Mathematics and Numeracy at LCE Academy are taught with a strong focus on practical understanding, real-life application, and developing independence. Our approach recognises that many pupils with SEMH needs may have gaps in learning or negative experiences associated with mathematics, and therefore prioritises confidence-building, relevance, and engagement. Teaching is structured, supportive, and flexible, creating a safe learning environment where pupils can develop numeracy skills at a pace that meets their individual needs.
The curriculum places particular emphasis on practical numeracy, including money management, time, measurement, and everyday problem-solving. Pupils are supported to apply mathematical skills in meaningful contexts such as budgeting, shopping, travel, and planning, helping them to understand the purpose and value of mathematics in daily life. This real-life approach supports independence, decision-making, and life readiness.
Where appropriate, pupils are guided onto accredited pathways including Functional Skills and GCSE Mathematics, with progression carefully matched to readiness, ability, and long-term aspirations. Numeracy at LCE Academy is developed not only as an academic subject, but as a vital life skill that supports confidence, independence, and future opportunities. Through personalised teaching, high expectations, and practical learning, pupils are empowered to use mathematics successfully 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.
