Reflecting on a quarter-century of Education at TCES and empowering pupils through Project-Based Learning

We are currently experiencing an education crisis. Children and their parents are losing faith in the schooling system, and as exclusion numbers continue to rise, unprecedented numbers of parents are opting to home-school their child instead. 

Since its formation 25 years ago, TCES has worked with SEND children who have been excluded on average three times, as well as those who have significant gaps in their learning history. We have witnessed numerous new regulatory frameworks and focuses on both mainstream and alternative curriculum and assessment, seeing very little change. 

All of this made the new Secretary of State for Education’s recent utterances particularly heartening as she explained, “But the scale of the challenge ahead of us demands something deeper – it demands a profound reform in what we value in our schools.”  

So that, alongside attainment, is the wellbeing of our children. Because exam results are only achieved when children’s wellbeing is prized too. Because that’s what parents tell us they care about – the academic success of their children, and their happiness too”.  

As I circle back to the new Curriculum and Assessment ‘call for evidence’ I lean on the results of my last twenty-five years. Time which has shown me the enormous transformative value of empowerment leading to agency as these pupils find their hidden talents and utilise them to the full, thanks to ‘Project-Based Learning’ (PBL). 

Whilst not a new concept, ‘Project-Based Learning’ (PBL) was sadly, new to me and something I discovered last year. I now refer to PBL as ‘the holy grail’ because I truly believe it is a game changer in curriculum terms. Naturally, we have added our unique TCES twist which I confidently feel is one of the most exciting innovations in our quarter-century journey. 

What is Project-Based Learning? 

Project-Based Learning (PBL) is a dynamic and hands-on approach to education where pupils work on projects over extended periods. These projects allow them to explore real-world challenges, find solutions, and apply their learning in meaningful ways.  

Unlike traditional learning methods, PBL isn’t confined to textbooks or rigid lesson plans. Instead, it encourages creativity, collaboration, and problem-solving—skills that are essential for both personal and academic growth. 

It solves an age-old problem that I have struggled with at TCES with some of our children who are desperately lonely, struggling to make friends.  

Whilst there is no therapy in the world that can help a child who is desperately lonely, there is a teaching methodology in the application of PBL that enables pupils to work together around a ‘Big Idea’ or a subject that the project group love. With their focus on completing a major goal, barriers are broken down and the pupils start to cooperate towards that significant goal. This is the stuff of magic and the stuff of real-life work.  

At TCES, we believe that education should be more than a series of lessons delivered to passive pupils. It should be an experience where pupils actively engage, shape their learning, and lead.  

That’s why we’ve integrated Project-Based Learning across our schools and services, enabling our pupils to take charge of their education, develop essential life skills, and gain the confidence they need to thrive beyond the classroom.  

Giving Pupils with SEND the Power to Lead 

We see every project as an opportunity for pupils to lead their learning, take ownership of their work, and develop skills that will set them up for future success. 

This type of pupils-led learning is transformative. Not only do pupils engage more deeply with the subject matter, but they also develop confidence in their ability to make a difference. They are no longer just pupils—they are Young leaders. 

Empowering Future Leaders Through Real-World Projects 

Another key benefit of Project-Based Learning is its real-world relevance. This is where we add the TCES twist.  

We have developed an Award-winning LIFE programme that is based on the premise that every one of our pupils have deep inside them the greatest gifts hidden beside the worst wounds.  

Our young leaders are given project management roles within their PBL, with mini-job descriptions and career pathways. These leadership skills and other administration skills form the identities of our pupils on their enhanced PBL projects.  

They also achieve a considerable number of qualifications linked to their ‘Voice and Choice’ curriculum, which is another unique TCES slant. Their big project is in a subject that they and their peers love, overseen by a subject specialist in that area. That enhances the likelihood of collaboration and cooperation.  

We want our pupils to leave us with more than just academic qualifications. We want them to develop the leadership, communication, and problem-solving skills that will enable them to lead fulfilling lives and contribute positively to society. 

Linking Back to Our 25-Year Legacy 

As we celebrate our 25th anniversary, it’s clear that the introduction of Project-Based Learning and our curriculum are natural evolutions of the core values we’ve held since the beginning.  

For 25 years, we’ve believed that education is not just about passing exams; it’s about developing well-rounded individuals who can lead, inspire, and contribute. 

Our ‘no exclusion’ policy has always been rooted in inclusion and belief in every pupil’s potential, and this policy continues to shape everything we do. PBL has allowed us to further expand on this ethos, providing a platform for Pupils with SEND to lead their learning and to see themselves as capable, empowered individuals who can achieve their goals Looking Ahead: Leadership for the Future 

As we look forward to the next 25 years, Project-Based Learning  will remain a key part of our approach, providing opportunities for pupils to develop their leadership skills in meaningful ways.  

We are committed to ensuring that every pupil, no matter their starting point, can leave us with the confidence, skills, and self-belief they need to take on the world and make a dent in it. 

Our curriculum is not just about preparing pupils for exams or employment; it’s about preparing them for life. It’s about showing them that they can lead their own learning, their own future, and their own success. 

 As we move into our next chapter, we invite other schools and educators to think differently about how they approach SEND education. 

Education should be empowering. It should offer every child the chance to lead, to take charge of their learning, and to shape their future. That’s the vision that has guided TCES for the past 25 years, and it’s the vision that will continue to drive us forward in the years to come. 

Thomas Keaney 
CEO & Founder 
TCES (The Complete Education Solution)