The school's name reflects the link to 'Hundred Acre Wood' on Ashdown Forest, the setting for AA Milne's Winnie the Pooh stories , a poetic touch that belies the serious educational mission within. Acre Wood Academy serves pupils and students aged 4-19 with a wide range of special education needs, including Profound and Multiple Learning Difficulties (PMLD), Severe Learning Difficulties (SLD) and Autistic Spectrum Disorder (ASD), and is set across three sites (primary, secondary and sixth form) located closely together in Crowborough, East Sussex . The school recently transitioned into a new chapter, becoming part of London South East Academies Trust in 2025. With approximately 146 places across all phases, the school offers specialist provision where pupils with complex needs receive education tailored to their individual profiles. A new Head took up her post in January 2025 , bringing fresh momentum and energy to the Academy's improvement journey as it builds new facilities and establishes itself within a more robust trust structure.
The school works to create an environment in a secure, stimulating atmosphere for students, promoting independence where self-esteem and mutual respect are fostered and effort and achievement celebrated in the pursuit of excellence . Acre Wood Academy in Crowborough, Crowborough has a clear sense of identity shaped by its setting and community. This is not a mainstream school retrofitted for inclusion; it is a facility built intentionally for the young people it serves.
The school's values are Community, Respect, Curiosity, Perseverance, Ambition and Kindness . These are not merely aspirational words displayed in foyers; they structure the daily interactions and decisions made by staff. For a school serving children with profound disabilities and autism, community means ensuring every pupil belongs within classroom and broader school life. Respect is evidenced through individualised approaches and recognition of non-verbal communication. Curiosity and ambition underpin curriculum design that stretches pupils according to their ability and potential, however modest the external benchmarks might suggest.
Ms Ali Causton, the Headteacher, leads with a focus on creating inclusive and high-quality education . Her appointment in January 2025 represents a significant moment of transition as the school enters a new phase under trust leadership. Staff retention and stability are notable strengths; many practitioners have worked at the school for several years, understanding the communication profiles, preferences, and developmental trajectories of individual pupils deeply.
The transfer into LSEAT followed the issuing of an Academy Order to the school by the Department for Education in 2024, who then selected LSEAT as the preferred Trust to take on and improve the specialist provision because of its proven track record and expertise in both SEND and school improvement . This represented a moment of institutional change. Acre Wood is the 14th school to join LSEAT's growing network, comprising mainstream, special and alternative provision settings, together with an outreach service and music hub, delivering high quality inclusive education to children and young people across the region with schools in Bromley, Bexley, Lambeth, Surrey and now East Sussex . The Trust's rapid growth and track record in specialist education provide reassurance to families that expertise and resources will support further improvements.
Grove Park School in Crowborough, the predecessor institution, was set to get a new £17 million school building that will enable primary and secondary pupils to be located on the same site in Church Road.
The two-storey, steel frame building will deliver state-of-the-art learning facilities addressing the increasing demand for SEND places, and has been carefully designed to meet the complex and varied needs of its future pupils . This capital investment is transformative; consolidating the secondary provision alongside primary on a single purpose-built site will improve operational efficiency, reduce travel times for staff, and create more cohesive multi-phase learning communities. The school's energy-efficient design will reduce emissions, while the site will deliver Biodiversity Net Gain through measures that protect and enhance the surrounding natural environment.
The curriculum is the heart of Acre Wood's educational approach. Acre Wood Academy caters for pupils in Reception, KS1, KS2, KS3, KS4 and KS5, with pupils having a wide range of SEND, and the curriculum designed to meet the needs of learners with learning difficulties (PMLD, SLD and MLD), autism and other complex needs . Rather than imposing a one-size-fits-all model, the school believes that a flexible curriculum model best meets the changing needs of pupils, ensuring all pupils access learning appropriate for their age and stage of development, with learning differentiated by cognitive level and need using a range of appropriate strategies designed to support teaching and learning.
For pupils with the most profound needs, the curriculum is designed to meet the needs of pupils with the most complex learning needs and is informal, prioritising core skills and knowledge for adult life, with central focus on the teaching of early developmental skills relating to attention, interaction, communication, independence and behaviour, initially prioritising engagement with their immediate surroundings and the people in it . This developmental framework ensures that even young people who will not access conventional literacy or numeracy still experience meaningful, age-appropriate learning grounded in communication, sensory experience, and social participation.
The core subjects are maths, English, Science, Computing and PSHCE, with foundation subjects including Humanities (Geography and History, modern/cultural language and RE), art and DT . While the delivery of these subjects differs significantly from mainstream curriculum, the breadth of knowledge and experience remains important. For example, science may focus on sensory exploration and cause-and-effect experiences rather than formal experimentation, but it still develops understanding of the natural world. Computing might involve use of communication aids and switches rather than keyboard work, but builds digital independence skills. This commitment to breadth prevents a narrowing of curriculum that sometimes occurs in specialist settings.
The sixth form pathway is particularly distinctive. At this stage, core subjects begin to focus more on functional skills and the functional application of knowledge/skills to adult life, with students following a programme of studies and learning experiences designed around their strengths and interests, focused on ensuring all students leave with a portfolio of accreditation and work experience reflective of their potential, with an ongoing focus on personal development ensuring students develop resilience, confidence and independence in readiness for the next phase of their lives . This reorientation toward adult life preparation and work experience distinguishes the sixth form from the earlier phases and prepares young people practically for transition beyond school.
A defining feature of Acre Wood is the integration of therapy into daily school life. The school benefits from the regular support of Speech and Language Therapists, Physiotherapy services and Occupational Therapists provided by the Children's Integrated Therapy and equipment Service (CITEs) within Kent NHS and commissioned by the Local Authority, and also has as part of its team a Special Schools Nursing Sister from East Sussex Healthcare NHS Trust who supports the health and wellbeing of students . Rather than therapies being delivered in isolated clinic rooms, they are woven into learning activities, social times, and daily transitions. A speech and language therapist might work with a small group during story time, a physiotherapist might embed movement exercises into outdoor play, an occupational therapist might guide fine motor development through sensory craft activities.
This integrated model is pedagogically sound. Young people with profound disabilities often struggle to transfer skills learned in one context to another. By embedding therapy into naturally occurring school routines, practitioners create multiple opportunities for generalization. A child who practices standing balance during physiotherapy in the clinic room may also practice it during lunch queuing, outdoor movement, and social activities, reinforcing the skill across contexts.
The school's physical environment is equipped for children with significant physical needs. Ceiling hoists for safe manual handling, specialist seating and positioning equipment, adapted bathrooms and changing facilities, and sensory equipment throughout the buildings ensure pupils can access learning comfortably and safely. This is not luxury; it is infrastructure that allows children with severe physical impairment to participate in school life without undue barrier.
All pupils require an Education, Health and Care Plan (EHCP) naming the school or specifying specialist provision. Acre Wood is an oversubscribed school with more requests for places than there are places.
When a request is made, Assessment and Planning must send a draft EHC plan and the school must follow the legal statutory framework, considering whether the placement would be unsuitable for the age, ability, aptitude or SEN of the child or young person, or whether the attendance would be incompatible with the efficient education of others or the efficient use of resources . This means the school, unlike mainstream schools, has limited discretion over admission; local authority placement officers and the school's leadership work together within strict statutory timelines to decide which pupils can be accommodated.
The oversubscribed status reflects both the perceived quality of the school and the scarcity of specialist SEND places across East Sussex. Families seeking to secure a place should engage early with their local authority SEND team and discuss the school's thresholds for complexity and need.
The school operates through a distinctive community partnership model. The Grove Park Charitable Trust (GPCT) serves the additional needs of pupils and students attending Acre Wood Academy, formed because a typical PTA isn't as straightforward or feasible in a special school context, run by a team of volunteers including school staff, members of the local community and parents who all give their time voluntarily to support the school, with the purpose being to raise funds to provide resources, equipment and learning experiences which are not funded within the school's budget . This volunteer-led approach recognizes that special schools often face equipment shortages and that families benefit from collective fundraising efforts.
GPCT trustees have put in place a multi-year plan that will benefit pupils and students across all three phases of the school, taking into account the interest and desires of parents, teachers, staff and the IEB, with Primary, Secondary and Sixth Form sites throughout Crowborough making Acre Wood Academy an integral part of the community . This multi-year planning demonstrates serious intent toward sustained improvement and investment in the school's environment and provision.
The school organizes learning beyond core curriculum delivery. While the website does not detail an exhaustive list of clubs, the school clearly recognizes the importance of broader experience and enrichment. Given the complex needs of the pupil population, enrichment often takes different forms than in mainstream settings. For younger pupils, it might include structured sensory activities, outdoor learning experiences, and music and movement sessions. For secondary students, outdoor learning, vocational skills development, and community access experiences become increasingly prominent. The sixth form focuses on work experience, community participation, and transition planning.
The school's location in Crowborough, a town in the eastern Weald, provides access to local woodland, green spaces, and community facilities that support outdoor and experiential learning. The proximity of the three sites to one another also enables pupils in different phases to participate in joint activities and celebrations, reinforcing a sense of belonging to a larger school community.
The school promotes independence where self-esteem and mutual respect are fostered and effort and achievement celebrated in the pursuit of excellence . This ethos extends beyond the academic day. The school website references community and holiday activities, suggesting extended engagement throughout the year. For pupils with complex needs and their families, holiday provision is invaluable, offering respite and opportunities for new experiences during school closures.
The school operates across three distinct sites with slightly different timings reflecting the age groups served. The primary site operates from 9:10am to 3:15pm, the secondary site from 8:50am to 3:00pm, and the sixth form from 9:00am to 3:10pm. This staggered approach allows for efficient deployment of specialist staff and reflects developmental appropriateness for different age groups.
The school's Primary Site is at Church Road, Crowborough TN6 1BN, the Secondary Site at North Beeches Road Crowborough TN6 2AS, and the Sixth Form Site at Green Lane Crowborough TN6 2DY . The close proximity of the three sites within Crowborough is advantageous, though families should note that pupils attend the site corresponding to their key stage. Until the new secondary building opens at the primary site, secondary pupils attend a separate location, requiring slightly longer travel for some families. Once the capital project completes, this will be consolidated.
The school maintains a nut-free policy to protect pupils with allergies. Parents must ensure any food brought from home is nut-free. This collective commitment to dietary safety is particularly important given that some pupils may have limited ability to communicate allergic reactions or to avoid foods independently.
For a school serving children with profound and complex disabilities, pastoral care and safeguarding are paramount. The school works to create an environment in a secure, stimulating atmosphere for students, promoting independence where self-esteem and mutual respect are fostered and effort and achievement celebrated . This requires staff training in safeguarding, communication with non-verbal pupils, recognizing changes in behaviour that might indicate distress or abuse, and robust systems for reporting and investigating concerns.
The presence of nursing staff and therapists means that wellbeing is monitored holistically. A child's reluctance to participate in learning might prompt investigation of pain, discomfort, or medical change. Emotional wellbeing is supported through consistent relationships with key adults and through curriculum activities that build confidence and communication.
Complex needs threshold. This is a special school serving pupils with profound and multiple difficulties, severe learning difficulties, and autism. Families considering placement should be clear that Acre Wood specializes in supporting young people with significant cognitive and physical needs. If your child's primary difficulty is emotional and behavioural rather than learning-based, alternative specialist provision may be more appropriate.
Oversubscription and planning. The school is consistently oversubscribed. Families wishing to secure a place should begin discussions with the local authority SEND team well in advance and ensure they understand the school's assessment process. Waiting for a placement decision can be uncertain; the timeline depends on local authority procedures and school capacity.
Three-site operation during transition. Until the new secondary building opens, pupils move between sites at age 11. While the sites are close, this requires adjustment. Families should visit all three sites to understand the experience their child will have at different stages.
Transition to adult services. The sixth form prepares students for life after school, but adult social care provision varies significantly by local authority. Families should engage early with adult services colleagues to plan for post-19 provision, whether that is day services, supported living, or further education.
Acre Wood Academy is at the start of an exciting new era for the specialist school, which offers provision for pupils aged 4–19 with a wide range of special educational needs including Profound and Multiple Learning Difficulties (PMLD), Severe Learning Difficulties (SLD) and Autistic Spectrum Disorder (ASD), with the transfer into LSEAT following the issuing of an Academy Order and selection of LSEAT because of its proven track record and expertise in both SEND and school improvement . The school offers specialist provision for one of the most vulnerable and overlooked populations in education. The investment in new facilities, the transition to a trust with demonstrated SEND expertise, and the commitment to integrated therapy and flexible curriculum create a foundation for continued improvement. For families of children with profound and complex needs within the East Sussex area seeking specialist provision, Acre Wood offers capable and caring education within an institution committed to development. Success should be measured not by standardized academic metrics but by the school's capacity to foster communication, independence, participation, and joy in learning for young people whose needs are profound.
Acre Wood Academy is a specialist school serving pupils aged 4-19 with profound and multiple learning difficulties, severe learning difficulties, and autism. The school was recently appointed under an Academy Order by the Department for Education to join London South East Academies Trust, a specialist trust with expertise in SEND improvement. The school's new Headteacher began in January 2025, leading an improvement agenda within a school that is consistently oversubscribed, indicating demand and perceived quality within the local community.
The school supports pupils with a wide range of special education needs, including Profound and Multiple Learning Difficulties (PMLD), Severe Learning Difficulties (SLD), Autistic Spectrum Disorder (ASD), and other complex needs. All pupils require an Education, Health and Care Plan (EHCP) naming the school. The school is not appropriate for pupils whose primary need is emotional and behavioural rather than learning-based.
Admissions are arranged through the local authority's Special Educational Needs Team, not directly through the school. All pupils must have an Education, Health and Care Plan (EHCP) naming the school or specifying specialist provision for profound or severe learning difficulties. Families should engage with their local authority SEND team to discuss assessment and potential placement. The school is oversubscribed, so early engagement with the local authority is advisable.
The school benefits from regular support of Speech and Language Therapists, Physiotherapy services, and Occupational Therapists through the Children's Integrated Therapy and Equipment Service (CITEs), commissioned by the local authority. A Special Schools Nursing Sister from East Sussex Healthcare NHS Trust supports pupil health and wellbeing. Therapies are integrated into daily school routines rather than delivered as separate clinical sessions.
The sixth form provides preparation for life after school through functional skills teaching, work experience, and personal development focused on independence and resilience. Post-19 provision varies by local authority and may include specialist day services, supported living, or further education. Families should engage with adult social care services during Key Stage 4 to plan appropriately for transition.
The school's values are Community, Respect, Curiosity, Perseverance, Ambition, and Kindness. The school promotes a secure, stimulating atmosphere where independence is encouraged, self-esteem is fostered, and achievement is celebrated. The school is part of London South East Academies Trust, a network of schools serving diverse needs across London and the South East with a commitment to transforming lives through learning.
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