Hazelwood I.P.S
A nurturing school
Overview
 Theory
of Nurture
 Nurture in practice
 Selection, assessment and
transition
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
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Children's learning is understood
developmentally
The nurture group class offers a secure
base
Nurture is important for self-esteem
Language is a vital means of
communication
All behaviour is communication
Transition is important in children's lives
What is a Nurture Room?
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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
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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:
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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