Hazelwood I.P.SHazelwood I.P.SA nurturing schoolA nurturing school

Theory of NurtureTheory of NurtureNurture in practiceNurture in practiceSelection, assessment and Selection, assessment and

transitiontransition

Overview

Theory of NurtureTheory of Nurture

Theory behind nurture is centred aroundTheory behind nurture is centred around

attachmentattachment- “emotional bond” with primary- “emotional bond” with primary

care giver. care giver. Children become insecure when care giverChildren become insecure when care giver

is not consistently available. Childrenis not consistently available. Children

develop an develop an internal Working Modelinternal Working Model 12 children out of 30 have insecure 12 children out of 30 have insecure

attachment. attachment.

Theory of nurtureTheory of nurture

Insecure children-Insecure children- Feel unloved, worthless, uninterestingFeel unloved, worthless, uninteresting See learning as riskySee learning as risky See adults as unreliable and not interestedSee adults as unreliable and not interested

In school situation-In school situation- Hostile towards care givers, unresponsiveHostile towards care givers, unresponsive Push teachers to provoke reactionsPush teachers to provoke reactions Get a thrill in confirming self worthGet a thrill in confirming self worth

Theory of nurtureTheory of nurture

Insecure children need:-Insecure children need:- consistent, reliable, predictable, safe base consistent, reliable, predictable, safe base

where someone will respond and meet my where someone will respond and meet my needs therefore I can take a risk.needs therefore I can take a risk.

Specific attachment figureSpecific attachment figure Boundaries and limitationsBoundaries and limitations Adults who challenge their IWM through Adults who challenge their IWM through

sensitive interventionsensitive intervention

Why do we need nurture?Why do we need nurture?

SEBD becoming increasing challengingSEBD becoming increasing challenging Bridging the gapBridging the gap Address children’s individual needsAddress children’s individual needs Children need support to access Children need support to access

curriculumcurriculum Find source of behaviour Find source of behaviour Engage with parentsEngage with parents Early interventionEarly intervention

PrinciplesPrinciples

1.1. Children's learning is understood Children's learning is understood developmentallydevelopmentally

2.2. The nurture group class offers a secure The nurture group class offers a secure basebase

3.3. Nurture is important for self-esteemNurture is important for self-esteem4.4. Language is a vital means of Language is a vital means of

communicationcommunication5.5. All behaviour is communicationAll behaviour is communication6.6. Transition is important in children's livesTransition is important in children's lives

What is a Nurture Room?What is a Nurture Room?

is a small supportive class of up to 10 children is a small supportive class of up to 10 children usually in a mainstream Primary School. usually in a mainstream Primary School.

provides a secure, predictable environment provides a secure, predictable environment where the individual developmental needs of where the individual developmental needs of each pupil are catered for. each pupil are catered for.

focuses on emotional and social development as focuses on emotional and social development as well as academic progress. well as academic progress.

ensures pupils remain on their mainstream class ensures pupils remain on their mainstream class roll with an expectation that they will return to roll with an expectation that they will return to their class in 2- 4 terms. (12 weeks )their class in 2- 4 terms. (12 weeks )

A typical day in a Nurture RoomA typical day in a Nurture Room Day begins in mainstreamDay begins in mainstream Children are received in NR Children are received in NR Breakfast- daily enhances social skills, co-operation, Breakfast- daily enhances social skills, co-operation,

independence & conversing with each other independence & conversing with each other Playground- build upon friendships/strategies taught in NR. Playground- build upon friendships/strategies taught in NR. Academic work - phonics, story or school tasks. Lunchtime with Academic work - phonics, story or school tasks. Lunchtime with

class- importance of lunchtime supervisorsclass- importance of lunchtime supervisors Art/Craft activities. Children taken for reading. Role-play activities Art/Craft activities. Children taken for reading. Role-play activities

Cook once a week. Activities are short as concentration is weak. Cook once a week. Activities are short as concentration is weak. At end of day NR discuss any possible changes to the following At end of day NR discuss any possible changes to the following

days routine. Giving a sense of routine and preparing in days routine. Giving a sense of routine and preparing in advance.advance.

Frequently a friend is invited to the NRFrequently a friend is invited to the NR Children return to whole class for a story/before transition for Children return to whole class for a story/before transition for

home time begins.home time begins.

Nurture in PracticeNurture in Practice

SelectionSelection

Home lifeHome life Professional judgement (priority of need)Professional judgement (priority of need) Classroom, playground observationsClassroom, playground observations Boxall ProfileBoxall Profile SDQ’s – behavioural screeningSDQ’s – behavioural screening Mix of childrenMix of children

Boxall profileBoxall profile

Framework for the precise assessment of Framework for the precise assessment of children who have SEBD.children who have SEBD.

Helps teacher plan focused intervention Helps teacher plan focused intervention for children whose behaviours makes no for children whose behaviours makes no sensesense

Gives teachers insights and suggests Gives teachers insights and suggests points of entry into a child’s lifepoints of entry into a child’s life

Boxall profileBoxall profile

Two strands - Developmental, DiagnosticTwo strands - Developmental, Diagnostic Series of questions centre about 5 clear Series of questions centre about 5 clear

cluster areas:cluster areas:

Organisation of experience BLOCKSOrganisation of experience BLOCKS Externalisation of controlsExternalisation of controls Self-limiting featuresSelf-limiting features BARRIERSBARRIERS Undeveloped behaviourUndeveloped behaviour Unsupported developmentUnsupported development

ProfileProfile

What next? What next?

Reflection of profileReflection of profile 2 key areas of focus- IAP2 key areas of focus- IAP EmpathyEmpathy Positive strategies for school and homePositive strategies for school and home Parent timeParent time Whole staff approach- C.A, lunchWhole staff approach- C.A, lunch Training, networking N.I.N.G.NTraining, networking N.I.N.G.N

Supporting ParentsSupporting Parents

Home/School link vitalHome/School link vital

Role modelling- breakfast mornings, Tea Role modelling- breakfast mornings, Tea parties, stay and play, parties, stay and play,

Use of strategies at homeUse of strategies at home

Open door policyOpen door policy

On-going AssessmentOn-going Assessment

Individual targetsIndividual targetsObservation in NR/ Class/PlaygroundObservation in NR/ Class/PlaygroundTeacher feedbackTeacher feedbackAnecdotal Anecdotal Parent feedbackParent feedbackAEN teamAEN teamLong term NfERsLong term NfERsTracking P4 P7 ProfilesTracking P4 P7 Profiles

Re-integration back to classRe-integration back to class

Repeat Boxall- comparisonRepeat Boxall- comparison Careful preparation for transitionCareful preparation for transition Teacher will receive several strategies to Teacher will receive several strategies to

implement which may help the child.implement which may help the child. Continued support, communication when Continued support, communication when

re-integratedre-integrated

SummarySummary

Addressing SEBD needs with a systematic Addressing SEBD needs with a systematic approachapproach

Importance of team approachImportance of team approach Keep theory and principles at coreKeep theory and principles at core Reflective practitionerReflective practitioner