Acre Wood Academy Review 2026: A Haven for Complex Needs and Emerging Potential

Academy Transition and Improvement Journey

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.

Building Investment and Future Facilities

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.

Differentiation and Flexible Pathways

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.

Subject Coverage and Core Learning

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.

Sixth Form and Post-16 Transition

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.

Multi-Disciplinary Team

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.

Specialist Equipment and Facilities

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.

Grove Park Charitable Trust and Community Partnership

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.

Enrichment and Extended 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.

Community and Holiday Activities

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.

School Day and Hours

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.

Location and Accessibility

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.

Nut-Free Environment

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.