1. What is a Nurture Class? Early Years Conference Wed 13 th Feb 2013 Belinda Tomasik - DHT Shieldhill Primary School Carole Roberts – Nurture Family Support Worker

2. Voice on the Table Introduce yourself to your group and share a positive childhood memory with the other people at your table (a time when you felt nurtured)

3. Discuss: What does a child need?

4. PHYSIOLOGICAL OR SURVIVAL NEEDS SAFETY NEEDS LOVE, AFFECTION, AND BELONGINGNESS NEEDS ESTEEM NEEDS SELF ACTUALISATION Maslow’s Hierarchy of Needs

5. Secure Attachment Majority of children have experienced life in the context of secure relationships. Adult is:- Readily available Sensitive to the child’s signals Responsive when protection or comfort is sought Consistent Reliable Predictable in their response Secure base for the child to explore from and return to

6. Secure Attachment A securely attached child learns positive internal models of how Adults are- predictable responsive interested in them

7. Secure Attachment Children also develop positive internal models of themselves as worthwhile interesting lovable loved

8. Secure Attachment Children learn that - exploration is safe adult will check on their well being and safety so they don’t have to worry learning is interesting

9. Attachment – Still Face Experiment http://www.youtube.com/watch?v=apzXGEbZht0

10. Insecure Attachment Difficulties in the attachment process arise when the care giver is not consistently available or responsive Child becomes uncertain that their needs will be met Defences are learnt in order to give protection from disappointment or hurt

11. What does this mean in school? Securely AttachedInsecurely Attached Better able to learnFeel lost and unnoticed in a large school environment Able to make new attachments more readily Internal model of being worthless Readily seek help when experiencing difficulties May set out to prove this is the right model when meeting new adults More willing to share the attention of adults Becomes self fulfilling prophecy May provoke unresponsive or hostile reactions in adults and peers Reinforcement of their feelings of self-doubt and insecurity

12. How can a nurture class help? The nurture class setting attempts to meet the needs of insecurely attached children by:- providing reliable and consistent adults predictable and clear interactions routines and boundaries developmentally appropriate curriculum specific attachment figures challenge to their negative internal models

13. Nurture Classes in Falkirk Primary Schools August 2012 five primary schools participating in Nurture Class pilot – Nethermains Primary School (existing group) – Bainsford Primary School (existing group) – Sacred Heart RC Primary School – Westquarter Primary School – Easter Carmuirs Primary School

14. Which children benefit from a Nurture Class provision? Nurture group provision will be considered for children who are underachieving for social emotional behavioural reasons

15. Which children benefit from a Nurture Class provision? This includes children who: Are very restless, cannot listen, behave impulsively or aggressively Are withdrawn or non responsive Have difficulty relating to others Family history suggests that they may be educationally at risk

16. Thought Shower What kind of circumstances may have caused these difficulties in young children?

17. What is a Nurture Class? Class of 6-8 children within a mainstream school Always supported by 2 adults (teacher and SLA) Time spent in mainstream for planned activities

18. A Typical Day in a Nurture Class 9.10 – 9.40 Collect children from mainstream class Welcome Feelings Cards ‘The big picture’ – Visual Timetable Helpers for the day Calendar/Weather Chart etc.

19. 9.40 - 10.05 Movement Matters More (similar to Moving to Learn) Daily P.E. if possible Social Skills games and activities e.g. Time to Talk Soft start/Structured play 10.05 – 10.25 Set the table (everyone has a role) Make, eat and tidy up breakfast/snack 10.25-10.30 Return to mainstream class before morning break 10.45 – 11.00 Collect children from mainstream class Story time (usually with a social or emotional theme)

20. 11.00 – 11.30 ORT Active Literacy Activities Writing Activities 11.30 – 12.00 Active Maths/Number Games Heinemann Maths etc. 12.00 – 12.15 Review Learning and Social Targets Preparation for p.m. session (in mainstream class)

21. p.m. Working with older children e.g. Social Skills Group Supporting children in class Meetings with parents or other professionals Visits to other groups NCC time PAPERWORK

22. Which children can benefit from being in a Nurture Class? Children who have missed out on early experiences that promote good development (Primary 1, 2 or 3) Children who have not learned to make trusting relationships with adults (attachment) Children who have not learned to relate appropriately to other children These children will find it extremely difficult to settle in school.

23. What does a Nurture Class look like? Separate classroom within the mainstream school in which children can access learning in different forms. The room has furniture that would be found in many homes: a dining area, kitchen, a sofa and resources suitable for a variety of age ranges as well as usual classroom furniture

24. What does a Nurture Class look like? Children will be able to learn through similar experiences to those that they experience at home: cooking, sharing breakfast, reading and playing together Room can be used by other classes when appropriate

25. The Role of the Adults Understand the gaps in development Engage with the children at the stage they have reached Offer emotional acceptance and focused teaching

26. The Role of the Adults Assess learning needs and address barriers to learning Great emphasis on language – everything is explained Provide supportive and nurturing role models that the children observe and begin to copy

27. The Role of the Adults Food, the most fundamental expression of care, is shared at ‘breakfast’ with much opportunity for social learning, helping children to attend to the needs of others.

28. Planning and Review Each child within the group has a IEP (Form 4) which takes into account Language, Maths and PSD The results of the Boxall Profile highlight the most pressing areas for development and a plan is devised to address these IEPs are reviewed on a termly basis and class teachers and parents will be made aware of progress

29. Reintegration Careful consideration needs to be given to the level of support a child may need during their reintegration to mainstream Individual planning with class teacher and parents Graduation ceremony/party Come back for visits occasionally if required

30. Parental Involvement Parental involvement is fundamental throughout the Nurture Group process. The parents’ permission is essential if the child is to be included in the group. Parents will have an opportunity to become involved in:- target setting for their children following through any initiatives/targets at home informal activities e.g. breakfast meetings with NG staff and Family Support Worker

31. Family Support Engage with parents as a home/school link Parenting styles Guidance Supportive listening ear

32. A Nurturing School 1. Relationships Supportive relationships amongst staff, pupils and parents 6. Partnership Working The school works in partnership with pupils, parents and the wider community 2. Teaching and Learning Staff and pupils engaged in a curriculum which is supportive but challenging 7. Fostering Resilience There is a focus on developing coping skills, life skills, social skills and independence 3. Behaviour Expectations made clear and positive behaviours encouraged 8. Leadership Coherent approach to leadership which supports challenges and recognises success 4. Physical Environment Physical environment supports learning 9. Staff Style/Approach Style and approach of staff reflects a nurturing stance 5. School Organisation Structures in the school facilitate a nurturing approach e.g. There are clear communication channels, clear roles and responsibilities 10. Morale Positive morale amongst pupils and staff

33. A Nurturing School Discussion Activity: In small groups, pick one of the themes and discuss ways of making your own setting more nurturing. Relationships Teaching & learning Behaviour Physical environment School organisation Partnership working Fostering resilience Leadership Staff Style/ approach Morale

34. Questions?

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