

We are an Academy with strong moral values that firmly believes the power of education shapes children's lives. The Academy is centred on a culture of excellence where we respect each other, are self-motivated, disciplined, have a thirst for learning, and a strong sense of pride in belonging to the Academy.

George Spencer Academy is committed to providing educational opportunities of the highest equality for all its pupils and we believe in educating the whole child. We deliver a broad education that is ambitious, varied and stimulating in a caring environment that creates well-rounded individuals who excel and benefit from our innovative approaches to teaching and learning. We are mindful that academic results only go so far and therefore provide a curriculum that includes a comprehensive programme that supports children in preparing for life in modern Britain, and provides a wide range of extra-curricular and enrichment opportunities.

Who to contact

Contact Name
Sarah Clark
Contact Position
0115 9170100

Where to go

George Spencer Academy Trust
Arthur Mee Road

Other Details

Local Offer Localoffer flash icon

Contact Name
Contact Telephone
0115 9170100
Contact Email
Local Offer Age Bands
Transitions to Adulthood (16+)
Secondary (11-16 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

The Academy uses the definitions of SEND as outlined in the Department of Education SEND Code of Practice 2014. These are: 

  1. Communication and Interaction
  2. Cognition and Learning
  3. Social, Mental and Emotional Health difficulties
  4. Sensory and Physical needs.

At George Spencer we work to support students whose special educational needs fall into any of these categories. 

We have specialist teachers, specialist intervention caseworkers, learning and progress assistants and equipment to support these needs. 

2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

To identify and assess the needs of students with SEN, the school uses the following information.  

  • Liaison with primary schools/previous school.
  • Whole school tracking and assessment by classroom teachers.
  • Literacy (spelling and reading) testing for all upon transition to Year 7.
  • Use of CAT data.
  • Assessment during interventions including Boxall profiling.
  • Reports from professionals.


The school responds to requests from parents, students and teachers to assess the needs of a child (where appropriate). Testing is available using:

  • NGRT (reading), Vernon (Spelling) Tests, done on entry.
  • SWRT (reading) for identified students.
  • GL Cognitive Ability Tests (CAT) of Verbal, Quantitative, Non-verbal and Spatial reasoning.
  • Dyslexia screening.
  • Boxall Profile.
  • Further diagnostic tests are used in Years 9-13 to determine if a student requires access arrangements for examinations.
3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
  • The student’s performance during interventions is monitored and evaluated regularly.
  • The Inclusion Team regularly review individual interventions including the use of student voice and parental feedback.
  • The progress of students in literacy Booster groups is regularly reviewed by the class teacher and further testing is undertaken termly to determine progress in reading and spelling ages.
  • The Assistant SENCO and SENCO monitor and track the progress of all SEN students and take part in regular review meetings with the Middle and Senior Leadership teams.
3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

Information is shared with parents at organised review meetings or on request at any time. Parents also receive regular scans outlining their child's progress.

3.c) What is the school's approach to teaching pupils with special educational needs?

The staff at George Spencer Academy believe that “all teachers are teachers of SEND” and recognise the importance of high quality first teaching.  Teachers work to remove barriers to learning through a range of differentiation and interventions.  Teachers and TA’s have opportunities to plan and work towards effective Wave 1 support. Clear and detailed guidance is given to staff through pupil profiles which give a comprehensive overview of individual students needs and strategies to support students. A wide ranging and comprehensive CPD programme provides teaching staff with the most up to date information for teaching students with SEND.

3.d) How will the curriculum and learning be matched to my child/young person's needs?

All students have access to a broad and balanced curriculum (National Curriculum). Students with SEND are included in lessons and the wider aspects of school life. A small number of students may be withdrawn from lessons for interventions. These interventions are focused on specific skills and are time limited.

In Year 7 a small nurture group called Connect is in place for a number of students who need additional support with the transition from KS2 to KS3. The curriculum in nurture aims to develop both students’ academic progress with a specific focus on literacy and numeracy skills.

In addition, a small number of SEND students may have modified timetables in KS3 and KS4 which could include alternative provision delivered by outside agencies. 

 Access to the curriculum is achieved through differentiation, extra resources or in class support. 

 In addition, the specialist equipment and provision the school provides is as follows:

  • Personal care suite with shower and physiotherapy bed.
  • Inclusive sports including teams that compete with other schools in the local area (boccia).
  • Rise and fall tables in curriculum areas.
  • Adapted equipment in Science and Design and Technology.
  • All Curriculum areas have classrooms/spaces which are accessible for students using wheelchairs.
  • Learning and Inclusion centre incorporating SPACE, AIM room, quiet cabin and garden area.
  • Accessible toilets across the school.
3.e) How are decisions made about the type and amount of support my child/young person will receive?

The Academy responds to the needs of the student, whether this is described in an EHC plan or as a result of diagnostic testing carried out by the school.

Information is gathered from Primary schools, teachers and parents.  This is then discussed at weekly Inclusion team meetings and provision is adjusted accordingly. 

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

The Academy is committed to inclusion for all students and this extends to curriculum trips, extra-curricular activities and residential experiences.  We run an Inclusive sports club which competes at events.  A risk assessment is carried out for all off site activities that take place and the additional needs of students with SEND is considered at this point.  TA’s will accompany students if necessary.

3.g) What support will there be for my child/young person's overall well-being?

Students with SEND are assigned a key worker who works with them regularly to ensure academic progress but also considers emotional wellbeing.

 The school’s Pastoral and well-being team also provides support for students in school and liaises closely with the Inclusion team.

The Inclusion Team run a number of small groups for individuals including TOAST (breakfast club). Provision for students with Medical or Physical needs includes a dedicated team of teaching assistants who are responsible for organising and implementing provision and liaising with Health agencies. 

We have an accessible toilet/changing room and LPAs who provide support with basic care needs and physiotherapy.  Students can be offered alternative changing areas with support if necessary. Student opinion is very important and is heard through a variety of forms including the student leadership team.

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

Sarah Clark 0115 9170100

5. a) What training have staff supporting special educational needs had and what is planned?

Learning and Progress Assistants regularly receive training on differentiation, but have recently accessed training on emotion coaching, supporting students with ASD, Dyslexia. A number of the team have additional qualifications and specialist areas. The Academy has a annual plan of CPD for the Inclusion team.

The SENCO has the National Award for Special Educational Needs Coordination

5.b) What specialist services and expertise are available or accessed by the setting/school?




Zena Argent

Family SENCo

Joanna Tilly

Educational Psychologist

Wendy Kozakis

Schools and Family Specialist Services

Ruth Hickling


Nottinghamshire Healthcare

Bernadette Miller

Educational Audiologist (SFSS)

Amanda Collinge

Fountaindale Physical Disability specialist

Sue Denholm

Virtual school for Looked After Children

Janet Rigby

Exam Access Assessor


N.B these do change due to organisational restructuring and funding, this is by no means an exhaustive list and we liaise with a number of professionals from healthcare, police and social care depending on an individual’s needs.

The Academy works with the organisations in meeting the needs of students, this could be through a multi-agency approach or individual meetings/consultations.

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

The school regularly reviews the equipment and facilities needed to ensure students are able to access all aspects of the curriculum.

The school use a variety of funding streams to purchase where applicable equipment.

Staff training is reviewed and staff take part in a number of professional development opportunities both in house and externally to develop expertise.

 We also work with a number of agencies who provide specialist advice e.g. physio, SALT.

A programme of new building and adaptations over recent years means that all subjects have areas/classrooms which are accessible for all students who use wheelchairs or have physical disabilities. Those with physical disabilities are taught in ground floor rooms (where appropriate). A risk assessment is carried out for all students with physical disabilities and adaptations are made according to need. Where appropriate students have personal emergency evacuation plans (PEEP). 

The school is split site and is crossing a major A road via a bridge. The majority of buildings have lifts/ground floor accomodation.

7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

Parents can phone or email the Inclusion and Pastoral teams directly with any concerns.

The Inclusion team are available to meet with parents at key events throughout the year as well as a dedicated meet the Inclusion team evening.

A member of the Inclusion Team is available at all progress evenings and the Assistant SENCo/SENCo runs termly drop in for parents.

Annual reviews are put in place for students with an EHCP and those who receive LA funding.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

Pupils are central to the decisions made about their education and are involved in review meetings. Parents will be asked if they would like their child to attend specific meetings. Student voice is carried out regularly. This information informs the direction of the department and the support on offer.

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

In the first instance, parents should contact their child’s key worker or the Assistant SENCO/SENCO who will endeavour to address any concerns parents may have.  If they would like to discuss the issue further, parents are advised to contact the Jonathan Dakers Assistant Principal – Pupil development and well being.  Further to this, the Principal and Governing Body are happy to discuss issues with parents and can be contacted using the details below. 

Helen Corbett – Principal Designate – 

Chair of governors – 

George Spencer Academy, Arthur Mee Road, Stapleford, Nottingham

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The governing body receive updates about the SEND provision . The SEND governor reviews practice and has contact with the SENCO throughout the year.

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

See the SEND report

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

High quality KS2-3 transition, involving visits to primary schools, additional pupil tours and regular communication to school and parents in addition to the whole school open days.

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

Pupils may have a Learning Support Assistant to support them through transitional phases in their education. This will be dependent on level of need. The program of support will be tailored to the needs of the individual at the time. We have a bespoke transition programme from primary to secondary and liaise closely with the SENCO in the primary school.

iii) Prepare for adulthood and independent living?

The inclusion team provide bespoke support during Y7-11 to ensure that students are prepared for adulthood and independent living. This will include the involvement of Futures and also dedicated career planning opportunities. Where appropriate further support may be given to students with support around road safety, healthy eating etc.

13. Where can I access further information?

School website or by contacting school on 0115 9170100

SEN Information Last Updated On: 04/10/2021
Download more Local Offer details for
George Spencer Academy here...
Record Last Updated On: 04/10/2021

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