Ms Nell Nicholson


Dr Kajetan Kasinski


020 7794 3353

Working together for learning and development



We continually monitor and review 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.

Good and outstanding academic outcomes for children with previously poor trajectories.

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 2015-16

Outcome measures for the academic year 2015-16 show that Gloucester House continues to support the educational and social and emotional development of children who attend. Due to changes in assessment systems at Gloucester House and nationally we do not have ‘like for like’ comparable data from the previous year for academic and behaviour attainment this year.

However we do know that from low starting points (100% of children significantly underachieving in at least two areas and the vast majority of children significantly underachieving across the curriculum) the children making expected and above rates of progress in English and mathematics are good. 100% achieved rates of progress in line with nationally expected rates in one or the other and 76% made expected or above rates of progress in both.  

Some children achieve in reading, writing, communication and mathematics at rates of progress exceeding nationally expected rates. For example; out of 11 children for whom we have more than one reading assessment 100% have improved their reading age; 6 making very good progress (more progress than the amount of time with two significant improvements – one of 2 years 6 months in 9 months; one of 2 years in 9 months; one of 3 years in 18 months).

From our spelling age data; out of 11 children for whom we have more than one spelling assessment 100% have improved their spelling age. 6 making progress at a faster rate than time in the setting; significant improvements one 4 years in 1year 4 months; 1 of 2 years 4 months in 15 months ; 1 of 2 years in 9 months.

Exit Data: We had 5 leavers during this academic year.

All of these children were significantly underachieving on entry to Gloucester House: 

4 out of 5 children made excellent progress during their time here academically and socially.  

The destinations were 2 mainstream, one mainstream special secondary, 1 day SEMH provision and one residential home/school. 

From ESQ (Experience of Service Questionnaires) 100% of pupils and their parents/carers reported that they felt they were treated well, that their views were taken seriously , that people know how to help them and were working together to do so.

SDQ (Strengths & Difficulties Questionnaire): 66% moved from ‘abnormal’ to’ normal’ range, 33 % remained in the ‘abnormal range ‘ but with a lower figure’ indicating positive progress.

Parental scores relating to the impact of the difficulties: 100%  had moved from ‘abnormal’  to ‘normal’ with them all decreasing to 0 (meaning that the impact on the child and family has significantly lessened to being negligible)

CGAS:  Significant increase in CGAS scores which means that the children’s social functioning has considerably improved.

What do OFSTED think?

Ofsted graded our school against their scale of 1-4 to represent ‘outstanding’, ‘good’, ‘adequate’ and ‘inadequate’. In February 2014 we achieved a grading of 1, outstanding in all areas. Please see the full report here (note costs given in this report have since been reduced by almost 30%)

Ofsted in February 2014 commented:

  • Pupils achieve extremely well as a result of outstanding teaching. They make rapid progress, particularly in literacy, numeracy and reading, from low starting points on entry to the school.
  • Pupils make outstanding progress in their personal development as a result of an exceptionally supportive ethos and excellent pastoral care.
  • The outstanding curriculum, with its therapeutic and academic strands, meets the pupils’ needs very effectively.
  • Teachers have an exceptional knowledge of the needs of each pupil and provide individual learning tasks, which motivate and challenge them to succeed.
  • The provision for pupils’ welfare, health and safety is outstanding and very effectively safeguards the pupils.
  • The leadership and management of the school are outstanding. They have ensured that pupils’ achievement and the quality of teaching are outstanding.

What do parents/carers think?

We meet regularly with parents/carers and gather their views. Here is some of their feedback:

  • Parents/carers consistently report that their children make progress at Gloucester House.
  • Parents/carers feel they are well informed about their child’s progress and feel comfortable approaching us with questions, problems and complaints.
  • Parent/carers think that teaching is good.
  • Parents/carers think that Gloucester House helps their children to reflect on their behaviour.

Some comments from Parent/carers:

“We are extremely pleased with the support, communication and overall”.

“My child has made a lot of progress in such a short space of time”.

“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.”

Parents/carers questionnaires:

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 the majority of parents/carers scored the statements in the agree and strongly agree categories. 

Particular highlights in Spring 2016 were:

  • 100% felt they were well informed about their child’s progress.
  • 100% felt teaching was good at Gloucester House.
  • 100% felt that staff encouraged their child to become mature and independent. 

In Summer 2016 highlights were:

  • 100% think that Gloucester House helps their child manage and reflect on their behavior.
  • 100% feel comfortable to approach Gloucester House with questions, problems & complaints.
  • 100% think that staff expect their child to work hard to achieve his/her daily targets.
  • 100% felt their child was fairly treated.
  • 100% felt there is a good range of activities that their child finds interesting and enjoyable.

In Spring and Summer 2016:

  • 100% felt that staff encouraged their child to become mature and independent.
  • 100% felt their child was treated fairly.

During the year we improved on the number of parents/carers reporting that they are informed of topics taught. (57% Spring to 86% in Summer moved from ‘agree’ to ‘strongly agree’ in this question). 

We also improved on parents/carers feeling bullying was dealt with well from 58% inSpring answering‘agree’ or neutralto 86%  ‘strongly agree’ in Summer 2016.

What do children think?

Children’s questionnaires – children surveyed in March 2016

  • 92% report enjoying playtimes at Gloucester House
  • 84% report that Gloucester House helps them achieve their targets
  • 84% say they enjoy lessons at Gloucester House and are pleased with the work they produce
  • 84% report receiving regular homework and that their teacher marks it
  • 84% report being pleased with the comments their teachers give on behaviour and work

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.”

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:

“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:

Between 2005-2016:

  • around 50% returning to mainstream and special day schools for learning following placement at Gloucester House.