TCES Create in the Community
We are currently in consultation with the Department for Education about the most appropriate registration and regulations for Create in the Community. We will be updating on the position in the next few weeks.
TCES Create in the Community pupils often have high and complex levels of vulnerability, risk or need. Our support is tailored to the requirements of each young person.
Create in the Community uniquely provides therapeutic education, clinical, social work and family support services for some of the most complex, high-risk and vulnerable children and young people in and around London, unable to attend mainstream school and alternative education settings.
Pupils with significant non-attendance or who present high risks or vulnerabilities may be supported within their home initially, progressing to increased levels of independence on their Create in the Community programme.
our step-down model
Pupils will start at different stages along a stepped process and progress at different speeds depending on their needs to get them to re-engage with education. These stages are expressed through a series of step-downs - a reduction in the intensity of the support and resources required, to reduce dependency and move from isolation to independence:
- Start virtually in the family home with one-to-one support due to risk or vulnerabilities
- Step-down to face-to-face support in the family home with one-to-one support due to risk or vulnerabilities
- Step-down into the community on a two to one (high risks or vulnerabilities)
- Step-down into the community on a one to one (reduced risks or vulnerabilities)
- Begin an induction into TCES' main schools or into Local Authority alternative provision
- Step-down to the main site of TCES East London, TCES North West London or to TCES Sixth Form or a mainstream college.
Create in the community Curriculum
Pupils receive a differentiated academic, vocational or engagement & stabilisation curriculum to meet individual needs. We offer a therapeutic approach to teaching across 25 hours education from Monday to Thursday, in line with DfE requirements, and run a rigorous Friday training and development programme for staff teams to meet the needs of a complex pupil cohort.
Create stands for ‘Community Recovery, Empowerment, Assessment and Therapeutic Education’ and provides education, clinical, therapeutic and family work services to pupils who, because of their complexities, cannot yet be educated in our TCES East London school. These pupils are identified by Local Authority Commissioning departments as High Needs - Low Incidence.
Our two types of Community packages are outlined below:
- Create in the Community package - pupils who cannot yet manage small group education due to high needs, high risks or high vulnerabilities and whose needs will be assessed to determine if they start off in the family home or in the community. These pupils’ pathway plans indicates that they will be stepped down into our TCES East London school or into mainstream colleges, TCES Post-16 services or TCES Alumni Learning Mentors employment.
- Create 'Fresh Start' programme - these pupils' onward pathways are integrated or re-integrated back into Local Authority's own provisions, such as alternative provision, Pupil Referral Units or special schools.
Building on the strengths, talents and interests of every pupil, we develop pupil leadership, independence and social/group skills, supporting them to gain the confidence they need to take the next steps into education and society. We do not exclude – we never give up on a single pupil.
Our aims are to:
- Improve education and wellbeing outcomes for young people with the most complex needs.
- Provide a local alternative to out of area placements and keep families together.
- Stabilise and integrate pupils back into small group learning.
- Prepare our pupils for the next stage in education, training or employment.
create in the community pupil profiles
Young people referred to Create in the Community present with highly complex and varied needs, which can include:
- Complex presentations of clinically-based anxieties or depression linked to school phobias or persistent non-attendance
- Children who present with harmful sexual behaviour
- Children who regularly display violent or aggressive behaviour
- Child abuse and neglect, including children who are at risk of witnessing or who have experienced the impact of domestic violence, parental substance misuse or parental mental health problems
- Children Looked After (CLA) with multiple losses of relationships and placements
- Children at risk of Child Sexual Exploitation (CSE)
- Children at risk of Child Criminal Exploitation (CCE)
- Eating disorders in children and teens
- Children who are young offenders or at risk of offending.
- Children or Young People at risk of gang involvement or gang initiation through County Lines or similar exploitative processes.
We provide bespoke education, health and care programmes covering academic and vocational programmes and LIFE skills building, clinical and therapeutic support, as well as our Families and Schools working Together (FAST) services, which encompass family support, early help and safeguarding.
N.B: It should be noted that pupils referred to our TCES East London school for our Create in the Community services have been out of full-time group education for an average of 15 months. They also have an average of three permanent exclusions or managed moves.
Benefits of the approach - stepping down
We work towards stepping down as many pupils as possible to our TCES East London school and other settings. We do this through continuous monitoring and reporting using a combination of professional assessments and tools, including Rising Stars, Boxall Profile (developed by Nurtureuk) and BKSB.
An independent research report by Goldsmiths' University of London called 'A Journey of Change: From Social Isolation to Inclusion' reports that after leaving TCES, 90% of Create pupils step down into mainstream college, vocational training courses or employment. They are there three to five years later.
Understanding and removing the barriers to a pupil’s learning and supporting their ability to achieve their full potential brings many benefits, including:
- Improved attendance and reduced absence
- Stabilising and integrating pupils back into small group learning
- Effective strategies to support positive relationships
- Leadership and LIFE skills
- Academic and vocational qualifications
- Improved education and well-being outcomes
- Social skills and independence
- Step-down opportunities to less intensive educational settings
TCES specialises in Leadership and the Arts.
Leadership is a key focus of the TCES curriculum - find out more by visiting our Leadership and Careers page.
To make a referral for any of our schools and services click here.
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