The Complete Education Solution (TCES) is an independent, family-owned group of Outstanding and Good schools and services for neurodiverse pupils aged 7 to 19.
Based in London and the South East, the majority of our places are funded by Local Authorities. We are committed to achieving the best outcome for each pupil and their family through access to outstanding education and family support.
Two decades of sector-leading therapeutic education and pupil leadership
For the last 21 years we have provided sector-leading therapeutic education and pupil leadership curriculum across our two-day schools and TCES Create Learning, which works with more complex students who need intensive support as part of our ‘step down’ model.
TCES Home Learning (Launched in 2020) provides a full curriculum for children who are unable to physically attend school for a variety of reasons, including severe anxiety and school phobia.
From Isolation to Independence
Most of our pupils present with significant complexity and co-morbidity linked to adverse childhood experiences (ACEs) including childhood trauma or secondary trauma linked to family marginalisation, loss of homes or relationships or pupil bullying and multiple exclusions.
On joining us, pupils will have already — on average — experienced three permanent exclusions, been out of full-time education for up to 18 months and are recognised to be substantially at risk of being unemployed, developing severe mental health problems and involvement with the criminal justice system later in life.
Between three and five years after leaving a TCES school or service, ninety per cent of our students are in education, training or employment, going on to study at college and university and pursuing careers in social care, retail and theatre amongst others.
No permanent exclusions
Our authentic commitment to inclusion has enabled us to with over 3,000 children and young people, and we have never permanently excluded a single child — fixed term exclusions have also been reduced to zero.
Threat of exclusion is not an effective deterrent. We have seen time and again how it simply further ostracises children and young people who need our support. Goldsmiths University of London carried out independent research exploring our approach and concluded that our 'never give up' attitude and refusal to exclude was “highly effective in transforming our pupils lives educationally, emotionally and socially.”
independent Special Schools:
We provide a sector-leading therapeutic education, pupil leadership and LIFE curriculum across both of our day schools (Newham and East Acton), rated by Ofsted as Good and Outstanding respectively. Our schools pride themselves on delivering a five part curriculum together with a unique therapeutic model of Integrated, Systemic and Milieu Therapy (ISMT), which we call our "Great Minds" therapeutic education programme.
Our Create Step-down service:
Our TCES Create Learning service runs alongside TCES East London and works with pupils who are extremely vulnerable or who are a high risk to other pupils. The service has a clear mission to provide intensive support initially as part of our ‘step down’ model. TCES Create Learning pupils have pathway plans to drive their integration and step-down into our East London school and mainstream colleges.
Our Home Learning service:
In 2020 we launched TCES Home Learning to provide a full curriculum for children and young people who are unable to physically attend school for a variety of reasons, including severe anxiety and school phobia. This service provides either distance learning or a face to face tuition service according to the specific needs of the pupil.
Our curriculum is designed to meet the educational, therapeutic, social, emotional, and behavioural needs of our pupils. It assesses and recognises learning needs and offers opportunities and experiences that will enable pupils to meet the challenges of adult life.
Pupil Voice & leadership
We believe in the empowering of pupils who often feel marginalised and who need to actively shape their lives and ongoing education as citizens and take an element of control in their futures.
We allow our pupils to discover their own voices by giving them a real voice to begin with. Our pupils must feel empowered to have a strong voice and this voice must be listened to. Evidence of this voice must be seen in the full participation of our pupils in the running of the school and their involvement and full engagement in every aspect of school life.
Our exceptional pupils and their potential as future employees:
On joining us, pupils will have already - on average - experienced three permanent exclusions and been out of full-time group education for up to 18 months. These pupils are recognised to be substantially at risk of being unemployed and trapped in poverty and potentially homelessness, developing severe mental health problems and involvement with the criminal justice system. later in life. Following a strengths based approach
Between three and five years after leaving a TCES school or service, ninety per cent of our pupils are in education, training or employment, going on to study at college and university and pursuing careers in social care, retail and theatre amongst others.
Our authentic commitment to inclusion means that in our 20-year history working with over 3,000 children and young people we have never permanently excluded a single child. Since 2018 our fixed term exclusions have also been reduced to zero. Over the next three to five years we plan to fill 25% to 33% of our teaching assistant and pastoral vacancies from our own pupils in our ‘Entrants to Employee’ programme. This programme has successful began already with our first couple of pupil graduates becoming employees.
We recognise that the empowerment of parents through real parental voice and engagement can be a very effective channel for encouraging mass engagement and enabling a school community to be formed.