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A nurturing school
Overview
Theory of Nurture
Nurture in practice
Selection, assessment and
transition
Theory of Nurture
Theory behind nurture is centred around
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 childrens 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
SDQs behavioural screening
Mix of children
Boxall profile
Organisation of experience BLOCKS
Externalisation of controls
Self-limiting features BARRIERS
Undeveloped behaviour
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