A Social Justice Issue: London School Champions Send Inclusion with No-Exclusion Record
In the heart of Newham, east London, TCES Nurture primary stands as a beacon of hope for children with special educational needs and disabilities (Send). While it boasts familiar features like a library, cafeteria, and star-of-the-week notices, this school distinguishes itself with a remarkable achievement: not a single pupil has been excluded in its 25-year history. As Labour advocates for greater Send inclusion in mainstream schools, TCES offers a practical model that challenges conventional approaches.
Rebuilding Confidence Through Embedded Support
Thomas Keaney, founder and chief executive of TCES Group, which operates five schools in London alongside outreach and therapy services, emphasises the school's mission. "We take children that society has given up on," he states. Many pupils arrive with an average of three permanent exclusions and up to two years out of school. At TCES, small classes and therapy integrated into daily teaching, rather than separate sessions, allow children to rebuild confidence and trust after struggles in mainstream settings.
Staff highlight three core principles: never exclude, ensure every child has a trusted adult by design, and collaborate with families as partners. Demand has surged, prompting plans for a second primary school in north London. Keaney points out that exclusions disproportionately affect disabled pupils, Black and minority ethnic children, Gypsy and Traveller communities, and those in poverty, framing it as a social justice issue.
Therapeutic Teaching and Family Impact
Ricardo Hylton, headteacher at TCES Nurture primary, explains the innovative delivery of support. "Here, therapeutic principles are built into how teachers deliver lessons," he says, using daily intervention guidelines to shape staff interactions. Unlike previous schools where therapists conducted isolated one-to-one sessions, this embedded approach ensures teachers understand how children process language, sensory input, and environments.
Pupils like Frankie and Ian in year 3 appreciate the difference. Frankie notes, "They help with speech and special needs here," while Ian adds bluntly, "They don't just kick them out." Activities such as football, reading, celebration assemblies, and a "dojo shop" reward system foster engagement. Keaney argues that giving responsibility to children often punished elsewhere can powerfully re-engage them.
Mothers Bobbie and Jade report dramatic stress reductions since their sons joined TCES. Bobbie recalls constant panic calls from previous schools, whereas now, "I rarely get calls. We are not living on edge." Jade highlights how the school understands all aspects of her son, working closely with families to address needs.
Challenges and Calls for Systemic Reform
Keaney welcomes Labour's focus on inclusion but warns that a £200m Send teacher training programme alone risks symbolic inclusion without meeting children's needs. He advocates for a cultural shift away from exclusion-oriented systems, suggesting low-cost interventions like "pauses" before removal, firm boundaries with therapeutic understanding, and staff helplines for support.
He cautions against expanding Send provision in mainstream schools without proper integration, which could lead to "exclusion by another route" with children marginalised. Staff stress that early intervention costs less than long-term exclusion and potential school-to-prison pipelines.
A poignant example illustrates TCES's impact: a non-speaking autistic child, once violent and overwhelming his mother, now speaks in three-word sentences after six weeks at the school. Keaney sees this as proof that true inclusion, when executed properly, transforms lives, offering a blueprint for educational reform across the UK.
