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Exams

With the UK having returned fully to more stringent examination processes post-pandemic, many schools across the UK have seen an impact on their results when compared to recent years. Despite this, at TCES we have had some very positive results. 

THE GAPS

The learning journey for our older pupils often begins in Key Stage 4 in all our schools and services: TCES East London and TCES North West London schools and Create in the Community (CiC) and our National Online School (NOS). A significant percentage of our school pupils and an even higher percentage of CiC and NOS pupils start with us late in their two-year GCSE programme, putting them at further disadvantage and having to play catch up with their mainstream peers, despite already having a SEND gap to contend with. Pupils at our two in-person schools and students at CiC and NOS have on average experienced three prior exclusions or managed moves and have been out of full-time group education for an average of 15 months. Our older pupils across all four of our schools and services arrive with Emotionally-Based School Anxiety (EBSA) under a clinically diagnosed or undiagnosed anxiety condition, often co-morbid with ASC and/or SEMH. 100% of all pupils are placed at TCES with persistent absence (under 90% attendance) whilst large numbers arrive with the label severely absent (under 50% attendance). These pupils already have very significant gaps in their education and often arrive after the disruption of exclusion or self-exclusion, and from no education or from part-time education.  

Our Cohort

Except for our National Online School, where our pupils do not need an EHC Plan, all other pupils come to TCES with an EHCP and a wide range of learning abilities and differences. The range spans from those pupils who can achieve GCSEs and A-Level qualifications to those who will need significant and potentially life-long support beyond TCES.  Pupils profiles at TCES have changed significantly from pre-pandemic referrals, when we had an abundance of pupils with Social, Emotional, Mental Health needs (SEMH) with smaller numbers diagnosed with Autistic Spectrum Condition (ASC). Additionally, a significant percentage of pupils were involved in the criminal justice system. Post-pandemic, the profile of pupils referred to and placed at a TCES school or service are neurodiverse pupils with clinical levels of anxiety, pre-dominantly classified as Emotionally-Based School Anxiety (EBSA). These pupils arrive with the majority being classified as severely absent and all of our pupils being persistently absent. 

Our Offer

In view of their learning gaps, we provide a wide range of opportunities for all our students to gain qualifications in A-Levels, GCSEs, BTEC Level 1 and 2, Functional Skills Levels 1, 2 and Entry-Level, English-Speaking Board, Sports Leadership Awards, AQAs, Asdan, Arts Awards, Prince's Trust, LIFE, and Peer Mentoring qualifications.  

Our Promise

We demonstrate high expectations for our pupils, level the playing field, and offer them equal opportunities to mainstream pupils. We want to ensure that new pupils are given time to work at their own pace - to engage and stabilise in learning and be able to follow a full two-year GCSE programme irrespective of which year they start their TCES placement between year 10 and year 13. This ensures that pupils who achieve Foundation levels (Grades 1 to 3) at the end of the first year of their two-year GCSE programme, will be on the journey to passing their GCSEs and are celebrated for the success they have already achieved. 

TCES Group Overview 24/25:

  • 145 pupils across schools/services entered for qualifications, ranging from Functional Skills to A-Levels
  • 44 GCSE pass grades (grade 4 or above) achieved across all schools/services, with NOS outperforming national averages for GCSE pass rates, as well as grades 7 and above
  • Very positive Functional Skills results were seen in our North West London School and National Online School. 

School and Service Highlights: 

Highlights From TCES East London 24/25:

  • 51 pupils entered for accreditations between Functional Skills, BTECs, and GCSEs across all year groups
  • GCSE pass grades (grade 4 or above) achieved across English, Maths, and Combined Science
    • Strong passes (grade 5) were achieved in Combined Science and English
  • BTEC passes were achieved across English and Maths
  • 66% of pupils entered for Functional Skills achieved at least one pass grade (between Entry Level 1 and Level 2).

Highlights From TCES North West London 24/25:

  • 41 pupils entered for accreditations between Functional Skills, BTECs, GCSEs, and AS/A-Levels across all year groups
  • One pupil achieved an A-Level pass in English Language (grade C) alongside a pass in Spanish
  • GCSE pass grades (grade 4 or above) achieved across English (Literature and Language), Maths, Biology, Physics, Physical Education, Sociology, and Spanish
    • One pupil achieved grade 7 in English Language, alongside strong passes in Biology and English Literature
    • Strong passes were also achieved in Maths, Physical Education, Sociology, and Spanish
  • BTEC passes were achieved across English, Biology, Home Cooking, Art & Design, and Digital Media (Game Design)
  • 96% of pupils entered for Functional Skills achieved at least one pass grade (between Entry Level 1 and Level 2).

Highlights From our National Online School 24/25:

  • 34 pupils entered for accreditations between Functional Skills, BTECs, and GCSEs across all year groups
  • GCSE pass grades (grade 4 or above) achieved across English (Literature and Language), Maths, History, Physics, Chemistry, and Biology
    • GCSE pass rate across the service was 78% (against the national average of 67%)
    • 39% of GCSE grades were 8 or higher (against the national average of 22%)
  • 100% of pupils entered for Functional Skills achieved at least one pass grade (between Level 1 and 2).

 

 

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