Hazelwood I.P.S A nurturing school

 Theory of Nurture  Nurture in practice  Selection, assessment and transition Overview

Theory of Nurture  Theory behind nurture is centred around attachment- “emotional bond” with primary care giver.  Children become insecure when care giver is not consistently available. Children develop an internal Working Model  12 children out of 30 have insecure attachment.

Theory of nurture Insecure children-  Feel unloved, worthless, uninteresting  See learning as risky  See adults as unreliable and not interested In school situation-  Hostile towards care givers, unresponsive  Push teachers to provoke reactions  Get a thrill in confirming self worth

Theory of nurture Insecure children need:-  consistent, reliable, predictable, safe base where someone will respond and meet my needs therefore I can take a risk.  Specific attachment figure  Boundaries and limitations  Adults who challenge their IWM through sensitive intervention

Why do we need nurture?  SEBD becoming increasing challenging  Bridging the gap  Address children’s individual needs  Children need support to access curriculum  Find source of behaviour  Engage with parents  Early intervention

Principles 1. Children's learning is understood developmentally 2. The nurture group class offers a secure base 3. Nurture is important for self-esteem 4. Language is a vital means of communication 5. All behaviour is communication 6. Transition is important in children's lives

What is a Nurture Room?  is a small supportive class of up to 10 children usually in a mainstream Primary School.  provides a secure, predictable environment where the individual developmental needs of each pupil are catered for.  focuses on emotional and social development as well as academic progress.  ensures pupils remain on their mainstream class roll with an expectation that they will return to their class in 2- 4 terms. (12 weeks )

A typical day in a Nurture Room  Day begins in mainstream  Children are received in NR  Breakfast- daily enhances social skills, co-operation, independence & conversing with each other  Playground- build upon friendships/strategies taught in NR.  Academic work - phonics, story or school tasks. Lunchtime with class- importance of lunchtime supervisors  Art/Craft activities. Children taken for reading. Role-play activities Cook once a week. Activities are short as concentration is weak.  At end of day NR discuss any possible changes to the following days routine. Giving a sense of routine and preparing in advance.  Frequently a friend is invited to the NR  Children return to whole class for a story/before transition for home time begins.

Nurture in Practice

Selection  Home life  Professional judgement (priority of need)  Classroom, playground observations  Boxall Profile  SDQ’s – behavioural screening  Mix of children

Boxall profile  Framework for the precise assessment of children who have SEBD.  Helps teacher plan focused intervention for children whose behaviours makes no sense  Gives teachers insights and suggests points of entry into a child’s life

Boxall profile  Two strands - Developmental, Diagnostic  Series of questions centre about 5 clear cluster areas: Organisation of experience BLOCKS Organisation of experience BLOCKS Externalisation of controls Externalisation of controls Self-limiting featuresBARRIERS Self-limiting featuresBARRIERS Undeveloped behaviour Undeveloped behaviour Unsupported development Unsupported development

Profile

What next?  Reflection of profile  2 key areas of focus- IAP  Empathy  Positive strategies for school and home  Parent time  Whole staff approach- C.A, lunch  Training, networking N.I.N.G.N

Supporting Parents Home/School link vital Role modelling- breakfast mornings, Tea parties, stay and play, Use of strategies at home Open door policy

On-going Assessment Individual targets Observation in NR/ Class/Playground Teacher feedback Anecdotal Parent feedback AEN team Long term NfERs Tracking P4 P7 Profiles

Re-integration back to class  Repeat Boxall- comparison  Careful preparation for transition  Teacher will receive several strategies to implement which may help the child.  Continued support, communication when re-integrated

Summary  Addressing SEBD needs with a systematic approach  Importance of team approach  Keep theory and principles at core  Reflective practitioner