We recognise that for many wide and varied reasons, some of our children may need additional support to manage their feeling of wellbeing and we are lucky to have a highly trained team who can offer a range of interventions that may help. We know that one approach will not work for all children, so have a range of interventions at our disposal. Wellbeing interventions are always carried out by fully trained staff. It may be carried out in a small group or as 1:1 depending on what was assessed to be the most suitable.
Interventions include:
- Drawing and talking therapy
- Touchbase
- ELSA (Emotional Literacy Support Assistant)
- Nurture
- Play therapy
- Lego therapy
- Build an Island
- NELFT – this an external agency, who offer us specialist support and can work with groups of children, 1:1’s and run parent courses
- Hug pebbles to support anxious children coming into school
- Soft starts for identified children coming in
- Someone from the mental health team is on the gate morning and evening to offer support
Nurture is one very important part of our provision to ensure that all children are given every opportunity to thrive and flourish at school despite some of the additional challenges that some children face. Nurture is run by our qualified nurture practitioner, Mrs C Gunn, Learning Mentor. We are lucky enough to have a room dedicated to nurture provision.
“I love my time in nurture. It is really fun. We learn lots of things and get to make new friends.”
What is Nurture?
Nurture groups generally have between six and eight children supported by the nurture lead teacher.
Nurture groups assess learning and social and emotional needs and give whatever help is needed to remove the barriers to learning. There is great emphasis on language development and communication. Nothing is taken for granted and everything is explained, supported by role modelling, demonstration and the use of gesture as appropriate.
The relationship between the staff, always nurturing and supportive, provides a role model that children observe and begin to copy.
As the children learn academically and socially, they develop confidence, become responsive to others, learn self-respect and take pride in behaving well and in achieving.
“I love coming into school on nurture days, it makes me excited. It is our special place.”
The six principles of nurture groups:
- Children’s learning is understood developmentally
- The classroom offers a safe base
- The importance of nurture for the development of wellbeing
- Language is a vital means of communication
- All behaviour is communication
- The importance of transition in children’s lives
How Will Nurture Help My Child?
The nurture group will help to boost confidence and self-esteem and provide children with extra skills to improve social skills and independence for example:
- To feel happy in class
- To build friendship with their classmates
- Encourage listening to others and taking part
- To share and take turns
- To grow in confidence
- To talk about and understand their feelings
- To concentrate
- To know it is ok not to always win
- To improve social skills
- To work on curriculum-based activities from their classrooms
- Improve self esteem
- To improve behaviour
If it is felt a child would benefit from working in a nurture group environment one of the team will speak to the parent/carer and they will be given the opportunity to accept a place for their child to attend.
“I used to go to nurture when I was younger with Mrs Gunn. I remember really enjoying it but looking back now, I can see all the skills I learnt which helped to make school a better place for me. I still go to Mrs Gunn if I feel like I need some advice.”
How Long Will My Child Attend the Nurture Group?
Nurture group runs in the afternoons meaning that children do not miss maths or English. A child may attend for 1-4 terms and then children have the chance to put into place everything that they have worked so hard to learn in their classrooms. Support is often still given by our learning mentor but in class or having touch base sessions.
The Nurture Leader will plan work for each group and will work with the class teacher. Where possible each child usually follows the curriculum being carried out in their own class.
What Does an Afternoon in Nurture Look Like?
Children follow a structure and routine that is clear to both staff and children which includes group listening and speaking, individual or shared playing and social skills.
Taking part in a game, sometimes board games or team games, to encourage turn taking and coping with losing.
Circle time and sharing news – taking part and listening, sharing in a small group to build self-esteem and confidence.
A structured communication programme is used which allows the opportunity to discuss and understand our feelings.
Role play and drama – communication, listening to other ideas and taking on the role of different characters.
Food is shared at ‘snack time’ with much opportunity for social learning, helping children to attend to the needs of others, with time to listen and be listened to.
The Colour Monster
The Colour Monster is a book used through out the school to support our children in being able to express and name their emotions. Every different colour represents different emotions that the children are feeling. We find this a really useful tool to support children in regulating their emotions.
“The Colour Monster started in nurture but now the whole school uses it. It’s really useful for the adults to know how we are feeling and they check in on us if we are not feeling great. It helps us to understand how our feelings affect how we behave and learn. You can have lots of different feelings in just one day!”
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