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Hazelwood I.P.S A nurturing school

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

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Hazelwood I.P.S A nurturing school

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  1. Hazelwood I.P.SA nurturing school

  2. Overview • Theory of Nurture • Nurture in practice • Selection, assessment and transition

  3. 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.

  4. 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

  5. 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

  6. 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

  7. Principles • 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

  8. 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 )

  9. 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.

  10. Nurture in Practice

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

  12. 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

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

  14. Profile

  15. 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

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

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

  18. 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

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

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