Ms Nell Nicholson


Dr Kajetan Kasinski


020 7794 3353

Working together for learning and development



We continually monitor and evaluate our work. We work with parent/carers and referrers to set achievable and coherent targets and plans for each child and review these termly. We also provide annual outcome monitoring reports for the whole service, which demonstrate:

  • Outstanding and good results in narrowing attainment gaps.
  • Outstanding and good academic outcomes for children with previously poor trajectories.
  • Positive and sustained progress in children’s emotional wellbeing and general functioning.
  • Significant progress in children and families resilience resulting in decreased distress and impact associated with the child’s complex needs.
  • Good track record of reintegration rates sustained over the last 10 years – (around 50% returned to mainstream or specialist day school for learning).
  • Achieving future long-term placement stability – (one year after leaving Gloucester House 82% of children are stable and doing well).
  • Positive feedback from stakeholders, parents/carers and children.
  • Excellent rates of attendance at clinical appointments with families and children.

Outcomes 2016-17

Outcome measures for the academic year 2016-2017 show that Gloucester House continues to support the educational and social and emotional development of our children.

Educational Attainment

The children at Gloucester House make sustained good progress, compared to previous educational placements for them. This is evidenced by the fact that more than 85% of the children were making no or limited progress in two or more academic areas and all were significantly underachieving in personal, social and emotional development, prior to admission.  

Ofsted said “Pupils make strong progress across most subjects.” “Pupils achieve well in a range of areas of the curriculum and make strong gains in their personal skills”

During their time at Gloucester House achievement for children is good and rapidly improving. 100% of children making more than expected rates of progress in at least one area over time; some rapidly closing attainment gaps by between two and five times expected rates.

The children making expected progress and the proportions exceeding expected progress in English and in Maths are good; 76% make nationally expected progress or better in English, 82% in Maths and 70% in both English and Maths.

From our reading and spelling age data; of the children who have been retested 93% have improved their reading age and 100% have improved their spelling age. Their rates of progress were similar to, and in some cases much better than, those for other children nationally, even if the outcome level does not match age related expectations.

Goal based Measures

Goals are set, reviewed and monitored termly with children and parents/carers. The 3 goals integrate, learning, SEMH and home life.

In 2016-2017 there was progress in 97% of targets. Of those targets were met 52% of the time and were partially met 45%. 

Clinical Outcomes

Parental SDQ impact scores* relating to the impact of the difficulties:

*(SDQ Impact scores indicate the child and/or families overall distress or impairment as a result of their difficulties/needs. Therefore a decrease in the impact figure indicates a decrease in self-reported distress or impairment.)

For 91% of the cohort their impact scores decreased, with the remaining 9% remaining stable.

Scores for 36% of pupils had moved to 0 indicating that distress was significantly decreased. This indicates a probable improvement in resilience and in the child and families capacity to manage their needs/difficulties day to day.

CGAS (12) (Children’s Global Assessment Scale 0–100)

 (This is used by mental health clinicians to rate the general functioning of children. An increase in the CGAS figure indicates an improvement in general functioning.)

-       100% of pupils have increased in their CGAS score with an average increase of 9 points.

-       34% of pupils increased over 10 points

-       42% of pupils had an increase of over 5 points

This evidences that general functioning, resilience and mental health of the pupils at Gloucester House consistently improves over time and for some children this improvement is particularly rapid.

Exit Data

We had 5 leavers during this academic year.

All of these children were significantly underachieving on entry to Gloucester House. The destinations were 2 mainstream and 3 day SEMH provision. 

Of these 3 (60%) were in the ‘probable’ category for either conduct disorder or emotional disorder at baseline. By discharge all of them had moved to the ‘unlikely’ category for any disorder. Data evidences them having moved to from the abnormal to the ‘normal range’ over the course of their time at Gloucester House, showing excellent progress in conduct related symptoms and emotional wellbeing.

From ESQ (Experience of Service Questionnaires) 100% of pupils/parents who completed the questionnaire reported ‘certainly true’ for:

-       I feel that the people who saw me listened to me.

-       I was treated well by the people who saw me.

-       My views and worries were taken seriously.

-       I feel that the people who have seen me are working together.

-       If a friend or family member needed this sort of help, I would suggest to them to come here. (Trust KPI target is 80%)

-       Overall, the help I have received here is good.

Comments in response to ‘What was really good about your care’ included;

-       ‘Everyone listened to not just me but to my son. Everyone is very patient and will go to any length to listen and help.’

-       ‘When people listen and try to help me.’

-       ‘They helped me. I was here a long time and now I can move on. They helped me with my school work and my behaviour and I have made friends here.’

What do OFSTED think?

Ofsted graded our school against their scale of 1-4 to represent ‘outstanding’, ‘good’, ‘adequate’ and ‘inadequate’.

In November 2017 we achieved a grading of 2, ‘Good’ with outstanding features (Personal development, behaviour and welfare).

Read or download the full report here.

Ofsted in November 2017 commented:

“The headteacher well supported by school leaders, staff, and directors and steering group have taken successful steps to improve the school since the last inspection.”

“Pupils make strong progress across most subjects”

“Pupils enjoy coming to school and their attendance is significantly better than in their previous schools”

“Teachers plan interesting activities that enable pupils to achieve well.”

“Pupils behave exceptionally well through excellent care and support from staff.”

“Pupils learn how to control their emotions so that they achieve well.”

“Staff work very effectively with pupils with complex needs and are highly skilled at managing children’s challenging behaviour. This has ensured that pupils feel safe and make great strides in their personal development.”

“All safeguarding and child protection procedures meet requirements and a culture of safety helps to keep pupils safe.”

“Before they arrive at Gloucester House many children have experienced significant personal challenges in their lives. Because of the schools high expectations and excellent levels of care and support, relationships between staff and pupils are very positive and respectful. Children behave well both inside and outside of classrooms”

“Staff display high levels of patience, care and sensitivity”

Other independent reviews – Challenge Partners 2018

Challenge Partners outcome: Outstanding

School improvement strategies: Outstanding

Outcomes for pupils: Outstanding

Quality of teaching, learning and assessment: Outstanding

 Challenge Partners Review in February 2018 commented:

“Leaders are visionary and continually evolving the work of the unit and eclectic clinical and educational model.”

“The senior leadership team are very ambitious to continually improve the provision”

“Pupils are fully involved in developing all aspects of the school through committees and community meetings.”

“Teachers plan activities that are exceptionally well matched to each pupils abilities and achievements”

“teachers plan the learning in a highly structured way and deploy support workers highly effectively to support learning”

“All staff understand each pupils individual abilities and needs exceptionally well”

“Pupils understand that learning is the priority in lessons”

“Staff have high expectations of what the pupils can achieve and the progress they will make”

“The excellent collaboration with clinical colleagues enables accurate evaluation of pupil’s social and emotional development and mental health, so providing measures of the exceptional progress for pupil’s holistic development.”

What do parents/carers think?

Parents/carers questionnaires:

We meet regularly with parents/Carers and gather their views. Parents/ carers have positive views of the provision. This is evidenced by questionnaires completed bi-annually.  

The high attendance rate we have for parents/carers at individual meetings, group meetings, celebration days demonstrates their appreciation of our work and their involvement in the life of Gloucester House. 100% of parent/carers attended at least one of the parents' days during the year. 100% of parents/ families are engaged and attending parent/family work meetings.  

Parents/carers were surveyed twice during this academic year. From the parents/carers who completed questionnaires 100% scored the following statements in the agree and strongly agree categories. 

  • Children make progress at Gloucester House.
  • They are well informed about their child’s progress and feel comfortable approaching us with questions, problems and complaints.
  • Gloucester House seeks the views of parents/carers and takes account of their questions/concerns.
  • Gloucester House helped their child manage and reflect on their behaviour.
  • Parents/carers think that Gloucester House helps their children to reflect on their behaviour.

90% of parents scored the additional following statements in the Agree/Strongly agree category:

  • Staff encourage my child to become mature and independent
  • Staff expect my child to work hard and do his/her best
  • The teaching is good at Gloucester house
  • Bullying and other incidents are dealt with well at Gloucester House
  • My child is making good progress
  • My child likes Gloucester house.

Some comments from Parent/carers and pupils

“The service me and my son received was excellent”

“There was good communication with all the staff”

“What I feel works is the therapy and education coming together in the one building. It really helps my child think, learn and reflect.”

Our family was at breaking point before our son came here. It has really helped him.”

“It was really good when people listened to me and tried to help me”

“They helped me, I was here a long time and now I can move on. They helped me with my school work and my behaviour and I have made friends here.” 

What do children think?

Children’s questionnaires – children surveyed in spring and summer 2017

Over 80% reported that:

-       Gloucester house helped them know and understand their ICP targets.

-       Gloucester House helped them achieve their daily targets.

-       They enjoy going on school trips

-       The support staff helped them with behaviour and work

-       They enjoy going on school trips

-       78% reported that they were pleased with comments their teacher gives them on behaviour and work targets.

Some comments from children:

-       “Play and bubbles help me”

-       “Thank you staff for helping me this year”

-       “Don’t remind me of what I was like when I first came here! I’ve really changed.”

-       “We have nice lunch at school”

What do referrers think?

The most recent survey of our users and stakeholders suggest Gloucester House is valued and appreciated.  Professional users indicated they see the as a valuable resource.

  • 92% of respondents to a user satisfaction survey found the provision to be satisfactory or above with 75% in the ‘good and very good’ categories.
  • 100% of respondents judged the balance between education and health input as ‘just right’.
  • Respondents commented on the intensive education/ therapy combination; the focus on multi-disciplinary planning and meetings and the post discharge reintegration support as particularly helpful.

 Some comments from referrers:

-        “Reports are very detailed and clear… they are extremely informative and useful.”

-       “The clinical component has good liaison and information is always accessible.”

-       “Information is particularly helpful when liaising with other agencies and to inform future planning.”

-        “Regular multi agency meetings seemed to facilitate working relationships and outcomes for family.”

-       “Summaries were comprehensive and very useful.”

-       “Aftercare aspects of education have been excellent.”

-       “The level of therapeutic understanding and work with the child has benefitted him enormously and enabled him to cope with subsequent loss.”

-       “There is tremendous need for the type of understanding Gloucester House offers."

Type of next placement

Many people ask where the children go on to after being at Gloucester House:


50% mainstream 50% SEMH day provision

Between 2005-2017

51% return to mainstream or special day schools for learning following placement at Gloucester House.

We believe that Gloucester House continues to demonstrate its willingness and capacity to respond to the economic climate and to service users and commissioners feedback. We strive to continue to develop a cost efficient and responsive service which at its core is child and family centred.