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Local Offer/SENIR

Lexden Springs School Local Offer  

Special Educational Needs and Disability (SEND) 
At Lexden Springs the Head Teacher acts as SENCO

Lexden Springs special school offers the following specialist range of provision to support our children.

Our ethos for everyone is: Attend Aspire Achieve

Lexden Springs will teach learners to acquire the knowledge and skills they need to reach their full potential and develop independent skills for life

Lexden Springs is an all age (3-19) specialist provision for learners with special educational needs in cognition and learning who have an EHC plan or are in the EYFS and being assessed for an EHC plan.

Our ethos is based on learning, caring and respect for all. We accept, recognise and celebrate each child as an individual. We provide a safe, secure and happy learning environment in which we provide outstanding learning and achievement for all.

  • We ensure equal opportunities, where we aim for every individual learner to receive the very best individual provision possible to meet their needs
  • We work closely with parents and carers as we recognise this leads to the best outcomes for all learners.
  • We will make sure that before your child starts at the school,
  • We find out all the information we will need to know and work with you on an individual transition programme. 

We welcome your views and comments as part of our partnership with you and ensure we have both informal and more formal ways of involving you:

Informally through:

An open door policy which gives you the opportunity to chat face to face or on the phone before or after school rather than disturbing the class learning during the day.

Daily use of the home-school communication book

Class assemblies, social events, meet the teacher coffee mornings and training session for parents E.g. makaton lessons, 

More formally through:

Your child’s Education, Health and Care plan review

Annual reports

Parents’ evenings

Parents’ workshops

Surveys of parents’ views

Careers and Transition guidance workers

We always listen to young people as their welfare and happiness is absolutely central to us.

We will respond individually to our learner’s choices, preferences and needs and get to know each individual very well. This backed up with more structured procedures for gathering learners views:

  • The student council    
  • Key workers
  • The EHC review
  • Transition reviews
  • Target setting
  • Questionnaires
  • Individual observations
  • Our staff expertise

We have a committed staff base, selected for their experience, knowledge and aptitude for working with pupils with SEN and dedicated to the wellbeing and progress of each individual.

Small classes and high staff ratio (1:1, 1:2 or 1:3) ensure staff know learners exceptionally well.

We put in place a range of plans to meet learners’ holistic needs including:

  • Individual learning programme
  • Care plan,
  • Communication passport,
  • Medical plan
  • Manual handling plan
  • Positive behavior management plans
  • Epilepsy plans

Individual staff members take on specific areas of expertise within the school, supporting communication, personal care, curriculum areas, vocational and community learning, health and safety etc. 

The school’s named SENCO is the Headteacher however all teaching staff fulfil the role and take responsibility for the progress of all their pupils. 

All staff are trained annually on safeguarding and the school has specific Child Protection designated persons.

Our partnerships

The school works closely with other professional partners based at the school or regularly visiting us.

Our school nurse is Amanda Collins

Our speech and language therapist is Corinne Kidd

Our physiotherapist is Elizabeth Cook  

Our occupational therapist is Jo Crane

Our Sensory Occupational therapist Helen Addington

Our Podiatrist is Frank Skelton

Our Visual Impairment teacher Kay Lesser

Our Hearing impairment teacher Jane Fisher

Our Multi-sensory impairment teacher Barbara Reynolds

They will be involved in working with your child, reporting to you and contributing to the overall plan for what your child needs.

As well as the health partnerships we have, we work with professionals from other areas including wheelchair and mobility aids specialists, Social care, Educational Psychology, North East London Foundation Trust (NELFT) and therapeutic services to meet learners’ needs

Our governing body plays an active role in strategic planning and has responsibility for overseeing the practice in the school and ensuring it meets the needs of learners and families.

Our policies and provision

The school delivers the requirements of the EYFS and National Curriculum adapted to meet individual needs. We work with a key skills approach focusing on teaching learners the skills they need for lifelong learning and independence. An important aspect of our curriculum is personal, life skills and social skills.

All learners are targeted to achieve good or outstanding progress based on national expectations for learners with SEN.

Older learners extend their learning into life, community and work place skills supported by our community partners and work towards accredited qualifications.

We support learners as they move to different phases of education and life and ultimately as they prepare to leave school through close working with other social, education and care providers.

We assess learners continuously in order to track progress and make any necessary interventions.

Our building and facilities are fully accessible to and safe for all learners. Spaces and resources are timetabled according to the needs of different groups. We will be happy to show you different areas when you visit. We have designated areas for soft play, forest school, sensory room, musical arena, snoozlem, playground, swimming pool and two designated rooms used by our therapy team.

A range of our school policies are available on the website or we can provide copies on request.

This includes our Positive Management of Pupils, Safeguarding pupils and Complaints procedure.


Provision to facilitate/support access to the curriculum/independent learning

  • High adult to pupil staffing ratios.
  • Typically  EYFS/Reception/Y1  1 teacher and 2 Learning Support Assistants to 8 pupils
  • KS1/2 Average class size of 10 with 1 teacher and  3 Learning Support Assistants
  • KS3/4 Average class size of 10 with 1 teacher and  3 Learning Support Assistants
  • Picture Exchange Communication System (PECS)
  • TEACCH strategies and interventions
  • Use of Makaton
  • In house Makaton tutor
  • Wide use of symbols Makaton and PECS
  • Speech and language therapy on site
  • Occupational Therapy on site
  • Sensory occupational therapy on site
  • Independent Travel Training
  • Links to post 16 providers and Further Education colleges
  • Links to work experience from KS4

Access to a supportive environment –   IT facilities/equipment/resources

  • Interactive whiteboards in every classroom
  • 1:1 access to computers/laptops/tablets for all pupils
  • Individual  workstations
  • Smart tablets and I pads
  • Interactive sensory rooms
  • Highly trained staff
  • Speech and Language therapists
  • Occupational therapists
  • Sensory occupational therapists
  • Physio therapist
  • Play therapy

Strategies to support/develop literacy

  • Read ,write, InC (reading/writing programme)
  • Phonics based reading scheme
  • Specific literacy groups through Y7-9
  • Makaton programme for makaton language users
  • Grid player programme 
  • Eye gaze equipment and programmes
  • Intensive interaction programmes
  • Extensive use of symbols

Strategies to support/develop numeracy

  • Numicon
  • Web based learning
  • Practical and multi-sensory approach

Strategies to support/modify behaviour

  •   Staff trained in Essex Steps de-escalation and positive handling
  •   Keys to Success group
  •   Meditation classes - Post 16
  •   Children with Disability Behaviour Assessment team
  •   Team round the child meetings
  •   Use of Social Stories
  •   Positive Handling Plans
  •   Use of safe space
  •   Reward and recognition systems
  •   SCERTS system
  •   Positive behaviour management systems
  •   Motivator cards
  •   Occupational therapy
  •   Access to Counsellor
  •   Solution focused approaches
  •   Restorative justice approaches

Social Skills programmes

  •   Community Learning
  •   Occupational Therapy/Speech Therapy social skills groups
  •   Use of Social Stories
  •   Individual Education Plans
  •   Out of School Hours Learning

Strategies to enhance self –esteem/promote emotional wellbeing

  •   Head Teacher awards
  •   Links with the Gateway youth club
  •   Links with the Papworth trust youth club
  •   Drama opportunities and links to community group Interact and Crafty drama
  •   Opportunities for participation in representative sporting events
  •   Outward bound school visits
  •   Rewards and achievement schemes
  •   PSHE curriculum
  •   Forest School outdoor education programme
  •   Counselling
  •   Access to Sensory Integration Programmes
  •   Intensive interaction programmes

Support/supervision at unstructured times of the day including personal care

  •   High staff supervision ratio
  •   Organised lunchtime activities
  •   Out of School Learning programme
  •   Toilet training provided
  •   Wet change rooms with ceiling hoist
  •   Disabled access toilets and showers
  •   All single level building
  •   Feeding and dressing skills programme

Strategies/programmes to support speech and language

  •   Speech and language therapy provision on site
  •   Picture Exchange Communication System (PECS)
  •   TEACCH strategies and interventions
  •   Use of Makaton
  •   In house Makaton tutor
  •   Wide use of symbols including Communicate in Print
  •   Individual, small group and whole class SLT interventions
  •   Individual Education Plans
  •   Crafty drama programme
  •   Parents workshops

Strategies/programmes to support Occupational Therapy/Physiotherapy needs    

  •   Individual Education Plans
  •   Move programme
  •   Bobarth Programme
  •   Sherborne programme
  •   Parents workshops and meetings
  •   Sound Beam gross motor skills programme
  •   Sound board
  •   Sensory Tac pac sessions
  •   Adapted cutlery, furniture and equipment
  •   Trampettes
  •   Hammocks, hanging seats and other sensory integration equipment 
  •   Visiting physiotherapists
  •   Hydrotherapy pool
  •   Music therapy

Access to medical interventions

  •   Personal Care Plans
  •   Staff trained in administration of medication
  •   Full time school nurse
  •   Visiting consultant paediatrician
  •   Epilepsy trained staff
  •   High proportion of trained first aiders
  •   Qualified Paediatric First Aiders

Staffing arrangements to promote access (building; curriculum; information)

  •   Fully accessible building
  •   Local authority transport and escorts
  •   School website
  •   School based minibuses and drivers
  •   School information channel - Annual reviews, reports, home school books
  •   Newsletters
  •   Prospective parent visit schedule

Planning and assessment

  •   B2 Assessment system
  •   CASPA
  •   Progression Guidance
  •   Annual Reviews
  •   Individual Education Plans
  •   Personal Education Plans
  •   Positive Handling Plans
  •   Transition Plans

Engagement with parents/carers

  •   Newsletters
  •   School Home Support provided by class teachers and key worker
  •   Careers and Transition workers
  •   Website
  •   Bi annual parents evenings
  •   Parent Governors
  •   Home/School Diaries
  •   Termly Coffee mornings
  •   All about me week
  •   Termly Achievement assemblies
  •   Class assemblies
  •   Occupational Therapy meetings
  •   Speech Therapy parental meetings
  •   Annual Review process
  •   Termly progress reports
  •   Text messaging service
  •   Transition meetings/reviews

Liaison/Communication with Professionals

  •   Education Psychologist
  •   CAMHS
  •   North East Essex  Social Care Teams
  •   Occupational Therapy
  •   Speech and language Therapy
  •   Psychotherapeutic Counsellor
  •   Eastern Leadership centre
  •   North East Essex teaching Alliance
  •   Local primary collaborative
  •   Essex Special school education  trust
  •   Special educational needs commissioner for North East Essex  

Arrangements for specialist expertise in school

  • Several staff with specialist postgraduate qualifications
  • In house Makaton tutor
  • In house Essex Steps  tutors
  • Sports coaches  
  • Swimming coaches
  • Autism accredited school
  • Careers advise and transition guidance workers

Arrangements for specialist expertise from outside school

  •   Sports Coaching
  •   Travel Training
  •   Visiting therapists
  •   Educational Psychologist
  •   Fitness instructor
  •   Music tutors
  •   Drama workshops
  •   Cognitive Behaviour Therapy

Monitoring and evaluating the impact of the ‘additional and different’ arrangements – on progress and outcomes for pupils with SEN

  •   Achievement data analysis
  •   CASPA analysis
  •   B Squared data
  •   IEP achievement analysis
  •   Provision mapping and intervention audit
  •   Pupil Premium analysis and report
  •   Primary Sports funding report

Equality Act 2010. Since September 2012 schools duty to make reasonable adjustments has included the provision of auxiliary aids and services. This may have been considered special educational provision in the past but is now the responsibility of all schools/academies and other providers.