Schools & FE · Report card

Fairfield Spencer Academy

Inspected 21 Apr 2026 · published 14 Jul 2026 · URN 140071

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Summary

No overall grade in this frameworkSafeguarding met

Mark Anderson (lead), Emma Tayler, Halil Tamgumus, Karen Slack

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
21 Apr 2026
Inspectors verified
Emma Tayler, Halil Tamgumus, Karen Slack, Mark Anderson
Postcode verified
NG9 7HB
Name on report verified
Fairfield Spencer Academy
Safeguarding verified
Met
URN verified
140071

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+69Positivemore positive than 43% of reports of this type

In line with other reports of this type.

Praisehigh expectationseffectiveeffectivelypositiveambitiousenjoyfeel safeclear

Criticismconcernsgapsnot alwayslacksfall behindnot effective

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1660w+72
Leadership240w+77
Safeguarding51w−11
What needs to improve59w0

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance40
“Leaders have high expectations of pupils to behave well in this school.” p.2
Progress & outcomes12
“Leaders continue to take effective action to support all pupils to achieve well.” p.2
Teaching & assessment8
“However, teachers do not always check what pupils know and remember in all subjects.” p.2
Curriculum7
“However, teachers do not always check what pupils know and remember in all subjects.” p.2
Personal development7
“Leaders have established an ambitious and well-considered personal development programme.” p.4
SEND & inclusion6
“Pupils are happy here and they feel safe due to the school's nurturing culture, particularly pupils with special educational needs and/or disabilities and those who may be disadvantaged.” p.5
Parents & families6
“Leaders also build effective relationships with parents and carers.” p.2
Reading & phonics4
“Pupils learn the basics of phonics and multiplication well and achieve in line with other pupils nationally.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 2,007; about usual (typical 1698)
Reading level: Fairly hard; Flesch 51, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Fairfield Spencer Academy

Address: Toton Lane, Stapleford, Nottingham, Nottinghamshire, NG9 7HB Unique reference number (URN): 140071

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Pupils achieve well at this school. This includes the positive start children have in the early years. Pupils learn the basics of phonics and multiplication well and achieve in line with other pupils nationally. Pupils generally progress well through the curriculum. Typically, the work that pupils produce in books is of a high standard. This includes pupils with special educational needs and/or disabilities. Furthermore, most pupils achieve well in national tests at the end of key stage 2. However, leaders recognise that some pupils, who may face barriers to their learning, do not achieve as well as their peers. Leaders continue to take effective action to support all pupils to achieve well. As a result, over their time in school, pupils are well prepared for their next steps in education.

p.2

Achievement Expected standard

Pupils typically remember key learning in the wider curriculum subjects. For example, pupils talk knowledgeably about historical periods and events. However, teachers do not always check what pupils know and remember in all subjects. This means that some pupils have gaps in their knowledge, in the wider curriculum subjects, as well as in some foundation subjects.

p.2

Attendance and behaviour Expected standard

Leaders have clear oversight of pupils' attendance. They understand the barriers some pupils and families face to attending. Leaders provide effective support and challenge to remove these barriers, such as their work with external agencies. Leaders also build effective relationships with parents and carers. They make sure that parents are clear about the school's expectations. Leaders are relentless with their support to ensure that pupils attend regularly. As a result of leaders' actions, attendance for most pupils is broadly in line with national averages.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations of pupils to behave well in this school. Pupils respond to these high expectations well. The school has a positive atmosphere and is a happy place to learn. Pupils largely move around the school calmly. They generally focus well in lessons. Pupils enjoy their social time with each other and they say that playtime is fun. Leaders ensure that there are many activities and games for pupils to do. Bullying is rare. Should it happen, pupils are confident that the school will deal with it swiftly. Relationships between pupils and staff are positive. Leaders provide support quickly where pupils need help in making the right choices. Pupils say they feel safe and enjoy coming to school.

p.2

Curriculum and teaching Expected standard

Leaders have thought carefully about how the curriculum can support pupils and prepare them for their next steps. The curriculum is well organised and identifies the key knowledge and skills pupils need to know and do to be successful. Careful consideration has been given to the local context. For example, reading materials have been adapted to better reflect the pupils' backgrounds. This means that pupils engage well with their learning. When needed, pupils' individual additional needs are identified. Generally, adaptations to learning tasks and resources enable these pupils to participate in activities alongside their peers well.

p.2

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching. When it falls short of leaders' high expectations, appropriate support ensures that it improves. In a few instances, some teaching lacks consistency when making appropriate decisions about what key knowledge to teach and when for some pupils. This means that some pupils are not able to make effective connections from their previous learning. For some pupils, this means their progress is reduced and gaps in their knowledge sometimes develop.

p.3

Curriculum and teaching Expected standard

Leaders make sure that pupils develop the foundations for learning well. Handwriting is generally neat, pupils read fluently and they develop the key knowledge and skills in mathematics effectively. Furthermore, the use of additional adults, to support pupils' foundational knowledge, is effective.

p.3

Early years Expected standard

Leaders have a clear and ambitious vision for the early years. Children enjoy their learning in a purposeful environment. During their activities, children are are busy and filled with excitement. Generally adults have high-quality interactions with children. This further helps children to get the most out of the environment. Many children demonstrate sustained concentration and work with each other well. Children also support each other and share their learning. For example, when a child cannot make a noise with a recorder, other children will teach, encourage and support them so that they can.

p.3

Early years Expected standard

Central to the school's approach is building positive relationships. This includes when adults encourage children to explore their learning. Children can choose from a range of resources so that they typically develop creativity, are inquisitive and develop independence.

p.3

Early years Expected standard

Leaders and staff work hard to understand the needs of children well. This includes children who have special educational needs and/or disabilities. Leaders work closely with families to know each child well. Staff routinely meet to check how well children are doing. This helps ensure that when children fall behind, staff make sure the right support is in place so that these children catch up. Children achieve well in the early years and are ready for their key stage 1 education.

p.3

Inclusion Expected standard

The school has established effective systems so that all pupils’ needs are known well. This includes pupils with special educational needs and/or disabilities. Recent changes by leaders have sharpened the focus on what barriers pupils may have to their learning. Staff are aware of each pupil's needs and they use a range of strategies so that these barriers are removed effectively. Staff provide appropriate support in lessons and, generally, this is tailored to the needs of each pupil.

p.3

Inclusion Expected standard

Leaders' focus on disadvantaged pupils is evident throughout the work of the school. Leaders at all levels have clear responsibilities so that these pupils generally receive the support they need. On the whole, disadvantaged pupils achieve well. However, leaders know they need to further support these pupils to achieve as well as their peers. Effective work to support pupils is already underway.

p.3

Inclusion Expected standard

The school works closely with external agencies to support the needs of all pupils. This includes working with social care, local authorities and a range of other professionals. The school's pastoral team also provide high-quality support.

p.4

Inclusion Expected standard

The school has responded well to recent changes in the community. For example, pupils and parents talk about how effectively pupils who speak English as an additional language have been supported.

p.4

Leadership and governance Expected standard

Since the last inspection there have been significant changes to the school's leadership. This includes a recently appointed new principal. These leadership changes have further developed a sense of unity within the school. There is a clear vision and sense of purpose. All leaders within the school have a robust understanding of their purpose in further improvement. Leaders are honest in their approach which means they make accurate assessments of how well the school is doing and where it needs to improve further. Leaders choose their priorities precisely. As a result, improvement actions are clear and developed with the best interests of pupils at their heart.

p.4

Leadership and governance Expected standard

Governors ensure that they know the school well. They have the skills and experience to provide the appropriate level of challenge and support. As a result of governors' work, the development of the school is enhanced. Governors undertake their statutory duties effectively.

p.4

Leadership and governance Expected standard

Leaders have established the school as a learning community. In this community staff feel valued. Staff know that leaders care for them and staff say they have the time they need to do their job well. Furthermore, staff work towards leaders’ collective vision which includes a range of opportunities for professional development. These opportunities ensure that staff’s professional ambitions are met, alongside meeting the wider developmental needs of the school. These developments contribute to establishing a school that cares for its pupils and staff, and is ambitious for all to do well.

p.4

Personal development and wellbeing Expected standard

Leaders have established an ambitious and well-considered personal development programme. This prepares pupils well for life in modern Britain. The programme has positive relationships at its heart. The school routinely establishes pupils’ views relating to personal development and wellbeing. It uses information gathered to provide tailored support, particularly for pupils with special educational needs and/or disabilities (SEND). Pastoral support is of high quality and this support is woven throughout the work of the school. Pupils also appreciate how their needs are thought of and catered for.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that pupils understand their responsibilities to themselves and society. Pupils learn how to keep themselves safe online and when in the community. The school's 'worry monster' helps younger pupils share any concerns they may have. The school's 'SPARK' (self-belief, pride, aspiration, responsibility and kindness) values guide pupils in their actions effectively. Pupils recognise how these contribute to developing an understanding of British values. Pupils develop tolerant attitudes and know that 'difference' should be respected. Typically, pupils demonstrate an understanding of other cultures and religions.

p.4

Personal development and wellbeing Expected standard

The school provides a wide range of clubs and activities. These include origami, crochet and music lessons. Sport features successfully in the school's provision. The school ensures that pupils with SEND, and those who may be disadvantaged, have equal access to these clubs. These clubs help develop pupils’ interests and talents and build their self-esteem. Furthermore, the school's provision of music is extensive. Pupils regularly take part in musical performances, including with a respected orchestra.

p.5

Personal development and wellbeing Expected standard

The school contributes widely to its local community. For example, the choir visits local care homes and provides entertainment to the residents. Pupils also go out into the local community and make it a tidier place. Also, careers fairs help pupils explore what they can do when they leave school. These opportunities develop pupils experiences of life outside school. Consequently, pupils are well-placed for their next steps in life.

p.5