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, mental health 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 2017-18

Outcome measures for the academic year 2017-2018 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. Academic Progress in 2017-18 compared to National Expectations shows that;

•100% of children making nationally expected rates of progress or better in at least one area and 75% of children making nationally expected rates of progress or better in four or more areas.

•67% of children making nationally expected rates of progress or better in Reading.

•75% of children making nationally expected rates of progress or better in Number.

•Using the QCA behaviour scale, all children showed progress over the year.

Progress from baseline indicates that despite their academic underachievement on entry and their very significant barriers to learning we are able to positively impact both their behaviour for learning and their academic learning over time, alongside positively impacting their emotional development and working with family and network.

Achievement for many is good and for some rapid when compared to baseline or prior achievement levels/rates of progress. This demonstrates growth in children’s knowledge and improving attitudes to learning from low starting points. Some children are rapidly closing attainment gaps by up to double the nationally expected rates of progress.

Goal based Measures

Goals are set, reviewed and monitored termly alongside children and parents/carers. The 3 goals integrate, learning, SEMH and home life. Goals are tailored to account for individual needs and difficulties and therefore provide a measure that is specific to each child and sensitive to individual development.

Over the past academic year;

  • 56% of targets were met

  • 40% of targets were partially met

  • 4 % of targets were not met

Total of targets met or partially met – 96%. The results demonstrate that 63% of children had fully met over 50% of their targets and 42% met over 66% of their targets. No child had more than 1 target not met in the year.

Clinical Outcomes

SDQ - Strengths and Difficulties Questionnaire.

Parents/ Carer reported SDQ data around ‘total difficulties’ indicates that:

  • 70% of pupils had a decrease in totals difficulties.

  • Impact on conduct presentation was particularly positive with 47% of pupils moving from ‘probable or possible’ to ‘unlikely’ for conduct difficulties.

This data provides strong evidence that the Gloucester House model has a significant positive impact on Conduct type problems and externalizing presentations.

  • 94% of parents/carers reported a decrease in overall ‘impact’ so decreased distress and impairment in their daily life as a family.

Self-Report  (Pupil) SDQ Data (Admission to Discharge – 5 pupils aged >11yrs)

  • 100% pupils reported a decrease in total difficulties.

Conduct Problems (4 band categorisation):

  • 40% (2 pupils) moved from ‘abnormal’ (at first measure) to ‘normal’ (at discharge) with a further 40% reporting at baseline as ‘normal’ and this remaining stable.

Hyperactivity (4 band categorisation)

  • 60% (3 pupils) were within the ‘slightly raised’ (1), ‘high’ (1) or ‘very high’ (1) category at first measure – of these all 3 pupils reported as being within the ‘normal/average’ category on discharge.

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

This measure 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 showed improvement in general functioning (CGAS).

  • The average increase was +12 points and the highest at + 25.

  • 81 % of pupils increased one or more sub sections within the CGAS criteria.

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

Exit Data

During the last academic year, we have had seven children leave. They were all planned reintegration’s into new provisions at the end of the expected program except one which was earlier than initially planned as it was felt we were no longer the best place to meet the child’s needs.

Of these seven children; three went onto mainstream placements, one went onto a provision for Learning Difficulties and three went onto another SEMH provision.

All children had made progress over time. Four of them were diagnosed with learning difficulties. All had closed the gap between their chronological age and attainment. Even those who didn’t make expected progress over the full time they were here were closer to expected progress when they left compared to their progress at baseline.

From ESQ (Experience of Service Questionnaires) - Completed on discharge.

  • Options for care were discussed with me – 100% (KPI – N/A)

  • People were working together to help me – 100% (KPI 85%)

  • Overall the care I received here was good – 100% (KPI 92%)

What was particularly good about your care?

‘From a parental point of view I felt that I was listened to and that my child was also listened to. Some things took me a while to get used to but these were things that my child needed. I think he responded well to the therapeutic setting. He needed extra support to access a classroom and I think Gloucester House were able to provide this. Staff helped me to bring my child together.’ (Parent)

‘The dedication of staff members despite the trials we encountered. The emotional skills the school equipped my son with.’ (Parent)

‘For me I appreciate all the hard work that everyone has put in and the level of skill that has helped him to develop educationally and personally. He used to not be open to things and now he's like "I'm not sure about it but I'll give it a go". I feel he has been ’rounded off’ at Gloucester House and that he had tried things that he may not have tried beforehand. Everyone is just so accepting and friendly. I would like to thank his teacher I think he felt more able to join in the sessions because of the relationships you built with him and me.’ (Parent)

‘I liked everything they did with my child. I'm glad he came here, he changed completely. This is an amazing place, they did everything they could and accepted him.’ (Foster Carer)

‘I liked the strategies, the way the staff worked with me and the nurture space was helpful’ (Pupil)

‘It helped me to go down the right path’ (Pupil)

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. 

100% felt they were well informed about their child’s progress.

  • 100% felt comfortable about approaching Gloucester House with questions, a problem or a complaint.

    Teaching is good at Gloucester House – 91%

  •  Gloucester House helps my child manage and reflect on their behaviour – 91%

  • Staff expect my child to work hard and do his or her best and achieve their daily targets – 91%

  • Staff encourage my child to become mature and independent – 91%

Some comments from Parent/carers and pupils

“We value all the work of al staff at Gloucester house…it shows in my child’s progress”

“We feel that Gloucester house provides a safe and nurturing environment where our child makes good progress and enjoys his time at school”

“Gloucester House is outstanding at providing a great balance of meeting my child’s SEMH needs and his academic targets. Any school is only ever as good as the staff and the staff are incredibly skilled and gifted with vocational attitudes”

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.