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Lexden Springs School

General Details

We are a Special School based in Colchester and cater for children aged 3-19 years with Severe and Profound Learning Difficulties. Our thriving Post 16 Department also takes students who have a Moderate Learning Difficulty.

Who to contact

Simon Wall
Head Teacher
01206 563321
Social Media
 Like us on Facebook
Halstead Road

Additional contact

Where to go

Halstead Road
Area served
Parking available
Parking details
Although space is very restricted

Days & Times

09:00 - 15:00 Monday to Friday term time only.

Other details

Age Groups
Pre-school, Children (5-11), Young people
Disabled Parking, Wheelchair Access, Adapted Toilet

Accreditation details
Autism Accreditation, National Foundation for Educational Research (NFER), Attachment Awareness, Governor Effectiveness Mark

School Type
SpecialNurseryPost-16 Provision
DfE Number
Chair of Governors
David Burrows
Last Updated

Local Offer Local Offer Record

Experience of including people with special educational needs and disabilities

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 with you and young people.

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, and 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


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

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 head teacher 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 Lauren Messenger

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 and swimming pool

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.

Lexden Springs School Local Offer - Special Educational Needs and Disability (SEND)
Conditions Supported
Autistic spectrum conditions
Communication difficulties
Health conditions
Learning difficulties
Mental health conditions
Physical disabilities
Sensory impairments

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