A detailed review of each staff member
David joins LCE with over two decades of distinguished experience in both mainstream and alternative education. Throughout his career, he has earned a reputation as a dynamic teacher, a successful middle leader, and an experienced Alternative Provision Lead across three schools—playing an integral role in whole-school development and contributing positively to multiple Ofsted processes.
David brings a wealth of specialist training, including DSL experience, Boxall profiling, curriculum design, trauma-informed practice, and ACEs awareness. His professional approach is rooted in compassion, high expectations, and a deep understanding of the diverse needs of pupils who require additional support.
His motivation to join LCE stems from a strong belief in providing effective, personalised, and emotionally attuned interventions that enable pupils to reintegrate successfully and thrive academically, socially, and personally. David is committed to building strong relationships with partner schools and working collaboratively to deliver impactful provision that transforms outcomes for young people.
David’s professional expertise is complemented by personal resilience and lived experience, strengthening his dedication to supporting the most vulnerable learners. A passionate advocate for inclusive practice, lifelong learning, and giving every child the best possible start, he is an exceptional addition to the LCE team.
Education should be a place where young people feel understood before they are judged, and supported before they are challenged. As a Deputy Head, I believe every learning pathway should be thoughtfully designed to build confidence, curiosity and real-world readiness. When curriculum is purposeful and inclusive, it gives every child the opportunity to succeed.
Our provision is designed for children and young people who:
Have identified SEMH needs
Require a more personalised and therapeutic learning environment
May struggle to thrive in mainstream settings
Need consistent relational support to feel safe, regulated and ready to learn
LCE Academy is built around:
A multi-disciplinary team with extensive expertise
Highly structured routines that reduce anxiety and promote confidence
Therapeutic, calm and sensory-aware environments
Small class sizes and personalised learning
A relational approach centred on trust, safety and wellbeing
Every aspect—from staffing to spaces—has been designed with SEMH needs at the forefront.
Pupils follow a broad, ambitious and carefully adapted curriculum, including:
Core academic subjects
Personal development and life skills
Therapeutic and wellbeing programmes
Creative and vocational learning opportunities
Our curriculum aims to close academic gaps while helping pupils build confidence, independence and emotional resilience.
SEMH support is woven into every part of their school day. This includes:
Key-worker relationships
Therapeutic interventions
Daily check-ins and regulation routines
Trauma-informed practice
Restorative approaches
Bespoke support plans tailored to each pupil’s needs
Our goal is to help pupils feel safe, understood and empowered.
LCE Academy has been designed specifically for SEMH learners, with:
Calm, low-stimulation classrooms
Breakout therapy rooms
Sensory-aware spaces
Outdoor learning areas
Safe zones for regulation
Structured routines and movement breaks
The environment is a key part of helping pupils regulate, feel secure and engage successfully in learning.
