By Thomas Keaney, CEO & Founder of TCES
SNJ Intro:
Thomas Keaney is an inspirational figure. An eloquent, engaging, expert in his field, and passionate about the futures of young people that other schools have written off. A qualified Social Worker with 30 years of management experience in adult and children’s services, he set up a nascent TCES in 1999 as a non-profit care provider. “The Complete Educational Solution” has since become a leading provider of alternative education, including online, aimed at meeting the needs of a range of neurodivergent pupils. Their motto is “we never give up” and they pride themselves on never excluding.
Today, Thomas Kearney has written for us about how they do it…
We never give up, that’s the TCES way by Thomas Kearney
“When that threat of exclusion is removed you create space for the trust, attachment and sense of identity that these young people need, to open up and make significant progress educationally, emotionally and socially” – Goldsmiths UoL TCES research project – 2019.
At TCES, we operate under one simple principle: we never give up on a single child. For over two decades, we’ve adhered to a ‘no exclusion’ policy, and our unwavering commitment to this has fundamentally shaped how we serve the young people who come through our doors.
The idea of never excluding a pupil may sound idealistic or even impractical, but at TCES, we’ve seen firsthand how this approach doesn’t just work—it changes lives.
Our refusal to exclude lies at the foundation of everything we do, from our teaching to our therapeutic support. It’s a promise we make to every child who walks through our doors: You belong here, and we will never give up on you.
So, why don’t we exclude?
It’s quite simple. For children with complex needs, exclusion reinforces a cycle of rejection and failure.
Exclusion is wholly damaging. Reinforcing attitudes of intolerance and prejudice, as well as maintaining a system that is inflexible and unresponsive to difference.
In addition, there is no evidence supporting the idea that exclusion is an effective deterrent. In fact, with exclusions hitting record numbers, the only outcomes of exclusion appear to be a widening gap between children with special educational needs and their peers. This is resulting in significant days and weeks of lost learning, further ostracising young people who are already struggling to find a place of belonging.
Failed by the system
Many of our young people joined us having been permanently excluded from multiple schools. They have been failed by the system, which has left them feeling worthless and isolated, believing that no one wants to help them.
Our ‘no exclusion’ policy responds to this systemic failure. We know that exclusion does not solve behavioural issues or support emotional development—it does the opposite.
By rejecting the most vulnerable children, exclusion exacerbates feelings of anger, rejection and frustration, resulting in a sense of hopelessness which leads to worse outcomes – both academically and socially.
Instead, at TCES, we focus on creating an environment where every child can succeed. This isn’t always easy, and it’s never without obstacles, but the results speak for themselves, with 90% of our pupils continuing onto further education, employment, or training, three to five years after leaving TCES.
A success story by believing in pupils
One such pupil is James (name changed for privacy), whose journey at TCES exemplifies the power of inclusion over exclusion.
James joined us having been excluded from multiple mainstream schools for aggressive and disruptive behaviour. His academic progress had stalled, and he was labelled as “difficult.” His local authority was running out of options, and James was at serious risk of becoming another young person lost to the education system, and ultimately, to society.
At TCES, James experienced something he had never encountered before: acceptance. He wasn’t seen as a problem but as a child who was in dire need of understanding, nurture, support and care.
Our team worked closely with James, using our integrated therapeutic education model to address the underlying issues behind his behaviour. His journey wasn’t linear—there were setbacks and challenges along the way—but we never once considered excluding him. We knew that exclusion would only reinforce the trauma and rejection he had experienced in the past.
Through therapy and engagement in our LIFE Programme (Leadership, Independence, Future Options & Employability and Empowerment), James began to turn a corner. Over time, he developed leadership skills, took on responsibilities within the school, and re-engaged with his learning.
Today, James is in further education, pursuing a vocational course that he’s passionate about. More importantly, he has confidence in his future—a future that once seemed out of reach.
Giving children time and space to heal and thrive
James’ success story isn’t the result of quick fixes or punitive measures. It is the product of our ‘no exclusion’ policy, which provides our young people with the time and space they need to heal and grow.
In doing this, we are encouraging every child to thrive, even in the face of significant adversity. We believe in their capacity for growth and transformation, even in the face of incredible challenges such as attachment difficulties, low self-esteem, speech and communication hurdles.
As educators and carers, our task is to unlock their true potential by understanding their needs and building consistent, empathetic relationships that foster trust and personal growth. Every child can achieve, and it’s our duty to create an environment where they are encouraged to rise to the highest standards of behaviour, learning and mutual respect.
And we never give up! We do whatever it takes with Relational Inclusion and Therapeutic Education forensically designed into every process across the TCES school community. Supporting this are our Pupil Leadership and LIFE programmes for SEND and CLA Pupils with Peer Mentorship and Relationship mentoring schemes available too.
It takes a village
In addition, we pay homage to the age-old adage, ‘it takes a village to raise a child’. Recognising the importance of building a strong partnership with parents and carers, we have designed our Parent Councils and Alumni networks to ensure that parents have a voice too and are fully engaged in their child’s educational journey. By empowering parents through our FAST programme (Families And Schools working Together), we strengthen the support network around each child, creating a virtuous circle of progress and mutual growth.
We also ensure our young people have a voice too. From therapeutic speech and language support to our pupil councils, anti-bullying initiatives and community cohesion groups. Our young people are encouraged to be heard, contributing meaningfully to school life and learning the skills to engage positively with society.
Choosing inclusion, not exclusion
Fundamentally, the TCES way is about choosing inclusion over exclusion. It is about ensuring that every child, no matter their background or behaviour, has the chance to succeed.
By choosing inclusion over exclusion, understanding over punishment, and acceptance over rejection, we are transforming how we think about education for neurodivergent children and young people. And we will continue to do so for the next 25 years and beyond, because every child deserves a future. And at TCES, we believe in making that future possible—no matter what.
Finally, we are a social enterprise with a mission to create wide-scale social impact through pioneering inclusive practices. As such, we plan to deploy our specialist expertise across the mainstream education system as a whole to translate our inclusion services across the country to prevent lost learning through reducing absence and exclusions and supporting mainstream schools on their journey towards inclusion.
Thomas Keaney, TCES Founder and CEO
Open day
? Discover a School Where Every Child is Understood ? At TCES, we’re proud to support SEND students through our unique approach to therapeutic education – where emotional wellbeing and academic success go hand in hand. Join us at one of our Open Events to explore how we help every learner thrive in a nurturing, inclusive environment. Meet our team, tour our schools, and see how we empower neurodivergent students to shine.:
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Also read:
- Alternative Provision, SEND, and Inclusion: Should AP even exist in an inclusive system?
- Too many children arrive in AP with no needs assessment—schools need to be more curious about the “why”
- Updated exclusions and behaviour guidance and how a thoughtful school culture can avoid discriminating against learners with SEND
- Behaviour management in schools: legally, the playing field has not been levelled
- Exclusion must be a last resort says EHRC as they support a family to justice over their disabled child’s treatment
- We won a legal point on unlawful exclusion and cleared my disabled son’s name
- What’s a PRU to you? Busting the myths about alternative provision
- Beyond EHCPs: Why Inclusion Needs More Than a Document
- The Unacceptable Truth: 20 SEND legal rights at risk from the Government’s SEND reforms
- How health and family support systems are failing children starting school
- WEBINAR RECORDING! The implications for children’s legal rights to EHCPs and EOTAS of the Government’s SEND proposals
- When things go right: Shining a light on SEND Practitioners making a positive impact [Giveaway!]
- From suspicion to support: why the Government’s child protection reforms matter for disabled children
- Have your say on the future of transport for disabled children and young people
- Unison voices major concerns over SEND reform health plans for sick and disabled children out of school in the EOTAS consultation
- Top Tips for the EOTAS & EHCP consultation: Protect your child’s rights to statutory SEND support
- Navigating constraints: Why a former PCF chair thinks the current model is missing the mark for families
- Dear Secretary of State for Education, Lucy Powell: an Open Letter from Special Needs Jungle and SEND legal charity SOS!SEN
- Research: Disabled young people define inclusive education as “learning in the place that’s right for them”
What kind of government is “bold” enough to scrap statutory EHCPs from vulnerable children?May 16, 2025
The SEND reforms in the Schools White Paper reveal rights given, and rights stripped awayFebruary 24, 2026
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- WEBINAR RECORDING! The implications for children’s legal rights to EHCPs and EOTAS of the Government’s SEND proposals - September 3, 2026
- From suspicion to support: why the Government’s child protection reforms matter for disabled children - August 28, 2026
- Have your say on the future of transport for disabled children and young people - August 25, 2026
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