The school SEND offer is a differentiated approach to promote success and accessibility. We strive to nurture and develop every student with SEN to fulfil their academic and social potential.
As a fully inclusive school, George Spencer Academy is committed to identifying and providing for the needs of all students. Every teacher is a teacher of every child or young person including those with SEND; and all staff are trained in and adhere to our model of good practice.
Students are recognised as individuals, with abilities and development needs which will vary across the curriculum. Class teachers and support staff are able to identify individual development requirements, and to provide lessons and activities which ensure progress at all levels of ability.
As part of changes implemented by the Department for Education in 2014, all local authorities must publish information about how they support SEND pupils. This is called the ‘Local Offer.’
If you have any concerns or wish to discuss your child, please contact our SENDCo Mrs S. Clark.
- (0115) 9170100
Our role is to identify and assess students with special educational needs and disabilities, to support students with learning difficulties and to advise teachers in the best ways to meet student’s needs.
We currently cater for students with a wide variety of learning differences, together with physical and sensory needs, social, emotional and mental health issues.
We are based in the Learning and Inclusion centre (LINC). The LINC has a number of rooms which are used for individual and group support including the SPACE (social and emotional support), The Base (for students with communication and interaction needs) as well as garden space which includes a quiet cabin.
Although all teachers are teachers of students with Special Educational Needs and Disability you may need to have contact with members of staff who will be particularly concerned with helping your child.
Members of the Inclusion Team do not work with one child, as often happens in Primary School and their roles are varied for example in-class support, working with small groups or individuals, mentoring, physiotherapy and personal care.
The Inclusion team consists of the SENCo Mrs S. Clark and the Assistant SENCo Mrs L. Wiseman, in addition to Learning and Progress Assistants who provide in class support and Specialist Intervention caseworkers who provide 1:1 and small group support.
We run a number of key events during the year where you will have the opportunity to meet and discuss your child. We also attend all progress evenings.
You are also welcome to contact the SENCo and make an appointment to meet throughout the year firstname.lastname@example.org. Termly reviews are held for all students on the SEN register where you will have chance to discuss and review your child’s progress.
How Students with Special Needs are Identified
The school regards a child as having special education needs and disabilities “If they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: have a significantly greater difficulty in learning than the majority of children of the same age; or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools or post-16 institutions within the area of the local education authority”. – (Taken from the code of Practice 2014). 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.
Supporting Children with Medical Conditions
If your child has a medical condition details of how we support them can be found within our supporting students with medical conditions policy here. If your child is joining us in Y7 information will be sent to you to return. If your child has a new medical condition then please contact the inclusion team who will send out the relevant information.