Technology is used purposefully and thoughtfully to enhance learning, promote inclusion and remove barriers to engagement. Digital tools are selected to support individual needs and are integrated into learning in a way that is structured, safe and meaningful.
We use a range of assistive technologies to help pupils access the curriculum and regulate their learning. These include speech-to-text and text-to-speech software to support communication and literacy, as well as visual planners and digital schedules to aid organisation, predictability and emotional regulation.
Pupils are supported to develop digital organisation skills, including managing online work, using devices responsibly and understanding how technology can help them learn independently. Alongside this, online safety is a key priority. Teaching is adapted to meet pupils at their developmental stage, ensuring learning is age-appropriate, practical and relevant.
Our approach to digital citizenship helps pupils understand how to behave safely, respectfully and responsibly online. This includes learning about online relationships, privacy, digital footprints and emerging technologies in a way that is carefully scaffolded and emotionally safe.
All use of technology is staff-led and closely supervised. Devices, platforms and applications are carefully selected and monitored to ensure they are appropriate for our pupils. We operate in full accordance with GDPR and safeguarding requirements, ensuring that data protection, online safety and pupil wellbeing are always at the centre of our digital practice.
Technology use within the school is carefully planned to support emotional regulation, positive behaviour and safe routines. Digital tools are introduced gradually and used within clear boundaries to reduce anxiety, prevent over-stimulation and promote positive engagement. Staff model appropriate use at all times, ensuring technology supports learning and wellbeing rather than becoming a distraction.
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.
