A detailed review of each staff member
In taking up her position of Assistant Headteacher/SENDCO at LCE, Lindsey will showcase her exemplary record as a dedicated, effective classroom school leader who will be integral in leading LCE Academy.
Lindsey is a compassionate and highly experienced Teacher of English with a background of teaching and leading English in mainstream settings across Key stages Three and Four, and up to GCSE level. Over the course of her career to date she has developed a deep understanding of the barriers to learning and the detrimental impact that Adverse Childhood Experiences (ACES) can have on the individual. She is passionate about creating truly inclusive learning environments and recognises that it is within this setting that pupils have optimum learning conditions. Throughout her career, Lindsey has been driven by a lifelong commitment to supporting those who, for whatever reason, find the education system challenging to navigate. Her infectious, warm personality puts young people at ease and they naturally gravitate towards her; positive relationships are at the very heart of allowing social and academic progress to occur, and Lindsey’s amiable and caring disposition lay the foundations for this.
Aside from her substantive role as a Teacher of English, Lindsey has taken on leadership roles within schools such as Whole School Literacy Lead and SEND (Special Educational Needs and Disabilities) Lead. These positions enabled her to develop her inclusive teaching strategies to an expert level, ensuring that all pupils within her cohorts feel both valued and supported. She was able to develop this expertise even further by teaching subjects outside of her specialism, including Childcare. She prides herself on being a reflective practitioner, constantly striving to refine and enhance her practice for the benefit of the pupils she works with.
Lindsey joins LCE with a quiet determination to ensure that every pupil she works with receives personalised guidance and opportunities to thrive, both academically and emotionally. We are privileged to welcome her to the team
Inclusion is at the heart of everything I do. Through strong relationships, high expectations and personalised support, I work to ensure that every pupil, particularly those who have found education challenging, is given the structure, care and opportunity they need to re-engage with learning and thrive.
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.
