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Bodringallt primary school is situated in the heart of the Rhondda valley. It is an area that is affected by high unemployment and the many social issues.

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Presentation on theme: "Bodringallt primary school is situated in the heart of the Rhondda valley. It is an area that is affected by high unemployment and the many social issues."— Presentation transcript:

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2 Bodringallt primary school is situated in the heart of the Rhondda valley. It is an area that is affected by high unemployment and the many social issues relating to this factor, many of which have a negative impact upon the social, emotional and academic development of our pupils. It has been identified that a lack of appropriate early childhood experiences can result in low self-esteem and an inability to make trusting relationships with others. In a mainstream setting, this frequently manifests as emotional, behavioural and social difficulties, all of which can result in a child not being ready to meet the social and academic demands of school life.

3 The Rainbow Class Having previously established a key stage 1 school based, Nurture class, RAISE money was used to further develop and extend this resource. The original key stage 1 provision was maintained and a new key stage 2 class was established, the aim of which was to support the first cohort of pupils as they moved to key stage 2. Big Cook Little Cook was a great success. We combined these Nurture classes with various family based activities and initiatives which were provided by outside agencies. This approach allowed us to target specific groups of pupils whilst also providing activities that were available for all our pupils and their families. Thus maximising the potential to benefit our wider school community. I really enjoyed cooking with my mum and sister. Dylan 9

4 The Rainbow Class is a school based nurture provision. It runs for 1 day a week, providing a small, emotionally secure setting where children are given opportunities to re-visit early ‘nurturing’ experiences. The class has a structured environment that is set and predictable, following the principles of a Nurture Group. Principles of a Nurture Group 1.Children’s learning is understood developmentally, i.e. stages not ages 2. The classroom is a safe, welcoming place 3. Nurture is important for the development of self-esteem 4. Language is a vital means of communication 5. All behaviour is communication 6. The importance of transition in children’s lives

5 Within the class, emphasis is placed on the development of positive relationships with others. Situations and scenarios are explored and solutions discussed. Children are given strategies to help them understand and manage their own emotions and behaviour. Positive relationships are modelled by the teacher and teaching assistant. Both of whom have undertaken accredited training with the Nurture Group Network. The ability to build trusting relationships with adults and peers is essential for healthy emotional development. It enhances self- confidence and is the foundation to taking responsibility for one’s own behaviour.

6 Our Rainbow Class is set up like a home, with a living room, kitchen and dining area. Children are given the opportunity to develop life skills, in an environment which is familiar and non- threatening.

7 Snack time is an essential and often a favourite part of the day. As well as providing the opportunity to develop good social behaviours it is a time when the children are encouraged to talk, to listen and to experience a sense of being valued by others. The repeated routines, use of names, eye contact and reminders about saying please and thank you encourage interaction, promote sharing and turn taking and are each integral parts of our nurture group experience. In snack time I like having the blue bowl – Dylan 3 At snack time we talk about who has been the kindest – Bradley 3

8 Children that need extra help to settle, listen, concentrate, share or even to just make friends benefit from the provision. Pupils are selected following discussions with their class teacher, SENCo and parents. When it is thought a child would benefit from the Rainbow Class, parents are invited to attend a meeting with Rainbow Class staff. During this meeting a discussion takes place about their child’s needs and information is gathered about any concerns the parents may have. Throughout their child’s placement, informal discussions between parents and staff are is encouraged. Below are some of the concerns that parents identified: Unable to control emotions, particularly their temper Aggressive fighting with siblings Can’t make or keep friends. Can’t get along with other children Too quiet and withdrawn. Won’t stand up for themselves

9 Below is an example of our child friendly target plans. Things I find difficult My TargetsWhat do I need to do? Who’s going to help me and when? How did I get on? All members of the Rainbow Class are assessed at the start and end of the intervention using the Boxall Profile. This is a diagnostic assessment of a child’s emotional and social needs. Strategies and targets are then devised to help meet these needs. Children are fully involved in the setting and evaluating of their targets.

10 At the end of the intervention, parents were invited to attend a formal review of their child’s progress. Once again, they were asked to share any changes they had observed. Here’s what some parents had to say: My child can tell me how he is feeling more openly. He has told me when he thinks I am not spending enough quality time with him. Before the Rainbow Class he would have simply had a tantrum. He is controlling his temper much easier. When he thinks he is going to fight with his brother he counts and breathes in a special way and it helps calm him down. He seems a lot happier coming to school. I think it is because he has more friends. Before they used to fall out all the time and he would have a lot of fights. That isn’t happening any more.

11 Anonymous questionnaires were completed by some parents, the results of those that were completed are below. Strongly AgreeAgreeDisagreeDon’t know My child has benefited from attending the Rainbow Class 90%10%0% My child appears happier having attended the Rainbow Class 100%0% I would recommend the Rainbow Class to others 90%10%0% Although not all parents completed the questionnaires, it is clearly evident that those who did, believe the Rainbow Class had a positive impact upon their child’s development.

12 Here’s what our children say about the Rainbow Class: The room is really comfy and it makes me feel safe and happy. We learn to play, share and have fun. If I am worried about something, we talk about it in the rainbow Class and usually someone comes up with a really good idea. It helps me be kind to other children. The Rainbow Class has helped me stop fighting with my brother. They taught me how to count in a special way I know what I am feeling now so I can tell someone when I am upset and not hit them.

13 Organisation of Experiences Internalisation of controls Mean pre-test scores Mean post test scores Development Strands Self limiting features Undeveloped Behaviour Unsupported Development Mean pre-test scores Mean post test scores Diagnostic Profile The Boxall Profile was used to assess pupil progress. Pre and post intervention scores from each member of the class were collated. These were used to gain an average score for each of the 5 areas of development outlined within the profile. It is hoped that while receiving nurture intervention, a child should developmentally improve while negative behaviours, which are contained within the Diagnostic Profile decrease. These average scores indicate an improvement in all desired areas. The greatest improvement is evident in ‘Undeveloped Behaviour’.

14 As this evidence shows, it is clear that the Rainbow Class has had a positive impact on Personal, Social and Emotional Development at Bodringallt Primary School. RAISE funding has allowed us to develop and expand a much needed support programme for our pupils. It has given us the opportunity to provide a resource that has not only benefited pupils identified within the project but also the wider school community as whole. Thus providing our pupils with skills that will enable them to overcome some of the many barriers to learning they will face.


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