Theory of Nurture Nurture in practice Selection, assessment and transition Overview
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 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.
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: Organisation of experience BLOCKS Organisation of experience BLOCKS Externalisation of controls Externalisation of controls Self-limiting featuresBARRIERS Self-limiting featuresBARRIERS Undeveloped behaviour Undeveloped behaviour Unsupported development Unsupported development
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