The nurture provision within Worsbrough Common Primary School is an approach where children have opportunities through out the week to work with the support of a nurture team.
Nurture Team (Supporting Social Emotional and Mental Health Needs of the school)
Lisa Gray – Senior Practitioner for Nurture and Wellbeing
Lottie Mosey – Learning Mentor
Dawn Tyas – Attendance Lead
Gilly Milner – Forest Schools Practitioner
The children predominantly work within their class supported by staff but sometimes work within our nurture room for focused targeted support and activities. Nurture sessions offer a short term, focussed, intervention strategy, which addresses individual barriers to learning in an inclusive, supportive manner. Central to the philosophy is attachment theory; an area of psychology which explains the need for any person to be able to form secure and happy relationships with others in the formative years of their lives and our ongoing knowledge of neuroscience.
Nurture groups are an effective, evidenced based approach supporting children. By successfully addressing the barriers to learning, this results in both improved academic attainment and improved health and wellbeing. In Worsbrough Common Primary School we offer nurturing approaches within all classrooms so that children are supported wherever they are learning.
How will the Nurture help my child?
The approach will help to develop:
- Self-esteem and confidence
- A good feeling about school
- Sharing and taking turns
- Stronger links between their family and school
- Readiness for learning
Trained staff create an attractive, safe, structured environment, with a number of areas and resources designed to bridge the gap between home and school. Building trusting relationships are core to the approach. The children are carefully selected according to their individual profile of needs. Individual and group plans are then formulated, with all targets thoroughly discussed with all involved including the pupils themselves. Staff then provide a variety of experiences, opportunities, approaches and resources to address these needs within a culture of trust, understanding and knowledge incorporating the 6 principles of nurture, with progress closely monitored.
The six principles of nurture groups
1. Children’s learning is understood developmentally
In nurture groups staff respond to children not in terms of arbitrary expectations about ‘attainment levels’ but in terms of the children’s developmental progress. The response to the individual child is ‘as they are’, underpinned by a non-judgemental and accepting attitude.
2. The classroom offers a safe base
The organisation of the environment and the way the group is managed contains anxiety. The nurture group room offers a balance of educational and domestic experiences aimed at supporting the development of the children’s relationship with each other and with the staff. The nurture sessions are organised around a structured day with predictable routines. Great attention is paid to detail; the adults are reliable and consistent in their approach to the children. Nurture groups are an educational provision making the important link between emotional containment and cognitive learning.
3. Nurture is important for the development of self-esteem
Nurture involves listening and responding. In a nurture group ‘everything is verbalised’ with an emphasis on the adults engaging with the children in reciprocal shared activities e.g. play / meals / reading /talking about events and feelings. Children respond to being valued and thought about as individuals, so in practice this involves noticing and praising small achievements; ‘nothing is hurried in nurture groups‘.
4. Language is understood as a vital means of communication
Language is more than a skill to be learnt, it is the way of putting feelings into words. Nurture group children often ‘act out’ their feelings as they lack the vocabulary to ‘name’ how they feel. In nurture groups the informal opportunities for talking and sharing, e.g. welcoming the children into the group or having breakfast together are as important as the more formal lessons teaching language skills. Words are used instead of actions to express feelings and opportunities are created for extended conversations or encouraging imaginative play to understand the feelings of others.
5. All behaviour is communication
This principle underlies the adult response to the children’s often challenging or difficult behaviour. ‘Given what I know about this child and their development what is this child trying to tell me?’ Understanding what a child is communicating through behaviour helps staff to respond in a firm but non-punitive way by not being provoked or discouraged. If the child can sense that their feelings are understood this can help to diffuse difficult situations. The adult makes the link between the external / internal worlds of the child.
6. Transitions are significant in the lives of children
The nurture group helps the child make the difficult transition from home to school. However, on a daily basis there are numerous transitions the child makes, e.g. between sessions and classes and between different adults. Changes in routine are invariably difficult for vulnerable children and need to be carefully managed with preparation and support.
For more information about our Nurture Provision please contact Lisa Gray firstname.lastname@example.org