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The Acorn Free School Academy is fully committed to inclusion. We will ensure that all young people with Special Educational Needs (SEN) are given the individualised help, advice and support needed to be fully included in all aspects of school life, to realise their potential and to feel valued.

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Please also refer to the Local offer for Lincolnshire. See 17 iv.

We value the contribution that parents can make and believe the most effective way of working with a young person is where the parents and school work in partnership. Parents have a vital role to play and it is therefore important to ensure that information is accessible, their views are sought and they feel welcome in our school.

The Acorn Free School Academy is committed to the following aims:

The special schools cater for all special education needs and serve the primary (three to 11 years) and secondary (including post 16) age groups. For further details, including a link to their Ofsted report, select the relevant link below:

Help with Autism Autism is a lifelong developmental disability. The aim of the Autism Spectrum Education Team (ASET) is to provide advice and support to enable children and young people on the autism spectrum.

The majority of pupils will arrive at Acorn Free School with a record of identified additional need and will be placed on the Special Educational Needs register at the identified stage. All students will however be screened for literacy and numeracy levels and be assessed using SDQ and SIP for emotional and behavioural concerns.

The views of the student are of paramount importance and it is the responsibility of all teaching and non-teaching staff to engage positively with the young person and view the world through their eyes. Targets and IEP’s are written in agreement with the student who will be encouraged to set meaningful and realistic targets and self-assess their progress on a weekly basis.

Pupils with a statement of Special Educational Needs will have termly IEP reviews and in additional an annual review will also be held. The purpose of the annual review is to evaluate the effectiveness of the provision of the statement and consult with external agencies for their view on this matter.

Lincoln Carlton Academy | Calrton Boulevard | Lincoln | LN2 4AG | T: 01522 522633 | E:

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The Acorn Free School works positively with a large range of external support agencies and will liaise with and co-ordinate advice from appropriate services to ensure the needs of the young person are met. These support services are listed below – further information about the services are available by contacting the SENCO

The headteacher has overall responsibility for the day-to-day management of all aspects of the school’s work including provision for children with Special Educational Needs.

All teaching and non-teaching staff are responsible for implementing agreed programmes of support for pupils with SEN and for the school’s procedures for identification and assessment of SEN.

If a parent wishes to complain about the SEN provision or policy they should, in the first instance, raise it with the SENCO who will try to resolve the situation. If a parent remains concerned the parent should submit a formal complaint in writing or any other accessible format. The headteacher will reply within 10 working days Any issues that remain unresolved at this stage will be managed according to the Acorn Free School Complaints policy

At Mount Street and Lincoln Carlton Academy we are “Creating a haven in which children flourish”; the word children means all children regardless of ethnicity, background needs or disabilities.

Please note reviews of special schools in Lincolnshire are the subjective opinions of Schoolsnet members and not of Schoolsnet.

IEP’s will be reviewed termly in consultation with the student and parent/carer. Progress will be measured against the targets set and improvement will be assessed in a holistic way to include

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Introduction The purpose of this policy is to set out our procedures for ensuring that every student with special educational needs fulfils their potential. Young people with special educational needs are identified as those learners who need something ‘additional to’ or ‘different from’ routine educational provision within their school setting.

Last updated: November 2014 Updated by: Mrs Ruth Clark (SENCo)

North Lincolnshire Council, Civic Centre, Ashby Road, Scunthorpe DN16 1AB

Identification and assessment are ongoing, particularly as a pupil’s behaviour and engagement may change when entering a new environment. Regular observation and review of pupils by teaching and non-teaching staff will be used to inform the identification of any additional need.


Monitoring of practice against this policy will be carried out by the headteacher, SEN governor and SENCO and will include

This information has been co-produced with parents and carers and has taken into consideration the views of the children in the school. As such we have aimed to answer some common questions raised:

Independent private secondary | State special | Independent private special | State sixth form & FE colleges

In addition we work closely with behaviour support specialists, speech and language therapists, occupational therapists, physiotherapists, educational psychologists and other agencies to provide specific support programs for individual children.

The Acorn Free School, with the support of additional agencies, will meet the needs of all pupils on the SEN register at ‘school action’ and ‘school action plus.’ If, after taking action to meet the needs of the child, it is still felt that additional intervention is required then the Acorn Free School will liaise with the referring school and apply to the LA for statutory assessment

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Resources for additional needs and inclusion are purchased as appropriate and are matched to recurring needs throughout the school. Specific individual resources are purchased where this is viable and are used to support other children where this is appropriate. Specialist resources for children with Statements of SEN will be accessed through the provision of the statement