Contents 6 Introducing TCES 7 Who Do We Support? 8 25 Years Of TCES 9 Accreditations & Awards 10 Overview Of Schools And Services 12 The TCES Way - What Makes Us Different? 13 Six Pillars Of Excellence 14 Pillar 1 - Therapeutic Education 15 The TCES Curriculum 16 Pillar 2 - Pupil Leadership 17 Case Study: Meet Maison 18 Pillar 3 - Clinical Provision 22 Pillar 4 - Inclusion And Engagement 24 Pillar 5 - FAST: Families And Schools Together 25 Pillar 6 - Safeguarding 26 TCES Nurture Primary 28 Case Study: Meet Daisy 29 Case Study: Meet Charlie 30 TCES East London School 32 Case Study: Meet Devon 34 TCES North West London 37 Case Study: Meet Roman 38 TCES Create In The Community 39 EOTAS Assessment 42 Case Study: Meet Lily 43 Case Study: Meet Ezra 44 TCES National Online School 45 DfE Accreditation 48 Case Study: Meet Olivia 49 Case Study: Meet Martin 50 Training 51 TCES Training Academy 52 Post-16 Provision 53 Great Minds Therapy Service 54 Referrals 4 5 We never give up. We never exclude. We never give up. We never exclude.
Introducing TCES Who do we support? Across our schools and services, we meet the needs of a range of neurodiverse pupil profiles. A brief overview is provided below. Pupils typically have a diagnosis of Social Emotional and Mental Health (SEMH) or Autism Spectrum Conditions (ASC) along with other associated conditions. If you are unsure if we can meet the needs of a child, please reach out to our referrals team. Our assessors will be able to review the child’s needs and profile and advise if our schools or services will be able to support them. TCES Nurture Primary Age 7- 12 TCES NORTH WEST LONDON Age 7-19 TCES East London Age 11-19 TCES Create in the Community Age 11 -25 TCES National Online School Age 7-25 Who commissions us? Local Authorities Local Authorities Local Authorities Local Authorities, Schools, Privately Funded We support: Experiences of relational/ developmental trauma or adversity. They have a range of neurodiverse needs including ADHD, ASC and related conditions. Sensory processing difficulties. Pupils with Social, Emotional and Mental Health Needs (SEMH), including mental health diagnosed conditions. Looked After Children (LAC) pupils who need stability of education placement (no exclusions). Pupils in Key Stage 2-5 with an Education, Health Care Plan (EHCP). They have a range of neurodiverse needs including ADHD, ASC and related conditions. Pupils with Social, Emotional and Mental Health Needs (SEMH), including mental health diagnosed conditions. Many will have been excluded from or unable to manage in mainstream or alternative settings. Looked After Children (LAC) students who need stability of education placement (no exclusions). Young people with complex mental health needs. Young people with complex social care histories and needs Young people who have experienced or who are at risk of exploitation. Young people who display high-risk behaviours. Looked After Children (LAC) students who need stability of education placement (no exclusions). Students with a range of neurodiverse needs including ADHD, ASC, EBSA, SEMH, situational, sensory or medical needs and related conditions. Anxiety driven behaviour presenting as aggression or Pathological Demand Avoidance (PDA). Students with or without an EHCP. Where students cannot be in the school or work face to face due to risk. Can be on-roll at school or Education Other Than At School (EOTAS). Looked After Children (LAC) students who need stability of education placement (no exclusions). Our Function & Purpose We run independent schools and services for exceptional pupils with unique potential. We create positive opportunities and remove barriers to learning across our independent schools and services. For a mixture of reasons our pupils cannot access mainstream education. Many will have Special Education Needs and Disabilities (SEND) or Adverse Childhood Experiences (ACEs). These pupils need a higher level of support to get them to the seat of learning. We deliver an industry-leading combination of therapeutic education, health and care that takes each pupil on an individual journey that promotes a love of learning and long-term success. Our schools are safe, nurturing and inspiring environments which enable our pupils to thrive. We are committed to achieving the best outcomes for each pupil by enabling access to outstanding therapeutic education. Every child has a superpower. Our highly skilled multidisciplinary team positivity transforms pupils perceptions of their own skills, strengths and abilities which have not been able to thrive in previous educational settings. The TCES Step Down Process Using therapeutic education, specialist interventions and our experience of engaging students, the goal throughout TCES is to step pupils down to the next level of their educational journey. This could be into special schools like TCES North West or East London Schools, back into mainstream schools, or into a post-16 provision, college or the world of work. We do not exclude pupils. We never give up! Our Values • Expect the very best from each other • Develop a strong work ethic • Respect and appreciate all difference • Include everyone and exclude no one • Listen to and involve everyone • Never give up on each other! Working with the most complex student needs across TCES 15 Months The average time spent out of education before joining 5 schools and services >50 referring LAs and schools Social Enterprise 25 years old Over 3,500 students ZERO EXCLUSIONS Three The average number of exclusions per student before joining TCES 3 All TCES schools rated as ‘Good’ with Outstanding features by Ofsted NOSreferrals@tces.org.uk referrals@tces.org.uk Contact us: 7 6 We never give up. We never exclude.
Accreditations & Awards Dedication to teaching North West London Post-16 Therapy Hub and Café official opening with local dignitaries. 1999 2006 2009 2016 2020 2022 2001 – 2006 2014 2008 2018 2021 2024 Thomas Keaney founded what would become TCES Group. TCES East London opens. TCES Group holds its first Graduation Ceremony – becoming a milestone event every year since. TCES Nurture Primary opens. Launch under previous name Create Primary. National Online School first DfE accredited special school. TCES launches its Training Academy for Therapeutic Education qualifications. TCES launches Great Minds Therapy Services. TCES Create in the Community Hub opens in Barking. Operating alternative education projects across 3 sites in London and Essex. TCES Create Services launches. TCES North West London School opens. The first annual Celebration Day is held. TCES National Online School launched, following the success of Home Learning. Ester Rantzen named as Patron of TCES Group. 5 years 10 years 20 years 25 years 25 Years of TCES The journey so far “The judges felt the embedding of peer mentoring as personal development opportunities for pupils who have so often experienced failure was a very innovative approach and one that has been well thought out as a progression route for their young people.” Richard Daniel Curtis National SEND Awards chair This research is strong evidence that when that threat of exclusion is removed you create the space for the trust, attachment and sense of identity that these young people need to open up and make significant progress educationally, emotionally and socially. The attitude of never giving up cascades into the student experience. Caroline Frizell Goldsmiths, University Of London North West London & East London (including Nurture Primary) rated Good with Outstanding features by Ofsted. TES Shortlisting for Specialist Provision of the Year: - East London School 2022 - National Online School 2024 TCES National Online School is the first online special school in the country to be accredited by the DfE. Thomas Keaney awarded SEND Leader of the Year 2019. National Online School shortlisted for Specialist Provision of the Year 2024. TCES is a registered Social Enterprise with a clearly defined social mission. TCES teachers winners of the Pearsons National Teaching Silver Award in 2021 and 2024. Commissioned independent research project by Goldsmiths University of London for 20th Anniversary in 2019. National Online School shortlisted for the CYPN Learning Award 2024 LIFE curriculum winner 2021. 8 9 We never give up. We never exclude. We never give up. We never exclude.
The TCES Group is comprised of a primary school, two secondary schools, an in-the-community offer and a virtual online school, training academy and therapy services. Our schools are safe, nurturing and inspiring environments which enable pupils to thrive. We are committed to achieving the best outcomes for each pupil by enabling access to outstanding therapeutic education. Outcomes & Step-Downs We tailor our services to meet each pupil’s current needs, supporting their growth in skills related to behaviour regulation, trigger identification, and resilience-building. As pupils progress, we aim to transition them from our intensive support provisions, such as Create in the Community, Nurture Primary, and National Online School, into more targeted educational settings like East London or North West London School. Depending on the level of need and the proposed outcome of the pupil outlined by the commissioning party, pupils can remain at any school or service if this is the right pathway for them. Overview of Schools and Services What do we offer? Schools community online East London School Newham North West London School Ealing Nurture Primary Newham Create in the Community London & Home Counties TCES National Online School UK & International CREATE in the community UK wide and online! NATIONAL online school CREATE in the community Great Minds Online Therapy UK & International TCES Training Academy London 10 11 We never give up. We never exclude. We never give up. We never exclude.
Social Isolation Healthy Dependence Interdependence Independence The TCES Way A positive journey of change The young person might be unable/ unwilling to come out of their bedroom. Their experience of adults may have been frightening and they find it extremely difficult to trust anyone. Their behaviour might be very controlling or very aggressive as this keeps people away. TCES Create in the Community TCES National Online School TCES Nurture Primary TCES North West TCES East London School The young person has established a secure relationship with one adult and is reliant on them for all of their needs and to access any learning. With support from their trusted adult, they may be able to access a learning activity of choice, in a short, structured way. The young person can access regular learning across different subjects without 1:1 support but may still require close supervision during less structured times of the day such as break and lunch. They may require regular touch points with an adult to help them to selfregulate and are starting to seek help when they need it. The young person displays real independence and can seek help with learning or self-regulation, although it may still require low levels of support especially, when there are changes to routine. They take a leadership role with other young people and model appropriate behaviour. They can plan and engage in activities beyond school with minimal support. Six Pillars of Excellence The foundations on which we are built The ‘TCES Way’ is built around our six pillars of excellence. Our goal is to support every child to reach their full potential by wrapping our therapeutic education and support system around them. TCES undertakes a unique and evidence-based approach to therapeutic education across our schools and services, a combination of Integrated, Systemic and Milieu Therapy (ISMT), and our six pillars, detailed below. Pupil Leadership Every TCES pupil is encouraged to become a leader, using their superpower, which previous provisions may have neglected. We celebrate this through weekly assemblies and key events. Our award-winning LIFE programme teaches confidence and resilience as well as the principles of Leadership, Independence, Future Options & Employment and Empowerment. All pupils are given leadership roles, from helping with the class register to becoming a member of the student council, and even returning as an alumni mentor after graduation. Clinical Provision We employ a large clinical team across all TCES schools and services, with Occupational Therapists, Speech & Language Therapists and Creative Arts Psychotherapists available for all pupils. Depending on the needs of the young person, our provision is based around a bespoke Universal, Targeted and Intensive clinical offer for each individual. The TCES clinical team works with Clinical Educationalist Psychologists, CAMHs services and specialist provisions such as Animal Therapies to provide the specialist clinical support needed for each young person. Inclusion & Engagement The TCES pupil experience is built around positive inclusivity. School life should be without labels and we understand that behaviour is a form of communication for our neurodiverse children and young people. We never exclude, and we never give up. Our whole school approach is built around inclusivity, including our unique Group Process facilitated by specialist trainers. The TCES year is built around key milestone events, encouraging participation from every pupil and including them in situations they may never have experienced before. These range from our annual Celebration Day to the famous TCES football tournament and educational trips based around project-based learning. Family and Schools Together Family and Schools working Together (FAST) is a unique TCES provision to ensure our specialist provision does not stop at the school gates, literally or metaphorically. Our FAST team works collaboratively with parents and carers to develop their understanding of the challenges faced by their children, and create a greater understanding of each pupil’s experiences for both the school and parents/carers. We invest in social care across TCES to support our complex and vulnerable pupils. Training is available for parents, so they can use these skills and strategies with us to support pupils in their home and in school. Safeguarding We put safeguarding at the heart of our schools and services. We have exceptional expertise in safeguarding across TCES Group from our CEO through our Head of Safeguarding, Governing Body and Designated Safeguarding Leads within each provision. Every staff member is trained in safeguarding and associated subjects, built to keep all of our children safe. Early Help is built into our targeted offer to prevent young people from reaching Children in Need (CIN) and Child Protection (CP) Levels. Learning can only happen when pupils feel safe enough to take risks and open up to challenges. Therapeutic education is a holistic approach embedded throughout the TCES curriculum that supports pupils’ understanding and ability to regulate while learning. TCES teachers work with the clinical team at each school and service to develop their understanding and embed best practice therapeutic milieu throughout the classroom and beyond. Students develop skills to problem solve, reduce stress, gain social connection and receive empathy and emotional support, allowing them to learn in a supportive environment. Therapeutic Education We take pupils from social isolation to independence on a gradual and supportive journey. Children and young people join us at different stages of this journey across our schools and services. It is common for students to be at a mixture of stages depending on Adverse Childhood Experiences (ACEs), childhood trauma or secondary trauma. Pupils often have a spiky profile and may not remain in one stage but may move up and down with changes in circumstances or when under stress. More than 90% of TCES pupils enter Education, Employment and Training. Many pupils graduate into FE Colleges or apprenticeships. Average pupil starting points per school and service 12 13
Pillar 1 - Therapeutic Education Embedding therapy throughout our curriculum THE TCES Curriculum Curriculum highlights across our schools and service Our therapeutic education settings provide a holistic approach that addresses each individual pupil’s unique emotional, social and learning needs. This form of education goes far beyond traditional academics, incorporating therapeutic strategies that foster emotional resilience, self-regulation, and social skills, essential for their overall wellbeing and development. By creating a supportive and adaptable learning environment, therapeutic education helps neurodiverse pupils thrive, enabling them to reach their full potential academically and personally. TCES helps every pupil meet their own personal challenges with understanding and appropriate interventions. Above all, we always promote positive inclusivity and equal opportunities throughout every educational journey. Putting the child at the heart of everything we do, using the TCES Principles of Therapeutic Education. 1. We understand neurodiversity 2. We understand attachment 3. We use relationships for recovery 4. We are consistent & predictable 5. We view behaviour as communication 6. We have unconditional positive regard for pupils 7. We co-regulate and role model for pupils 8. We demonstrate inclusive strength- based practice 9. We develop emotional literacy 10. We develop leadership and life skills Our Ten Principles Core Curriculum English, Maths & Science Unique RISE Psychoeducation programme developed with the clinical team Post-16 electives and qualifications - AQA, GCSEs & A Levels Only online school to offer practical science experiments Remote, in-home invigilation available for exams Project Based Learning - student led with real-world outcomes Enrichment opportunities include Lego Club, educational visits, Cooking Club and Group Process Creative Arts Lead shared across all TCES schools & service Award-winning LIFE Programme Functional Skills qualifications available for all pupils Linking curriculum learning to careers across all schools and service. Meeting the Gatsby Benchmark The TCES curriculum across all our schools and services delivers core subjects built around the TCES Group Principles. Alongside the core curriculum subjects, each TCES school and service delivers unique curriculum content and academic experiences tailored to our young people’s needs and ability to engage with learning. Please refer to the specific pages for a detailed curriculum breakdown across each TCES school and service. Highlights across the TCES Group therapeutic education curriculum include: 14 15
Pillar 2 - PUPIL LEADERSHIP The TCES LIFE programme Meet Maison - Alumni Mentor My positive journey of change - from student to staff What is ‘LIFE’? LIFE is a core part of the TCES curriculum in every school and service. We have LIFE lead teachers, ensuring every pupil benefits from this unique, award-winning programme. What does LIFE do? TCES LIFE creates: • Young Leaders, who lead themselves, lead others and lead in their communities. • Successful Learners, who enjoy, make progress, achieve and love to go to school. • Confident Individuals, who can live safe, healthy and fulfilling lives. • Responsible Citizens, who make positive contributions to society. • Independent Adults, who can work with others and be healthily independent when required. Post-16 LIFE Post-16 students across TCES schools and services also benefit from LIFE. However, additional post-16 LIFE options include: • Age-appropriate lessons around health & safety, personal finance, sexual health & relationships. • Work Experience placements & individual career advice. • Integration days with further education colleges & assistance with applications and personal statements. Please see page 54 for more information on the TCES post-16 provision “ “ Building pupils confidence and aspirations and supporting their success within school and beyond. Leadership Independence Skills Future options & Employability Empowerment Award winning LIFE leadership programme Before Joining TCES East London • Maison had severe difficulties with social interaction, low self-esteem, and significant anxiety and depression. He had been diagnosed with Autism Spectrum Disorder, Asperger’s Syndrome, and mixed Anxiety and Depressive Disorder. • From primary age, Maison had experienced multiple managed moves, with each school unable to meet his needs. • Maison had been out of on-site education for five years and has been receiving home tuition. • Maison had severe difficulties with social communication, including understanding social conventions and maintaining eye contact. September 2017 - School Progression • Attendance rate 77.29% • Maison experienced several therapeutic strategies to support his educational journey, focusing on speech and language therapy. • Maison received travel training aimed at navigating public bus routes and underground tube systems, with the guidance of his teaching assistant. • Masion actively engaged and enjoyed his lessons, which included social community sessions, gardening, music, and food tech. Impact • Maison developed critical thinking and teamwork skills as a volunteer and student mentor. • Improved punctuality and time management. • Gained confidence and communication skills in a professional environment. • Acquired transferable skills and personal development beyond expectations. • Enhanced self-esteem, critical thinking, and analytical skills. • Recognised and appreciated for high expectations and professional growth. • Discovered a passion for working in the music industry and mentoring children. • Interested in family counselling, trauma care, and bridging the gap between schools and families. January 2021 - Maison became a full-time member of TCES staff “I feel like as a person, I have gained a lot of confidence and self-esteem from being a pupil at East London school and further growth from working here in my role. I expanded on the skills learned in schools to communicate with staff and students professionally and now be a key support member for engaging our students.” - Maison, Alumni Mentor “When I first met Maison, he was withdrawn, but we connected through cooking—throwing spaghetti at the wall to see if it was done. That simple moment sparked a breakthrough, leading to many more. Despite his struggles, Maison grew from a secluded student into a confident young man. Through determination and perseverance, he thrived, eventually becoming a peer mentor at TCES. His transformation has been incredible, and I’m proud to see him progress to Alumni Mentor” - Sandie, Teaching Assistant 16 17
Pillar 3 - Clinical Provision TCES therapy tiers All TCES pupils receive therapy based on individual needs identified through EHCPs, referrals, or self-referrals. Therapy may start with individual sessions, progress to group therapy, and eventually progress to support within TCES’ therapeutic environment. Treatment plans are regularly reviewed in clinical and inclusion meetings, considering assessments, engagement, behaviour, and attendance data. Pupils move between tiers as their needs are met or their circumstances change. Every TCES school and service has on-site Speech and Language Therapists, Occupational Therapists, and Psychotherapists. The Therapy Lead ensures consistent provision across all areas. Included for all TCES pupils Included for all TCES pupils Included in fees for on-site school and community services. Available at an additional cost for Online School pupils and non-TCES pupils. Universal Therapy The universal level of therapy is available to all pupils and is delivered through Integrated Systemic Milieu Therapy (ISMT). ISMT creates a wraparound, positive, supportive environment for individuals to grow and heal. It works across different aspects of a person’s life, such as their emotional, social, and educational experiences to help them overcome any difficulties they may be facing. Within TCES, ISMT integrates therapeutic practice into every aspect of a pupils school life by creating a safe and supportive atmosphere. Therapy is integrated into all daily routines, helping pupils in a holistic and comprehensive way. This is achieved using the TCES principles of therapeutic education, regular staff training and supervision, lesson drop-ins and collaborative working between all teachers and therapists, whilst always considering our work within the wider system of parents/carers and the external ‘Multidisciplinary Team’, as well as the wider community. What does the Universal Offer include? • Access to the universal toolkit of resources created by the TCES therapy team. • Integration resources for new starters. • Emotional Literacy skills and activities. • Relationship building with teachers. • Sensory strategies within the home, community and school environment. • Specific universal daily intervention guidelines. These are a set of recommendations developed by the therapy team to help staff support a pupil in a therapeutic manner. • These guidelines outline strategies and interventions to be implemented on a daily basis to promote the pupils emotional, social, and academic success. • Ongoing assessments through weekly consultations with the teaching and learning team and other relevant professionals. Universal Targeted Intensive 19 18
Targeted intervention is provided for pupils who would benefit from specific input to explore specific skill building or key themes. This often involves small-group therapy sessions or specialised programmes to address specific needs. Targeted sessions are embedded within each pupil’s weekly timetables. Depending on needs, this targeted therapy offer may replace small-group subject classes until a student is ready to access this level of learning. What does the Targeted Offer Include? • Everything included within the Universal Offer. • The pupil may access a targeted therapy group or indirect therapy provision. If indirect intervention is recommended, this could be delivered by the tutor or another member of the team, with support from the therapy team’s daily intervention guidelines. • The therapy team will be involved in each pupil’s Success Report and end-of-term reports. Examples of group therapies within TCES could include • Sensory Processing. Attention & focus, transitioning between activities, sensory perception skills, emotional regulation e.g. Movement Breaks. • Language & Social Skills. Social communication skills such as turn-taking, active listening, and joint problem-solving. Plus, language concepts. e.g. Lego Therapy • Social Communication & Interaction. Initiating a conversation, listening, asking and answering questions, flexible thinking, understanding and expression of emotions and assertiveness. • Expressive Arts Group. Problem solving, verbal reasoning, creative thinking, relationship building, identity exploration, safe space. e.g Dungeons & Dragons. • Emotional Literacy & Emotional Regulation. Targeting the development of emotional literacy and regulation, self-awareness, and awareness of others e.g Zones of Regulation. Targeted Group Therapy Intensive Therapy Offer Intensive therapy interventions are included within fees for on-site schools or services. What does the intensive offer include? • Initial Assessment. A full review of all paperwork, consultation with parent/carer and teaching staff, direct assessment with the pupil and detailed assessment report with recommendations. • Intervention Planning. Therapy goals are informed by the detailed assessment. • Daily Intervention. Guidelines for parents/carers and teaching staff. • Delivery of Intervention. Weekly therapy sessions of 30 minutes, plus 15 minutes of record keeping and 15 minutes of feedback to parent/carer and teaching staff. • Progress Tracking. Including detailed contribution to success reports and end of term reports. • Recommendations. End of therapy report and recommendations. National Online School Great Minds online therapy packages are available at an extra cost for National Online School students. They can also be commissioned separately by parents or LAs for non-TCES children and young people. Please see page 53 for more information about Great Minds Therapy Services. 20 21
Pillar 4 - Inclusion and Engagement Pillar 4 - Inclusion and Engagement Annual events are deeply important to us at TCES. The benefits of these key events go beyond the initial day of celebration or experience they foster leadership and teamwork skills and offer opportunities to build social skills and develop passions through expanding their experiences. Due to prior suspensions or exclusions, our pupils and their families may have limited opportunities for days in the country, or extra out-of-school clubs and our celebrations create positive memories and milestones for families who have had so many negative school experiences before joining us. Group Process Group Process is protected time where staff and pupils come together without an agenda. This platform enhances individual and group development. It fosters community and belonging, reducing isolation and boosting confidence and selfesteem. Through interactions, pupils share experiences, gain diverse perspectives, and receive feedback, promoting personal growth and self-awareness. It also develops social skills like communication, empathy, and cooperation as participants learn to resolve conflicts collaboratively. The group’s support and accountability motivate members to achieve their goals and make meaningful changes in their lives. Celebration Day Cultural Week This looks fun! Group Process Enrichment Visits Graduation 22 23
Pillar 6 - Safeguarding Safeguarding and pupil wellbeing is at the heart of everything we do! Safeguarding is not just a policy but an essential part of our culture and the ‘TCES Way’. Comprehensive & integrated into every aspect of TCES. We comply unwaveringly with statutory safeguarding in education legislation. Detailed policies and procedures including behaviour management, safer recruitment, child & adult protection, and whistleblowing. These are vital tools constantly reviewed and supporting our culture. All TCES schools and services uphold and promote the British values of democracy, the rule of law, individual liberty, mutual respect and appreciation, and tolerance; and we actively teach pupils the importance of keeping themselves and others safe, including online. Integrated industry-leading filtering and monitoring software across TCES internet and devices to safeguard pupils from online harms. Robust structure allowing us to provide specialist support, particularly in areas such as contextual safeguarding and case management for pupils subject to statutory involvement and those who are looked-after (LAC/CLA). In addition to safeguarding being every member of staffs responsibility, we also have appointed ‘Pupil Safeguarding Champions’ within TCES schools and services to facilitate co-production in safeguarding initiatives and practice and ensure that pupil voice remains at the heart of our schools and service. Rigorous safer recruitment procedures and ongoing training and supervision means that our staff are best placed to support pupils and promote their welfare and development. We care about each and every one of our pupils and our schools and service embody safety and inclusion. “FAST is a unique TCES provision, allowing schools to work closely with parents and carers to ensure the TCES Way continues past the school gate.” Part of our HOLISTIC APPROACH to meeting pupils needs and preparing them for success in further education and adulthood. Led by our Pastoral Care Coordinators (PCCs) and social care team, FAST builds a NETWORK AND COLLABORATION between the school and family life, providing important context for every child’s development. Including EARLY HELP INTERVENTION working with pupils in the community or family homes. Providing much needed SUPPORT AND OUTREACH to families who may be struggling with complex needs outside of a school setting. Reducing the likelihood of CRISIS SITUATIONS AND FAMILY BREAKDOWNS. BESPOKE, PERSONALISED APPROACH available if needed for every pupil – we proactively approach families who may require assistance. Over 40% of our pupils are known to social services, with a significant proportion with Child Protection and Children In Need referrals, making the FAST programme an essential part of supporting our pupils and their outcomes. Online webinars and in-person training sessions available for parents: • Zones of Regulation: Supporting your child through a range of emotions. • Navigating Through Social Media: Keeping your child safe online. • Advice and consultation on SEND or related issues. Family support groups are run across all our schools and services. pillar 5 - FAST: Families And Schools Together What is ‘FAST’? "Leaders responsible for safeguarding have established a culture where staff are vigilant and always alert to pupils’ welfare." Ofsted Inspection East London November 2022 Our methods work! "Pupils feel Safe" Ofsted Inspection North West London, March 2022 24 25
TCES Nurture Primary Newham, London, E16 3NR 7-12 years TCES Nurture Primary Curriculum and timetable Curriculum Design Pupils study one topic that is explored across various subjects. This enables the pupils to focus on developing a good understanding of each topic, across different curriculum areas. This is called the Topic-Based curriculum and it prepares our pupils for Project-Based Learning if they transition onto a TCES school. Students study a wide range of subjects including English, Mathematics, Science, PSHE (inc. RE), Computing, Geography, Modern Foreign Languages (MFL), History, Drama, Art and Design, Design and Technology, Physical Education and Music. Enrichment Offer We compliment our curriculum offer with targeted enrichments to further develop our pupil’s social, emotional and mental growth. These include: • Weekly swimming lessons • Master Chef (in-school culinary, where pupils prepare cultural dishes and develop catering skills) • Lego Club • Chess Club BREAKFAST & TUTOR TIME LESSON 1 Phonics Reading LESSON 4 PE Swimming LESSON 5 PE Swimming LESSON 7 PLB GOLDEN TIME Golden Time/ Catch up LESSON 2 Maths LESSON 3 EHCP Intervention LESSON 6 English REFLECTION TIME Circle Time/ End of day reflections LUNCH 12:10 - 13:00 8:50 - 9:25 9:25 - 9:40 9:40 - 10:00 10:00 - 10.30 11:10 - 11.40 10:30 - 10:50 11:40 - 12:10 13:00 - 13:30 13:30 - 14:00 14:20 - 14:45 14:45 - 15:00 BREAK 10:50 -11:10 BREAK 14:00 -14:20 SENSORY REGULATION Sensory Circuit Outcomes • Pupils learn to work and play together and grow in independence. • Pupils learn about emotions and the feelings of others. • Better emotional regulation improves pupils’ cognitive functioning and ability to learn. • Parents/carers are part of our school community and involved in improving outcomes for their child. • Opportunities to step-down into one of our schools or another local provision. • Preparation for secondary education. Destinations • Most pupils stay until they graduate at the end of Year 6. • From 2024, pupils can remain at Nurture Primary until the end of Year 7, allowing for an extra transition year to a secondary environment. • TCES can arrange a seamless step-down at the end of Year 6 or Year 7 to a TCES School or another named secondary school. Partnered with Nurture International TCES are delighted to partner with Nurture International from 2024, allowing us to share best practices, access specialist training and deliver an evidence-based Nurture approach. We follow the 6 Nurture Principles for Learning: 1. Meeting social, emotional, and cognitive needs 2. Considering how we communicate 3. Building positive self-esteem and self-identity 4. Reflecting on behaviour, developmental needs and our own practice 5. Celebrating diversity and inclusion 6. Feeling emotionally safe Common Pupil Profiles Experiences of trauma or adversity. A diagnosed neurodevelopmental condition. Pupils with social, emotional and mental health needs, including mental health diagnosed conditions. A small, specialist primary school providing a specialist trauma-informed, Nurture environment for extremely complex young children. • Slow integration assessment programme into Nurture classrooms for new students. • Bespoke integration pathways for every child, allowing them to access small group learning. • On-site clinical team providing universal, targeted and intensive therapy for all pupils. Key Information • DfE registered site of the TCES East London School • Small classrooms of up to 6 pupils • Each class is supported by a Therapeutic Education Practitioner (TEP) • Unique ‘Assessment House’ environment for all new starters • 4.5 days per week – Friday afternoons utilised for essential staff training • Site capacity: 40 Nurture Primary extends to year 7 to support secondary school transitions. This is not an exhaustive list. Contact referrals@tces.org.uk to discuss case by case. 27 26 We never give up. We never exclude.
“Charlie has come a long way. When he first started, he would often walk out of the class and be unable to regulate himself appropriately. Charlie no longer leaves the classroom and is observed actively enjoying being a part of the class and engaging in learning.” Claris - Class Teacher Before Joining TCES Nurture Primary • Charlie’s prior school attendance was 50%. • He had six separate fixed-term exclusions. • Significant difficulties in maintaining relationships with his peers. • Charlie experienced suicidal ideation and has SEMH needs. • Charlie often became dysregulated and refused to follow adults’ instructions. November 2023 - Started at TCES Nurture Primary Progression • Charlie’s current attendance is now 98.72%. • Charlie is an intelligent pupil with a passion for reading. He particularly enjoys English and shows a willingness to engage during lessons. Charlie has expressed his interest in becoming an author. • Charlie is fully engaged in his lessons and follows instructions led by his teacher. • Charlie has the potential to develop healthier social interactions and decision-making skills. • Charlie can flourish with the right support and a team that believes in him. His passion for football and comics can be valuable tools in fostering his engagement and confidence across different areas of his education. September 2024 - Step Down to East London School Meet Charlie Teacher - Lynn: “Daisy is confident speaking with her peers and staff and can lead when working in a team. Her passion is to achieve a career in the hair and beauty line or work with animals.” Pupil - Daisy: “I get a lot more support from my teachers. I am more confident in speaking and interacting with my classmates. I am interested in roles such as an Interior designer, Animal Care and Hair and Beauty. I like the support here.” Before Joining TCES Nurture Primary • Daisy was in residential care. • Listed as a ‘Child Missing in Education’ due to not having a school placement after leaving residential school. • Daisy’s behaviour included incidents with police involvement. • Faced significant Adverse Childhood Experiences. May 2022 - Started at TCES Nurture Primary Progression • Daisy uses multiple creative mediums and can express herself confidently and well. • She has a strong interest in drawing, painting, and symbolic play, she has a passion for fashion and makeup. • Daisy has shown progression in working independently as well as with her classmates. Her overall wellbeing and resilience have developed. • Daisy displays improved self-regulation and has developed trusting relationships with her teachers. April 2024 - Step-down to TCES East London Meet daisy Don’t just take our word for it 29 We never give up. We never exclude. 28
Common Student Profiles Social, Emotional and Mental Health needs. Neurodiversity, including ASC and associated conditions. Non-life threatening medical conditions. Post-16 Provision Available TCES East london School Stratford, London, E15 4HT TCES East london School Curriculum and timetable 11-19 years Curriculum Design Pupils study core subjects across the National Curriculum alongside TCES specialisms such as LIFE, Group Process and Music, using our specialist music rooms. Important enrichment opportunities include trips inside and outside of London as well as milestone TCES events such as Celebration Day. Pupils also enjoy on-site enrichment clubs using the outdoor facilities, including a new games area and garden. Post-16 Most young people stay at TCES East London through to Post-16 and until they are ready to step-down into a further education College or move into employment. Pupils are placed with TCES to stabilise, engage and undertake relevant qualifications like GCSEs or A Levels. They are typically placed for a minimum of two years to ensure equity with their mainstream peers around successfully gaining Level 2 accreditations. Hall Assembly PE Maths Maths Options A Options B Options A Form Time Activity Classroom Assembly Times Table Rockstar Times Table Rockstar Form Time Activity English PE Maths Science English LIFE Science Options B PSHE Options A Options B English Enrichment Maths Maths English Group Process Science English Careers Hall Assembly 12:30 Pupils Leave Break DEAR DEAR Bedrock Bedrock End of Day Routine Breakfast 8:45-9:05 9:05-9:20 9:20-10:00 10:00-10.40 11:35-12:10 10:55-11:35 12:10-12.40 BREAK 10:40-10:55 13:10- 13:30 13:30-14:10 14:10-14:50 14:50-15:15 Lower Lunch / Upper Enrichment Upper Lunch / Lower Enrichment 12:40-13:10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Staff training “ “ Pupils in Year 11 and post-16 were keen to talk about their future plans, including college courses in bricklaying, fashion and plumbing. They said that without the help of the staff at this school, they would not have been able to succeed. Ofsted Inspection November 2022 Outcomes • Young Leaders - who lead themselves, lead others and lead in their communities. • Successful Learners - who enjoy, make progress, achieve and ‘want to go to school’. • Confident Individuals - who can live safe, healthy and fulfilling lives • Responsible Citizens - who make positive contributions to society • Independent Young Adults - who can work with others and be healthily independent when required. Destinations • Most pupils stay with us until year 11 or extend into our Post-16 option up to year 13 (and beyond if funding is available). • Some pupils may progress into mainstream schools or colleges. • Last year, 100% of TCES pupils graduated into education, employment or training. This is not an exhaustive list. Contact referrals@tces.org.uk to discuss case by case. A ‘Good’ with outstanding features special school close to Stratford station. • Completely inclusive school offering leadership opportunities for every young person across a range of needs. • On-site clinical team providing universal, targeted and intensive therapy for all pupils. • Close links with TCES Nurture Primary and Create in the Community allow TCES East London to provide seamless step-down opportunities for pupils ready to move into an on-site secondary provision. Key Information • DfE registered special independent school • School Football Team • Links to Newham College • Small classrooms of up to 8 pupils • Production and performance music studio • On-site gardening allotment (with a grant from Kew Gardens) • 4.5 days per week – Friday afternoons utilised for essential staff training • Site capacity: 75 31 30 We never give up. We never exclude.
Before Joining at TCES East London • Devon had a diagnosis of Social, Emotional, and Mental Health Difficulties (SEMH). • Devon had moderate delays in his vocabulary and has difficulties understanding concepts and directions. • Devon struggled to articulate his thoughts and emotions due to his limited vocabulary. • Devon tended to be fidgety and had difficulty maintaining focus on less motivating tasks. September 2018 - Started at TCES East London Progression • Devon has improved academically and is now working at Entry Level 3 for English and Entry Level 2 for Maths. • Following Speech and Language Therapeutic interventions, he is now able to participate in class discussions when interested in the topic, occasionally using sophisticated vocabulary. • Devon visibly has an increased level of motivation and can maintain direct conversations with his peers and staff. • Devon exhibits compassion towards younger or vulnerable students and confidently speaks in a large crowd. • Devon excels in sports, particularly football, which helps manage his hyperactivity. • Devon’s attachment difficulties and social communication challenges have improved since joining East London School.. • He enjoys group sessions like the ‘Boys Group’, where he shares his feelings and experiences, demonstrating growing social skills and emotional resilience • He has made significant strides in regulating his emotions. Meet devon “Devon values his appearance and presents himself confidently. He enjoys practical activities and has developed a love for helping staff fix and build things, which aligns with his strengths and interests.” - Sasha, SENCO 33 We never give up. We never exclude. 32 We never give up. We never exclude.
Post-16 Provision Available TCES North west london Acton, London, W3 7DD 7-19 years A ‘Good’ with Outstanding features special school close to East Acton station • Completely inclusive school offering leadership opportunities for every young person across a range of needs. • Specialism in the arts. • TCES’s Therapy House is minutes from the school site and offers off-site1:1 therapeutic support. • Including an on-site clinical team that provides universal, targeted, and intensive therapy for all pupils. Key Information • DfE registered special independent school • Small classrooms of up to 8 pupils • Large outdoor space, including a new multi-use games area (MUGA) • Science labs, art classrooms, food technology kitchen, sensory room and large hall • 4.5 days per week – Friday afternoons utilised for essential staff training • Site capacity: 70 Post-16 Hub Café Entrepreneurship and Catering Opportunities The Hub is a multifunctional café for our post-16 students with classrooms and catering facilities. The Hub provides our students with opportunities to gain work experience, and it also allows them to develop sustainable work-based learning skills. Common Pupil Profiles Social, Emotional and Mental Health needs Neurodiversity, including ASC and associated conditions Non- life threatening medical conditions TCES North west london Curriculum and timetable Curriculum Design Pupils study core subjects across the National Curriculum alongside TCES specialisms such as LIFE, Group Process and Music, using our specialist music rooms. Important enrichment opportunities include trips inside and outside of London as well as milestone TCES events such as Celebration Day. Pupils also enjoy on-site enrichment clubs using the outdoor facilities, including a new games area and garden. Post-16 Most young people stay at TCES North West London through to Post-16 and until they are ready to Step Down into a further education, college or move into employment. Depending on their needs and levels, Post-16 students benefit from a wide offer, ranging from Level 2 qualifications in Maths & English to specialist awards and opportunities for work experience and integration into further education Colleges if appropriate. Assembly Assembly Science Maths Maths Maths Maths Humanities / PPA English Music / PPA Art English English PE / PPA English Science PSHE English Maths Gardening Science Computer Science / PPA PE / PPA Group Process Art / PPA Food Tech / PPA Group Process Assembly LIFE LIFE DEAR DEAR Lunch / End of day Class Reflection Breakfast / Tutor Time 8:45-9:10 9:10-9:20 9:20-10:00 10:00-10.40 11:05-11:35 10:55-11:05 11:35-12:10 BREAK 10:40-10:55 13:10- 13:30 13:30-14:10 14:10-14:20 14:20-15:00 15:00-15:15 LUNCH 12:10-13:10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Zones Of Regulation Time Zones Of Regulation Time Zones Of Regulation Time Outcomes • Young Leaders - who lead themselves, lead others and lead in their communities. • Successful Learners - who enjoy, make progress, achieve and ‘want to go to school’. • Confident Individuals - who can live safe, healthy and fulfilling lives • Responsible Citizens - who make positive contributions to society. • Independent Young Adults - who can work with others and be healthily independent when required. Destinations • Most pupils stay with us until year 11 or extend into our Post16 option up to year 13 (and beyond if funding is provided). • Some pupils may progress into mainstream schools or colleges. • Last year, 100% of TCES pupils graduated into education, employment or training. This is not an exhaustive list. Contact referrals@tces.org.uk to discuss case by case. Our student led cafe is always a hit 35 We never give up. We never exclude. 34
“I have witnessed Roman’s remarkable transformation over the years. He has flourished academically and personally, mapping out a clear career pathway. His dedication and hard work have led to his acceptance into a Level 3 Electrical Installation course at college, and he has excelled in his work experience placements.” TCES Teacher Before Joining at TCES North West London • Roman’s prior school attendance was 0%, he was out of education for a year. • He was diagnosed with ADHD. • Roman was suspended from his previous school. • He had poor educational experience. • Roman had trust issues with adults. • Roman has shown high levels of aggressive behaviour. September 2021 - Started at TCES North West London Progression • Current attendance is 93.1%. • Roman achieved a Level 2 in English and Math’s Functional Skills. • He has developed his ability to self-regulate emotionally, identify his triggers and develop effective emotional management strategies. • There has been a significant reduction in violent incidents with staff and fellow pupils. • Roman was the 2023 – 2024 president of the student council. • He took his GCSE Physics and Maths exams and is currently waiting for the results. • Roman aspires to study Level 3 Electrical Insulation at College. Meet roman We couldn’t be more proud! 37 We never give up. We never exclude. 36
Post-16 Provision Available TCES Create in the community Barking, London, IG11 8GD TCES Create in the community Two-term EOTAS assessment All new CiC students will be commissioned for a standalone, two-term Assessment programme. At the end of the two terms, parents & Local Authorities will be provided with a detailed report and recommendation for the next steps for the young person. 11-25 years Common Student Profiles Young people with complex mental health needs Young people with complex social care histories and needs Young people who have experienced or who are at risk of exploitation Young people who display high-risk behaviours. A unique Education Other Than At School (EOTAS) provision, whose primary task is to step-down its students from high-intensity MDT services, beginning in the family home or local community for young people unable to access a school setting. • All students that join Create in the Community (CiC) start on a standalone two-term EOTAS Assessment programme (see across). • Keeping young people in the local community rather than out of borough in residential placements. • CiC aims to step-down all students from high staff-to-pupil ratios in the two-term assessment, through to small group learning in Clusters groups and from individual to group therapy, depending on need and risk. • A value-for-money alternative to ‘Out of County’ residential services, acute in-patient services or secure estate. Key Information • EOTAS provision with step-down to DfE registered sites. • Blended learning approach, including face-to-face and online learning, depending on pupil needs and profile. • In-person Therapeutic Education Practitioners (TEP) allocated to every young person in the family home or local community. • Therapy & Life Skills building for in-person small-group sessions in East London (Barking) and West London (Ealing, opening in 2025). • Universal, Targeted and Intensive Therapy from the CiC clinical team. • 24 hours of therapeutic education Monday - Thursday, in line with DfE requirements. The Curriculum All CiC students benefit from core subjects and student ‘Voice and Choice’ subjects that relate to their strengths and interests, all delivered through a Project-Based Learning approach. Project-based learning is student led, includes peer interaction and builds towards practical outcomes. This method re-engages young people who may have been unable to access ‘traditional’ education settings for a long period of time. Core subjects: Maths, English, PSHE, LIFE Elective PBL Topics (choose from): Creative Arts, Sports Fitness & Wellbeing, Digital Skills or Health & Beauty. CiC works with young people who cannot manage small group education due to the following complex risks or vulnerabilities: Critical Thinking Creative Thinking Communication Collaboration Character Assessment goals: • Stabilisation • Engagement • Build skills for learning • Create joy and motivation for learning • To achieve outcomes in life & learning • Group learning opportunities What does the Assessment report include? 1. Education Assessment 2. Therapeutic Assessment - Psychotherapeutic Report - SaLT Report - OT Report 3. FAST and Safeguarding Assessment 4. Strengths & Risk Assessment (SARA) 5. LIFE Assessment (Leadership, Independence, Future Options & Employability and Empowerment). Outcomes & Choices at the end of the Assessment for Parents & LAs • The two-term assessment is completed, and the LA provide provision in-borough. • The students step-down to TCES East London School or TCES North West London School. • The young person remains with CiC on a post-assessment pathway, with an ongoing step-down identification process. This is not an exhaustive list. Contact referrals@tces.org.uk to discuss case by case. 38 39 We never give up. We never exclude. We never give up. We never exclude.
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