George Spencer Academy

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. 

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.

• 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.

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.

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.

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.

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. 

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.

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.

Sarah Clark 0115 9170100 Senco@george-spencer.notts.sch.uk

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

Zena Argent

Family SENCo

zmayes@george-spencer.notts.sch.uk

Joanna Tilly

Educational Psychologist

Joanna.tilly@nottscc.gov.uk

Wendy Kozakis

Schools and Family Specialist Services

Wendy.kosakis@nottscc.gov.uk

Ruth Hickling

Physiotherapist

Nottinghamshire Healthcare

Bernadette Miller

Educational Audiologist (SFSS)

Bernadette.miller@notts.gov.uk

Amanda Collinge

Fountaindale Physical Disability specialist

acollinge@fountaindale.notts.gov.uk

Sue Denholm

Virtual school for Looked After Children

Sue.denholm@notts.sch.uk

Janet Rigby

Exam Access Assessor

Via aelliot@georgespencer.notts.sch.uk

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.

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.

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.

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.

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 –lhoptroff@george-spencer.notts.sch.uk 

Chair of governors – govchair@george-spencer.notts.sch.uk 

George Spencer Academy, Arthur Mee Road, Stapleford, Nottingham

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

See the SEND report

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.

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.

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.

School website or by contacting school on 0115 9170100