My Review of The Willows School in Lincoln as an Autistic Adult Visitor
The Willows school is a new and independent specialist school for children with autism or similar Special Educational Needs and Disabilities (SEND) and social, emotional and mental health requirements
Last week (January 2026), I had the pleasure of visiting The Willows, a new specialist school in Lincoln, during their open day and taking part in one of the guided tours. This independent special school is due to open imminently for a small and carefully considered cohort and will cater for young people aged 5 to 15 years with autism or similar Special Educational Needs and Disabilities (SEND) and social, emotional and mental health requirements. The school is currently accepting applications for children up to school year 9, and then school year 10 from September 2026. Its website states that its provision builds “on the evidence-based successes of sister schools Little Acorns (Kent) and Maple House (Bourneville)”, part of the Renaissance Education group.
As a neurodivergent woman, and someone who strongly believes in the importance of an education which caters primarily to the individual rather than the establishment, I’m always keen to see environments that genuinely adapt to the needs of autistic children whilst also helping them develop skills for life. My recent visit to Limpsfield Grange in Surrey, the UK’s only state-maintained school for autistic girls, gave me a great comparison point: what is needed, what is currently offered, and what is the most effective for neurodiverse children. Limpsfield Grange had set a high bar. I was invited there to give a lived-experience careers talk as one of their Wellbeing, Achievement, Communication, and Independence (WACI) sessions.
The Willows school did not disappoint. At the end of this article is a gallery of photos from my visit.
Location and First Impression of The School
The Willows school is located just off the main south-western bypass of Lincoln on the outskirts of an industrial estate. This means that it is very easy to access by vehicle, though less so on foot as it is not close to any residential areas, but I expect many pupils will arrive via school transport. When I drove into the car park, I noticed several clearly marked taxi bays, which was reassuring.
I could hear no vehicle noise whilst on the grounds, but I do not suffer from extreme noise sensitivity like many autistic people. Due to its location, the school does miss the opportunity to introduce the children to peaceful surrounding areas, but these limitations are out of the control of the school – we would all thoroughly enjoy a green, peaceful, sanctuary for the most ideal learning environment, but that would come at a very high cost and the aim of this school is to be inclusive.
Physical Activity and Outdoor Space
Outdoor areas include fitness trails which surround the school. There isn’t a traditional playing field, but the school plans to use third-party facilities, potentially including swimming. There is also a large indoor sports hall that can be used for team activities and movement-based regulation.
School Building and Reception Areas
There are two separate entrances: one for adults and visitors and presumably primary age pupils, and another for secondary age. Both reception desks display small fish tanks, which I personally found quite mesmerising and calming, a great way to start the school day.
I was welcomed by Pumpkin, from the charity Pumpkin and Friends, the school’s official therapy dog. Pumpkin has lost the use of her back legs due to a spinal injury when abused as a puppy. This certainly didn’t deter her as she scooted around the floor on her wheels to greet visitors.
The school building is extremely clean as it hasn’t yet been used by students. It’s a former gym premises that has clearly undergone a lot of work. As the tour went on, it was obvious how much time, thought and effort the staff have put into preparing the space, which seems to expand inside like a Tardis. Internal areas are separated by doors to be opened by staff key cards for security, but I was reassured that children will have the freedom to move around the building according to their needs. The corridors and open areas have enough room for each student to have their own space, without the usual ‘cramped’ feeling that many schools unfortunately have, which is often overstimulating for many neurodivergent children, especially if they have poor sensory proprioception. The school’s open spaces have comfortable seating areas for the children to use whenever they wish.
There were several posters on walls featuring encouraging and empowering messages such as “From tiny acorns mighty OAKS do grow”. How inspiring is that!
Learning Environment and Sensory Considerations
Throughout the school is a clear display of the Zones of Regulation (ZoR) system. Children and staff can use colour-coded cue cards and images linked to emotions, helping pupils to learn how to recognise their feelings and what support they might need, as well as those of others. I was particularly impressed with the importance that has been placed on this system, that I, like many with autism, suffer with alexithymia and difficulties with sensory interoception.
Corridors feature activities on the walls, giving pupils something to engage with if they need to leave the classroom to self-regulate. This is encouraged, unlike in typical schools where individuals would be expected to sit still and behave. Staff at The Willows school clearly recognise the importance of the ability to self-regulate independently, a skill which could be the difference between a child being open to learning or not.
The manifestation of strong emotions is clearly not treated as “bad behaviour” here, but as a valid and natural reaction to stress, for which pupils won’t be punished. Anger, for example, will be accepted as normal, and supported by recognising early signs and learning strategies before it escalates. One parent shared an example from a mainstream school when their child was punished with litter-picking duties, which the child actually enjoyed due to the solitude, inadvertently reinforcing the behaviour. It was refreshing to hear that staff at The Willows clearly understand these nuances. Stimming is a natural self-regulatory response for many with neurodivergence, but actions such as rocking and tapping are treated as annoying and disturbing in so many schools.
There are two sensory rooms for primary and secondary ages, available for one-to-one use or small groups. These rooms are equipped with equipment such as light tubes and fibre optic curtains which I loved because a mirror was installed on the ceiling to see the light reflections when lying down.
Classrooms have been designed with sensory overload in mind – for example, there is a “smelly” science room and a “non-smelly” option, which is such a thoughtful and practical detail. I can still remember the “rotten egg” smell of hydrogen sulfide from my school days over thirty years ago! These specific adaptations make sure that no students, with or without sensory difficulties, miss out on learning opportunities. In many schools, the best-case scenario would be that an autistic child would be permitted to sit out of specific lessons. At The Willows school, each child is awarded understanding and respect.
A highlight for me was the library. This room featured reading pods which felt soothing and I could just imagine the comfort of reading a favourite book enveloped within their wooden frames. Eating in public can be distressful for neurodivergent people, so apparently, the room may also be available for eating at lunchtime if this suits any keen “bookworms”.
Learning Approach
The Willows school will cater for pupils up to GCSE level, Functional Skills, or equivalent outcomes. Classes are organised by developmental stage rather than age so that each pupil can develop at their own pace in classes of up to seven children.
I was particularly pleased to hear that for pupils sharing a strong interest, teaching can be adapted within themed lessons. For example, a topic like ‘the rainforest’ could be used across maths, English, science and geography. This kind of interest-led learning can be incredibly motivating and regulating for autistic students because it is very common in autism to become fixated by special interests. I know of a child who likes to learn about penguins, and The Willows even has a member of staff who also loves penguins and has penguin tattoos. Imagine how comforting that could be to a child who feels different to others, to feel that they can relate to others within the school environment. Again, theme-based learning is a small adaption that saves autistic children from missing out, empowering them to learn because of and not despite of their differences.
There will also be lessons focussed on life skills, such as banking and shopping, which are vital for long-term independence. This must be a relief to parents who may find it difficult or stressful teaching their neurodivergent children at home. During the tour, I saw staff demonstrating activities such as Lego Therapy, which helps children develop teamwork skills such as turn-taking and collaboration in a structured, but fun, unpressurised way. In one classroom, there was a request for ideas for school trips to teach everyday skills, which demonstrated to me that staff at The Willows school are open to working with and not against the wishes of parents.
This considerate approach was further highlighted when we visited the family room which included a large television and toys for pre-school children. We were told that the room could be used by parents when meeting with teachers, or even external therapists, without worrying about childcare.
Daily Life
The school’s eating area has a relaxed feel, and pupils are welcome to bring in their own food. Having coeliac disease, I asked about allergies and was reassured that each child’s medical and dietary needs would be catered for.
During the open day, there were plug-in air fresheners in use due to the lack of airflow whilst the building is empty. A parent raised concerns about the scent and allergies, which were taken seriously, and staff reassured us that these will be removed once the school is open to students.
I also enquired about the overhead fluorescent lighting, which can be irritating and a migraine trigger for many neurodivergent people. There are plans to install filters, which was good to hear.
It was very clear that the staff at The Willows school are open and responsive to suggestions, and open to taking on board past experiences – a trait so important when developing such an environment for vulnerable people.
Access and Funding
There was a lot of discussion around admissions, as a waiting list is expected. Whilst the school is not private, places must be funded by the local authority. Often, families are told that mainstream options must be exhausted first, sometimes with the offer of a Teaching Assistant as a compromise.
Parents may need to go to tribunal to challenge local authority decisions. A specialist EHCP based on autism or similar SEND will be required, and families are strongly advised to begin the process as early as possible.
Overall Thoughts
All in all, I was very impressed by the facilities at The Willows school, the depth of staff knowledge, and the genuine empathy shown throughout the visit. There are a few minor issues still to be addressed but I’m confident these will be resolved once the school welcomes its first students.
School staff have clearly spent a lot of time designing the space and planning lessons and activities with considered thought. At the moment, the building has a slightly clinical feel due to its newly painted white walls, but this will inevitably change once it’s filled with children, noise, movement, and lived-in warmth. I hope it grows into a truly homely environment where autistic children can feel safe, understood, and comfortable enough to learn and thrive.
I would absolutely love to see more specialist facilities like this across the country.
You can find more information about The Willows school on their website: www.thewillowsschool.rests-sen.uk
I may be leading poetry workshop at The Willows school in the near future so watch this space!
For more information about me, Sammi Ford, and my services as a keynote speaker in neurodiversity and creative writing workshop leader, please visit www.sammiford.com.
