Nurture Programme

We have developed a model of good practice to support those most vulnerable students at transition between primary and secondary. Our model is based on introducing an additional tutor group for a discrete number of students, utilising the expertise of a key stage 2 teacher, following a bespoke integrated curriculum. The benefits of this model have been:

- A targeted and supported environment for those most at risk.

- Improved literacy levels.

- Appropriate and tailored integration into mainstream school.

- Parent and family liaison and support.

- Confidence and self-esteem.



We know how important it is to have an outstanding Governing Body to secure whole school success with a long-term vision that is right for the students, staff and the wider school community. Our Governance workshops are specifically designed for governors to achieve successful outcomes.



Outstanding Governance

  • What makes an effective Governor – recruitment.
  • Understanding the strengths and experience of Governors' skills aligned with committee structures.
  • Preparing governors for undertaking roles such as headteacher performance management, recruitment, disciplinary and appeals panels.
  • How to prepare Governors for Ofsted inspections.



Converting to Academy Status

  • Understanding the conversion process – a staged approach.
  • Impact and changes in governance – compliance with Companies House, role of Trustees, legal and financial requirements.
  • One year on – sharing our experience.


To find out more about our Governance support, please contact:




Click here to view our latest flyer...

Phase/Subject Specific CPD

Phase/Subject Specific CPD


In the recent report 'What makes great teaching?', 6 areas were identified with pedagogical content knowledge at the top in terms of the strength of evidence of impact on student outcomes. 

Outstanding Colour School

    •  "Leaders at all levels share a strong sense of purpose, and an unwavering determination to drive up standards and strive for continuous improvement. They have a strong track record in improving teaching and achievement both in this academy, and in the schools they support. The academy’s development plans are far-reaching in their vision for the improvement of this and partner schools, yet rooted firmly in reality."
      - Ofsted (May 2015)

Executive Summary


1. (Pedagogical) content knowledge (Strong evidence of impact on student outcomes)

The most effective teachers have deep knowledge of the subjects they teach, and when teachers' knowledge falls below a certain level it is a significant impediment to students' learning. As well as a strong understanding of the material being taught, teachers must also understand the ways students think about the content, be able to evaluate the thinking behind students' own methods, and identify students' common misconceptions.


2. Quality of instruction (Strong evidence of impact on student outcomes) 

Includes elements such as effective questioning and use of assessment by teachers. Specific practices, like reviewing previous learning, providing model responses for students, giving adequate time for practice to embed skills securely 3 and progressively introducing new learning (scaffolding) are also elements of high quality instruction.


3. Classroom climate (Moderate evidence of impact on student outcomes)

Covers quality of interactions between teachers and students, and teacher expectations: the need to create a classroom that is constantly demanding more, but still recognising students' self-worth. It also involves attributing student success to effort rather than ability and valuing resilience to failure (grit).


4. Classroom management (Moderate evidence of impact on student outcomes)

A teacher's abilities to make efficient use of lesson time, to coordinate classroom resources and space, and to manage students' behaviour with clear rules that are consistently enforced, are all relevant to maximising the learning that can take place. These environmental factors are necessary for good learning rather than its direct components.


5. Teacher beliefs (Some evidence of impact on student outcomes)

Why teachers adopt particular practices, the purposes they aim to achieve, their theories about what learning is and how it happens and their conceptual models of the nature and role of teaching in the learning process all seem to be important.


6. Professional behaviours (Some evidence of impact on student outcomes)

Behaviours exhibited by teachers such as reflecting on and developing professional practice, participation in professional development, supporting colleagues, and liaising and communicating with parents.



Stimulating Physics CPD

Free CPD - This is a fully funded workshop as part of the Stimulating Physics Network, aimed at all teachers of science and trainees.


Forthcoming Dates

  • Wednesday 11 January 2017 - GCSE Physics Required Practicals (link to attached flyer)
  • Wednesday 8 March 2017
  • Wednesday 7 June 2017


To book your place email


For more information contact: Kelly Hancock

Teaching and Learning


We can offer a range of specific tailor-made teaching and learning programmes designed to deepen knowledge; enhance creativity and innovation, improve student engagement and to secure good to outstanding lessons and improved attainment.


Programmes Include: 

  • A strong approach to delivering effective whole school CPD including career progression, observations, small group work, innovations and creativity as well as sharing next practice.
  • Subject specific CPD INSET days for teaching and support staff such as New Technologies, Visible assessment and Visible Progress.
  • Subject specialism workshops delivered by Specialist Leaders in Education (SLE's) or as part of Maths Hub funding. See our flyers regarding Subject Specific Networks for those who are in charge of a subject area here.
  • Bespoke programmes such as Learning to Learn or Behaviour for Learning which can be delivered via INSET or through smaller CPD sessions.
  • Teaching and Learning Communities (TLCs).
  • Routes into teaching why not immerse yourself in a school for a week. We offer three "Thinking of Teaching" weeks during the academic year to those interested in entering teaching. See our Teacher Training website for more details here.


We can offer places for your staff to attend our CPD sessions and if you would like more information on any of the above, please contact



l2lL2L Learning to Learn Programme aimed at Years 7 and 8

We have developed a bespoke "Learning to Learn" (L2L) programme which is student-focused and designed to help students become more successful, confident and responsible. Our programme runs over two years and is delivered for one hour a week by our Learning Managers (Form Tutors).

It is based on the following principles:

  • How learning works
  • How to maximise learning
  • How to manage yourself
  • How to collaborate and participate
  • How to be creative and enterprising
  • How to be an independent enquirer


We can host a visit or we can train your staff on the fundamentals behind developing an L2L programme and building more powerful learners. If you want to find out more about this, please contact


Teaching and Learning Communities (TLCs) aimed at all teachers

Setting up a TLC programme offers an alternative approach to delivering in school CPD. They may be targeted on a particular school strategy such as Assessment for Learning or any other area where you want to ensure it is embedded and sustainable across whole school. TLCs are usually planned over a period of two years, based on a number of small cross curricular groups and delivered via a number of planned twilight sessions. They are delivered by middle leaders and are for all teaching staff, but are particularly effective for NQTs, RQTs and new staff.


The principle behind the TLC approach is to allow teaching colleagues to share their best practice, learn from each other and try out new things and provide a mechanism for supported challenge. They offer the opportunity for teachers to reflect on their practice, evaluate their own new learning and grow in confidence.


If you would like us to help you to develop a TLC model in your school, please contact:

Curriculum Design and Timetabling

"The School has developed a distinctive and innovative curriculum which is highly successful", Ofsted April 2010.

We can support you in reviewing your curriculum or help you design a curriculum that maximises student achievement, including:

  • Advanced level courses in Year 11
  • A two year Key Stage 3 programme
  • A range of guided pathways for all students
  • Alternative provision

All of which leads to high levels of student motivation that promotes outstanding progress.


We can offer support to help you with your timetabling and show you ways in which to make this more efficient and appropriate for the needs of your school. For further information, contact


Challenge Days


Our Challenge Day programme is based on a programme of whole school activities designed to inspire and motivate students creativity, innovation and presentation skills. We have been running Challenge Days for many years and it is an integral part of our curriculum time. Some of our Challenge Day activities are used to support qualifications such as Wider Key Skills.


To find out how we can help your school develop your own unique Challenge Day programme, please contact:


NQT Programmes & Events


We believe that high quality CPD is critical to ensure that teachers continue to learn as their careers progress. The NQT year is part of that journey. George Spencer Teaching School has a strong track record of supporting NQTs with their professional development programme. This is available for both Primary and Secondary colleagues and has a core offer which is supported by a wide range of elective modules to enable the NQT to personalise their own development. Our programme aims to support you as an NQT in the ever changing educational landscape with workshops addressing current issues; designed to stimulate thought, share best practice and use the research to support learning.


We welcome all NQTs, from the Alliance, the SCITT and wider afield. All NQTs who trained with us receive a Golden Ticket which entitles you to join the programme for free however, you don't have to have trained with us to be part of this programme. We pride ourselves in knowing each and every one of our NQTs personally and ensure that networking opportunities are maximised for your benefit.


The NQT Teaching and Learning Conference and Graduation Day is a highlight of the year where you can celebrate the success of your NQT year and reflect and identify positive next steps.



If you have any further questions or to register for the programme please e-mail


We look forward to welcoming you as you start your career as a Newly Qualified Teacher.




Secondary Programme for 2019


This programme aims to explore specific strategies which have been proven to raise proficiency in the use of academic language amongst learners and how to apply these strategies in order to raise attainment. This programme is specifically designed to help you support and further challenge students to extend academic vocabulary and communication skills, understand and interpret examination questions and explore and develop critical writing.


There will be 3 workshops to be held at George Spencer Academy each lasting 90 minutes.

  • Workshop 1 - 21st January 2019 4:00 – 5:30pm
  • Workshop 2 - 11th February 2019 4:00 – 5:30pm
  • Workshop 3 - 26th March 2019 4:00 – 5:30pm


For further information or to book places email: 



What our Current Participants are Saying...


    •  "Sharing best practice and having a good support network to share experiences and gain advice."

    •  "The range of sessions offered covered a wide variety of useful topics."