TCES Inclusion Charter
TCES – A Vision for Inclusion
National Mission: creating authentically Inclusive schools, that work for all, through a relentless drive to reduce exclusions and increase attendance.
The ‘Six Principles of Inclusion’ to achieve this national mission
1. A balanced approach
A cohesive approach to education where the fair admission of all pupils lies alongside pupil belonging, wellbeing and attainment, according to each child’s ability. These are the non-negotiable outcomes that we must provide. Through this we create happy children who are thriving in their environment.
2. A sense of belonging for all
An educational environment which supports and values the incredible potential in all students, providing a ‘real’ voice, participation and identity, especially for those at risk of exclusion or disengagement.
3. Addressing root causes
Authentic inclusion expertise ensures speed and accuracy in early intervention through proactively assessing and addressing the unique strengths and needs of each individual child.
4. Deploying specialist expertise
Develop and deploy best practice and evidence-based inclusion and SEND models by creating learning partnerships across specialist, alternative provision and mainstream education to put the child at the centre of the whole education ecosystem.
5. Building relationships with families
It takes a village to [teach] a child. Full voice, participation, training and support for all Parents/Carers. The creation of real inclusion through a FAST (Families and Schools working Together) ethos and plan that positively impacts pupils at risk of exclusion or disengagement. Inclusion does not end at the school gates.
6. ‘We Never Give Up’ – a truly authentic commitment to inclusion
Relational Inclusion and therapeutic education are forensically designed into every process across the whole school community, where every child has access to at least one adult, to relentlessly care for them, love them and above all invest in them.
How can TCES help on your journey of inclusion?
“The proprietor ensures that the school works collaboratively with other schools. Staff share expertise, best practice and policies”. - Outstanding Ofsted report - February 2025
We have significant resources through our TCES ‘Reach Out’ inclusion programme’ to support MATs and schools up and down the country to reduce exclusions and absences.
1. TCES can provide webinars by an ex-Ofsted inspector to support schools’ leadership and management in terms of data required, inclusion toolkits and delivering real and authentic inclusion in line with the new report card system.
2. Our Great Minds Training and Therapy services can provide training on the Principles of Inclusive Therapeutic education to SLT leaders, specialist teachers or pastoral teams to spread SEND knowledge across the school.
- Our Great Minds Training builds from that introduction to provide a range of Ofqual qualifications called Awards and Certificates in Inclusive Therapeutic education. This allows real expertise within key staff members in the school.
- Our Great Minds Training can provide specific training for parents/carers on their children’s diagnoses’, EHC Plans as well as on a FAST (Families and Schools working Together) partnership plan with schools.
- Our Great Minds Therapy provides online OT, SALT and Creatives Arts therapy for those pupils who have diagnoses and specific needs within their EHC Plans.
- Additionally, Great Minds provides online psycho-educational RISE (Resilience, Interpersonal skills, Self-regulation and Emotional literacy) programmes for groups of pupils commissioned by LAs, MATs or schools. These programmes increase engagement and attendance and reduce exclusions.
3. Our DfE accredited National Online [SEND] School can provide medium term online group education (12 weeks) for those pupils at risk of exclusion, or to support the 6-day exclusion requirement or to provide support to excluded pupils through the Fair Access Protocol.
- Our DfE accredited National Online school can also provide home education services to those children and young people who are excluded, or who cannot attend due to Emotionally Based School Avoidance (EBSA) in order to reintegrate them back into mainstream schools.
- Additionally, the National Online School can provide full-time education for pupils not returning to school but still on-roll.