Case studies

Accordion content

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

Before Joining TCES East London School

• Devon had a diagnosis of Social, Emotional, and Mental Health Difficulties (SEMH). 

• Devon had moderate delays in his vocabulary and had 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. 

November 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 at 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.

Before Joining TCES East London School

• Declan’s attendance was 75%.

•He was diagnosed with Autism Spectrum Condition (ASC).

•When overstimulated and distressed, Declan would often display challenging and violent behaviour.

•These incidents often involved defiance, inability to follow instructions, and volatile outbursts which resulted in physical attacks towards school staff.

•Declan displayed sexualised behaviour towards peers and staff.

•He found it difficult to concentrate on tasks and would often get distracted during lessons.

July 2019 - Started at TCES East London School

Progression

• Declan’s attendance increased to 92.19%.

Staff adopted a structured, therapeutic approach, focusing

on positive reinforcement, clear boundaries, and regular

communication with Declan and his parents.

• TCES East London School integrated calming and regulating

activities, such as short breaks with therapeutic support and

sensory activities, to help manage his anxiety and maintain

engagement.

• Gradually, Declan developed trust in staff and peers, leading to a significant reduction in aggressive and inappropriate behaviours.

• Declan now actively participates in lessons, has an improved level of respect for teaching staff, and is engaging positively with his classmates.

• Declan was able to study and sit his GCSE exams. Declan was incredibly proud that he achieved a pass in Entry Level 2 Maths and Entry Level 3 English.

• Following his GCESs Declan enrolled on a SEND course at Newham College and is excited for the next steps of his education journey. Something he once wasn’t excited for.

Before Joining TCES East London School

• Liam had extremely low school attendance.

• He had been diagnosed with ADHD.

• Liam was sensitive to loud noises, certain smells and bright

lights. These resulted in sensory triggers leading to him

becoming over-stimulated and distracted in the classroom.

• Liam found it difficult to regulate his emotions, which led to an increase in behaviour-related incidents involving his peers and teachers.

• He struggled to express himself verbally and often

misinterpreted conversations with others with a negative view.

• Liam was unable to engage within a school setting and, as a result had low reading and listening skills.

March 2022 - Joined TCES Create in the Community

Progression

• Liam’s school attendance increased and is currently 97.52%.

• TCES East London made adaptations for Liam’s sensory needs, providing quiet spaces, structured lessons, and therapeutic resources to create a safe learning environment.

• Liam took part in therapeutic programs such as Group Process, where pupils share experiences, gain diverse perspectives and support each other’s personal growth. Liam thrived with the support of his peers.

• By attending these therapeutic programs, Liam developed the ability to regulate his emotions and express himself effectively.

• Liam demonstrated enthusiasm for creative work and engaged well in Art Psychotherapy sessions. His talents included storytelling, art, and music. He recently played the drums at the school talent show.

• Liam’s attendance and engagement in classes has positively influenced his reading abilities and great improvement has been made.

• Liam has developed his communication and understanding skills with support from his Speech and Language Therapist and now has the ability to process and understand instructions.

April 2024 - Step-down to TCES East London

Before Joining TCES East London School

Victor’s attendance was low.

He was diagnosed with Autism Spectrum Condition (ASC) and ADHD.

Victor was anxious and demonstrated dysregulated behaviour, as he found the classroom environment over-stimulating.

He would often use foul and abusive language towards peers and staff.

He was unable to independently maintain his attention and listening skills, this limited his ability to understand and access the school curriculum.

Victor struggled with managing his emotions, often becoming frustrated or overwhelmed when faced with changes in routine or challenging tasks.

Victor was highly impressionable and would mimic poor behaviour from other students.

He found it hard to build relationships with his peers.

He went to another SEND provision and his needs couldn’t be met.

November 2018 - Started at TCES East London School

Progression

• Victor’s attendance increased to 97.26%.
• He received targeted interventions, including social skills groups and peer mentoring,
• which allowed him to gain confidence in interacting with peers and staff.
• Through therapeutic support, Victor developed emotional regulation strategies, and learnt to recognise his triggers, developed coping mechanisms to manage his frustration and anxiety.
• TCES East London School provided a safe and nurturing learning environment, including sensory-friendly adaptations.
• Victor became more engaged in lessons, showing improved attention and participation.
• With constant support, behaviour strategies and visual cues, Victor learned to recognise good and bad behaviour, reducing foul language and creating a more positive learning environment.
• He attends college twice a week, studying a SEND course that helps him build independence and essential life skills.
• Victor graduated from TCES East London in 2024 and is now thriving at TCES East London School’s Post-16 service.
• He is taking music as a vocational subject and visits an external music studio twice a month with his music teacher.
• Victor aspires to be a singer.

Before Joining TCES North West London School

• 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 Maths 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.

• Devon has improved academically and is now working at Entry Level 3 for English and Entry Level 2 for Maths.

Before Joining TCES North West London School

• Levi’s prior school attendance was 72.88%. 
• Levi had outbursts of anger during lessons and found it difficult to communicate his emotions.  
• He would often display challenging behaviours, such as throwing objects, tipping furniture and destroying displays in the classroom. 
• He found it difficult to communicate his need for help from teachers. 
• Levi also found it hard to build relationships with his peers.  

October 2019 - Started at TCES North West London

Progression

• Levi’s attendance increased to 85%. 
• He is now accessing Child and Adolescent Mental Health Services for anger management and anxiety once a week and improvements have been made with his behaviour.  
• Levi graduated in 2024, passing his GCSE’s and is currently studying at TCES North West London’s Post-16 provision. 
• Therapists at North West London School supported Levi to develop his emotional regulation skills.  
• He can now confidently regulate his emotions and use effective calming strategies independently. 

September 2024

Levi graduated in 2024, passing his GCSE's and is currently studying at TCES North West London's Post6-16 provision.

Before Joining TCES Create in the Community

• Lily’s prior school attendance was 25%.

• She had significant gaps in her education.

• Lily was involved in numerous court cases of criminal behaviour.

• Lily was at high-risk of exploitation, grooming & gang affiliation.

• Lily has been exposed to domestic violence and physical & emotional abuse, with indicators of post-traumatic stress (PTSD).

• Lily has shown high levels of aggressive behaviour. 

September 2022 - Started at TCES Create in the Community

Progression

• Lily’s current attendance is 65.48%.

• Lily has developed her ability to emotionally self-regulate, identify her triggers and develop effective emotional management strategies.

• She joined the ‘Talk About Program’, a social communication group that supported her to develop her social communication abilities, targeting her conversation skills and peer relationships and can now effectively communicate her emotions and thoughts with peers and staff.

• Lily thrived with a bespoke timetable and enjoyed accessing Maths, English and Science and enrichment programs such as dance.

April 2024 - Step-down to TCES East London

Before Joining TCES Create in the Community

• Ezra’s prior school attendance was 60.2%.

• He had multiple fixed-term exclusions.

• Ezra had indicators of post-traumatic stress (PTSD) and high levels of aggressive behaviour.

• He had a Deprivation of Liberty (DoLS) order put in place. 

September 2023 - Started at TCES Create in the Community

Progression

• Ezra’s current attendance is 93.24 %.

• Ezra attended a ‘Boys Journal Group’, which provided him with a structured routine of documenting, reflecting and processing his trauma.

• He worked closely with a TCES Therapeutic Integration Practitioner (TIP) who implemented integration plans to ensure that he thrived educationally and reached his full potential.

• Ezra thrived with a bespoke timetable and enjoyed accessing Maths, English and Science and enrichment programs.

• Ezra won The London Borough of Thurrock Children in Care Award 2024 for his Achievement in Education.

April 2024 - Step-down to TCES East London

Before Joining TCES Create in the Community

• Hugo’s prior school attendance was 43%.
• He has diagnoses of ASD, ADHD and Separation Anxiety Disorder.  
• His academic performance was affected by a lack of motivation and interest in school-based tasks and assignments. 
• Hugo was anxious and demonstrated fidgety behaviour, as he found the classroom environment over-stimulating. 
• Hugo could not regulate his behaviour; when upset, angry, or frustrated, Hugo would express himself physically (e.g., by pushing others).  
• He had received multiple fixed-term exclusions. 
• He had multiple fixed-term exclusions.

March 2023 - Started at TCES Create in the Community

Progression

• Hugo's attendance increased to 90.4 %.
• He now actively engages in well-structured sessions with frequent breaks. 
• Hugo has learnt strategies on how to express his needs for breaks, attention, and assistance. 
• Hugo’s therapy sessions are structured around coping mechanisms for anxiety of change and living with ADHD. 
• He has developed a higher level of emotional literacy and the ability to understand and communicate his emotions more effectively.  

January 2025 - Step-down to TCES North West London

Before Joining TCES Create in the Community

• Caleb’s prior school attendance was 28.7%.

• He had difficulties controlling his behaviour and would act impulsively.  

• Caleb had outbursts of anger and would often throw objects at teachers.

• He had a short attention span, and found it difficult to concentrate on tasks.

• He had thirteen fixed-term exclusions.

• Caleb was working below expected education levels.

January 2024 - Started at TCES Create in the Community

Progression

• Caleb's attendance is 42 %.
• Caleb received therapeutic intervention and can now identify his triggers and has developed effective emotional regulation strategies.
• He has had a significant shift in his social interactions with teachers and peers. He has thrived in his new learning environment.
• Caleb has thrived in small group settings where tasks are clearly defined and structured, minimising distractions and enhancing focus.
• Create in the Community integrated calming and regulating activities, such as short breaks and sensory activities, to help manage his anxiety and maintain engagement.

• October 2024 - Step-down to TCES East London

Before Joining TCES Create in the Community

• Lucas had low school attendance.

• He was diagnosed with ADHD, general anxiety disorder and had separation anxiety.

•Lucas had been participating in illegal behaviour and had been arrested previously.

• Lucas was at high-risk of exploitation.

• Lucas was unable to manage his emotions and was physically

aggressive towards the school staff.

• He found it difficult to develop friendships with his peers and

often associated with older children who were involved in

criminal behaviour.

• Lucas was excluded from his school setting. 

March 2022 - Joined TCES Create in the Community

Progression

• Create in the Community created a bespoke safety and

intervention plan to reduce Lucas’ risk of exploitation.

This plan included collaboration amongst staff, structured

mentoring sessions, and targeted therapeutic interventions to build his resilience and awareness.

• Staff provided consistent, trauma-informed support, helping Lucas develop healthy coping strategies, improve his decision-making skills, and strengthen his ability to recognise and avoid risky situations.

• Lucas’ engagement with Create In The Community increased alongside his attendance.

• Over time, Lucas developed positive relationships with both staff and peers. He now has a better understanding of healthy relationships and is able to maintain these himself.

• Lucas received individual therapy sessions structured around coping mechanisms for anxiety and anger, as a result of this, he has developed coping strategies to manage his anxiety and communicate when angry rather than resulting in ‘lashing out’ first.

• Create In The Community embedded therapeutic practices throughout his lessons which also aided to managing his anger triggers when frustration arose in lessons.

• Lucas is now able to identify his emotions and regulate them, which has improved his communication in expressing his need for breaks and assistance in class.

September 2024 - Step-down to TCES East London

Before Joining TCES Create in the Community

•  Jude was diagnosed with ADHD and ASD.
• He would display extreme verbal and violent physical assaults towards both staff and peers, often unprovoked.
•  Jude rarely attended lessons and would often run out of class, refusing to engage in any academic work.
•  Jude struggled to build relationships with his peers at school. His violent outbursts had a negative impact on his peers, some of whom were exposed to domestic violence.
• Mum and school staff were concerned about him forming unhealthy relationships outside of school time with young people in his community.
• Jude was at risk of criminal exploitation.
• He had multiple exclusions.

March 2023 - Joined TCES Create in the Community

Progression

• Staff provided consistent and predictable routines and expectations with Jude to minimise anxiety that he may experience when building relationships with adults and other young people.
• He received positive reassurance about who he is as a person with clear feedback on unacceptable behaviour.
• Jude has shown great improvement in his interactions with peers, demonstrating the ability to work well with others and show respect in group settings.
• Jude was provided with effective therapeutic and sensory strategies techniques to help him feel calm and relaxed, allowing him to regulate his emotions.
• His desire to engage positively with peers his own age has been evident at several events, including the TCES Group annual football tournament, sports day, and wellbeing day.
• His listening, attention and concentration skills have improved.
• Jude can now engage in his learning within a classroom environment for a sustained period of time.

Before Joining TCES Create in the Community

Oscar was diagnosed with ADHD and SEMH.

He displayed significant language difficulties.  

Oscar’s education was highly disrupted due to relocating from his home country and frequently moving between homes.

He had mild difficulties understanding key concepts (e.g., wait) and following longer instructions.

Oscar was unable to independently maintain his attention and listening skills, this limited his ability to understand and access the school curriculum.

Oscar struggled to engage in whole class learning and participate in independent learning tasks and small group activities with his peers.

When anxious or dysregulated, Oscar could not use language in a functional and appropriate way. 

December 2023 - Joined TCES Create in the Community

Progression

• Oscar was provided with a Therapeutic Integration Practitioner (TIP) during lessons, who supported him with visual and verbal therapeutic strategies to help him focus during lessons.
• He received 1:1 support to help him engage and participate in an educational environment where he felt comfortable.
• His Speech and Language Therapist worked closely with teaching staff and Oscar’s parents to develop a programme to support Oscar’s language and communication skills.
• Oscar can now construct grammatically correct and meaningful sentences in spoken and written language.
• His confidence has grown, and he now actively engages in classroom discussions and play.
• He attended weekly small group therapy sessions which helped him develop social skills.
• Oscar interacts positively with his peers. He has built meaningful connections and contributes regularly to group discussions.

Before Joining TCES National Online School

• Olivia’s prior school attendance was 30%.

• She has had 5 exclusions from education.

• Olivia has a diagnosis of Dyslexia, Bipolar, and ASD and was often dysregulated during lessons. Previously, this had resulted in regular physical altercations with staff and peers. 

January 2024 - Started at TCES National School

Progression

• Olivia’s attendance increased to 94%.

• She received a bespoke timetable that focused on her chosen GCSE subjects.

• The National Online embedded therapeutic practices in her lessons that supported her with her anxiety.

• Olivia sat her GCSE Exams with the support of NOS, providing Olivia with a personal invigilator at her home.

June 2024

• Olivia applied to Kirklees College to study a T-Level 3 course in Mental Health.

Before Joining TCES National Online School

• Diagnoses of ADHD and SEMH.

• Indicator of post-traumatic stress (PTSD).

• Previous school attendance was 0%.

• Hyperkinetic disorder.

• Social anxiety at school. 

September 2021 - Started at TCES National Online School

• Martin received a bespoke timetable that focused on his chosen GCSEs subject and interests.

• The National Online School embedded a therapeutic approach to Martin’s learning, particularly the Zones of Regulation, which equipped Martin with the language and framework to better understand and discuss his emotional wellbeing.

Progression

• Martin took his GCSE Examinations with The National Online School.

• His attendance at The National Online School was 75.4%.

• Martin became an active member of the TCES National Online School Student Council.

• Martin achieved a grade 4 in his Maths GCSE, Science and Further Maths.