Case studies

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 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 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 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 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

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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.