Science at LCE Academy is taught through a practical, engaging, and experiential approach that promotes curiosity, understanding, and confidence in learning. Our curriculum recognises that pupils with SEMH needs often learn best through hands-on experiences and meaningful exploration, and therefore prioritises active learning over abstract theory in the lower tiers. Teaching is carefully structured to create a safe, supportive environment where pupils can investigate, question, and develop scientific thinking at a pace appropriate to their individual needs.
In the lower tiers, science is delivered through practical and project-based learning, allowing pupils to explore scientific concepts through experiments, investigations, and real-world problem solving. Where appropriate, experiential and outdoor learning opportunities are incorporated to support engagement, regulation, and deeper understanding, helping pupils make meaningful connections between science and the world around them.
As pupils progress, pathways are adapted to support increased challenge and accreditation. In Tier 3, pupils may access GCSE Science or applied science routes where appropriate, with progression carefully matched to readiness, ability, and future aspirations. Science at LCE Academy is developed not only as an academic subject, but as a way to build enquiry skills, resilience, and independence, supporting pupils to engage confidently with the scientific and technological world beyond the classroom.
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Our focus is on giving pupils the skills, qualifications and belief they need to succeed beyond school. Whether that is a return to mainstream, a specialist route or transition into further education and employment, progress is always planned and purposeful.
A small message from each staff member
LCE Academy is built on the belief that every young person deserves a school where they feel safe, understood and inspired to grow. We are proud to be creating a genuinely transformative SEMH provision for our community, driven by relationships, shaped by compassion and committed to changing futures.​
Education should be a place where young people feel understood before they are judged, and supported before they are challenged. Every learning pathway should be thoughtfully designed to build confidence, curiosity and real-world readiness. When curriculum is inclusive, it gives every child the opportunity to succeed.
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.
