Comprehensive language, communication and literacy services.
Evidence-based specialist support for children and young people, strategic guidance for leaders and targeted provision across schools and EOTAS settings in England and Wales.
Specialist support from whole-school strategy to direct pupil intervention.
Lexeo works with schools, local authorities and Multi-Academy Trusts to build inclusive provision aligned with the National Curriculum and Curriculum for Wales.
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Consultancy & CPD
Audits, strategic advice, staff development and implementation support for sustainable language-rich practice.
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Specialist teaching
Curriculum adaptation, targeted intervention and direct support from qualified specialist practitioners.
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Assessment & analysis
Standardised assessment, observation, consultation and clear learner-centred recommendations.
Universal, targeted and specialist support designed around the needs and capacity of your setting.
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Consultancy & professional development
Build staff confidence and strengthen provision.
Lexeo delivers specialist consultancy and continuous professional development designed around the language, communication and literacy needs in your setting. Practical guidance equips teachers, teaching assistants and Senior Leadership Teams to create accessible, language-rich learning environments.
Packages can combine whole-school or group training, strategic advice, staff surgeries and follow-up support online or in person. Settings may also jointly commission training where appropriate.
“…very passionate about the subject and was well prepared…”
Specialist expertise in the classroom.Qualified practitioners adapt learning and model strategies alongside staff.
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Specialist teachers
Targeted support for complex SLCN, SEMH and literacy needs.
Lexeo provides highly qualified specialist teachers who adapt the curriculum, scaffold learning and deliver targeted interventions aligned with Education, Health and Care Plans and Individual Development Plans.
We have particular expertise in supporting older children and adolescents with complex Speech, Language and Communication Needs alongside Social, Emotional and Mental Health needs. Addressing communication barriers alongside emotional needs can help settings reduce disengagement, lower exclusion risk and improve outcomes.
Direct 1:1 and small-group specialist teaching
Differentiated curriculum planning and scaffolding
Collaborative teaching and staff mentoring
Targeted support for adolescents and complex needs
Provision aligned with EHCP and IDP outcomes
Academic, social and emotional progress
Lexeo PACTPhonological and Cognitive Training for pre- and emerging readers.
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Literacy
Lexeo Phonological and Cognitive Training.
Lexeo PACT is a targeted, evidence-informed intervention framework integrating phonological-awareness training with executive-function supports for older children and adolescents.
It is designed for pre- and emerging readers—including pupils for whom repeated systematic synthetic phonics programmes have made negligible impact. The programme builds the critical spoken-sound foundations pupils need before they can access phonics and the wider curriculum.
Recognised by Estyn
“Provision for pre- and emerging readers is especially effective. Pupils benefit from a well-embedded, adaptive programme that builds systematically on prior learning. As their reading skills develop, pupils increasingly apply these to writing and communication. As a result, pupils make strong progress from their varied starting points.”
Estyn Inspection Report, Talocher School, May 2026
Why PACT is different
Secure sound awareness before formal text.
Phonological awareness is a distinct precursor to phonics. Without secure phonemic processing, repeated phonics instruction may not deliver lasting progress.
01
Baseline assessment
Exploring sentence word counts, rhyme, syllabification, onset, coda and rime.
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Phonemic awareness first
Isolating, hearing and manipulating sounds with image-based representations before graphemes are introduced.
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Sound-to-grapheme progression
Moving from initial and final sounds to reading and spelling phonically regular two-syllable words.
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Phonics integration
Transitioning into the school’s chosen mainstream phonics curriculum once foundations are secure.
Executive function
Sessions strengthen working memory, inhibitory control, cognitive flexibility, planning, time management and task initiation.
Core communication
Individual activities can address inference, emotional vocabulary, Theory of Mind and language proficiency and fluency.
Proven pupil outcomes
Estyn reported secure progress in reading, rapid gains for many pupils and meaningful benefits for confidence, self-image, social development and wellbeing.
“Nearly all pupils make secure progress in reading, with many making rapid gains. This progress contributes significantly to pupils’ confidence, self-image and social development. For example, a few pupils develop the ability to independently read and respond to messages from friends, which strengthens their social interactions and wellbeing.”
From speaking to writing.Formulate, refine and internalise language before committing it to paper.
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Language proficiency & fluency
Building foundational writing skills through spoken language.
Before pupils can produce high-quality written work, they need to internalise, manipulate and hold formulated sentences in working memory. Lexeo’s structured intervention bridges spoken language and written composition through graduated, high-impact activities.
Age-appropriate visual stimuli can be tailored to a pupil’s interests or aligned with the curriculum, awareness campaigns and thematic weeks.
Linguistic pillar
Pupil focus and application
Syntax & grammar
Constructing accurate, varied sentence patterns.
Semantics
Enhancing vocabulary choice to convey precise meaning.
Morphology
Applying prefixes, suffixes and root words accurately.
Verbalisation
Externalising ideas fluently before committing them to paper.
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Simple descriptions
Describe immediate action within a single visual stimulus.
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Structural progression
Build from basic sentences to connectives, clause variation and sophisticated vocabulary.
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Narrative construction
Generate complete, cohesive narratives from comic strips and sequence cards.
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Executive control
Strengthen working memory, planning, cognitive flexibility and self-monitoring.
When behaviour is a response to inaccessible language.
John’s research in a Pupil Referral Unit found significant expressive and receptive vocabulary difficulty alongside barriers to abstract language.
Abstract concepts
Ideas, theories and complex curriculum concepts can become inaccessible.
Emotional vocabulary
Learners may lack the words needed to recognise and explain nuanced internal states.
Figurative language
Idioms, inference, humour and sarcasm can create misunderstanding and cognitive overload.
Behavioural profile
Regularly avoided lessons due to language barriers
Common manifestation
Externalising behaviours
88%
Lesson disruption, walking out and non-attendance
Internalising behaviours
40%
Non-attendance and school refusal
A language-aware curriculum
Make vocabulary instruction explicit.
By helping staff identify comprehension gaps and explicitly teach Tier 2 and Tier 3 vocabulary, schools can reduce task avoidance, improve curriculum access and create more inclusive classrooms.
Tier 3Subject-specific words
Tier 2High-utility academic words
Tier 1Everyday words
Research source: Lavender, C.J. (2022). What is the prevalence of language and communication difficulties within a pupil referral unit for young people (aged 11–16 years) with behaviour and/or anxiety disorders? Unpublished master’s thesis, University of Sheffield. N=35.
Communication
Transforming social communication and behaviour in schools.
Neurodivergent pupils and learners with SEMH needs may struggle to express themselves or process social language, affecting engagement, relationships and wellbeing.
“Over time, pupils develop stronger social and communication skills, particularly those who have previously experienced difficulties with engagement. For a few pupils, this progress is transformative. Increasingly, pupils contribute to discussions, listen to others and express their views.”
Abstract reasoning
Supporting pupils who find Blank Level questions, reasoning, problem-solving and past-experience language difficult.
Social nuance & Theory of Mind
Developing understanding of inference, idioms, sarcasm, jokes, context and other people’s perspectives.
Emotional literacy
Building precise vocabulary so pupils can distinguish and communicate states such as anxiety, frustration and overwhelm.
Targeted intervention & whole-school training
Identify the profile, then teach the missing skills.
Lexeo combines observation, pupil voice, consultation and standardised assessment to identify practical priorities.
Direct pupil intervention: explicit teaching of social pragmatics, emotional literacy and communication strategies
Paralinguistic skills: voice volume, tone, body language and language choice across contexts
Conversational fluency & friendship: initiating, maintaining and sustaining peer interaction
Conflict resolution: recognising and repairing communication breakdowns before escalation
Whole-school staff development: recognising possible unidentified pragmatic language needs and adapting delivery
