1. Deirdre McConnell Specialist Behaviour Needs Consultant and Co-ordinator of Emotional and Trauma Support Team - ETS Dr Jill Bolton Educational and Child Psychologist

2.  To highlight the importance of early experiences on later development  What is a healthy attachment and why is it important  What does an unhealthy attachment look and feel like  How can you as teachers help

3.  Basic needs (hunger, thirst, toileting needs, warmth, shelter)  Raw emotions (discomfort, fear, uncertainty)

4.  Love/strong emotional bond  Reassurance  Responsive  Reliable  Attuned to baby’s needs  Supportive  Security  Independence  stimulation Attachment figure Secure base

6. 6 ‘Sensitive periods’ in early brain development Binocular vision 0 1237654 High Low Habitual ways of responding Language learning Emotional control Peer social skills Central auditory system P.O. Svanberg Sept 2010

7. Arousal Angry Crying Upset Relief Need Met Gratification Trust I’m OK Adults are ok Trust develops Need Hunger In Pain Uncomfortable

8. pupil TeacherTask Resilient Confident Self Esteem Independent Achieving

9.  Secure  Insecure and Avoidant attachment  Insecure Ambivalent-Resistant Attachment  Insecure Disorganised Attachment

10. Rage Angry Helpless Hopeless Lack of Relief Neglected Ignored Still in pain Trust I am not OK Adults are not OK The world is unsafe Need Hunger Lonely Uncomfortable In pain

11.  These children tended to have experienced rejection, loss and separation in the past.  They have internalised these feelings  This has led them to learn to deny their need to feel loved and have a secure base.  They fear being rejected further so will reject first A child who has an insecure and avoidant attachment style

12. pupil TeacherTask Indifferent Underachieving Sensitive to Teacher proximity Denial of the need for teacher support Hostility towards the teacher is directed towards the task Desire to be autonomous A child who has an insecure and avoidant attachment style in the classroom

13.  These children have tended to experience carers that have not responded with clear and consistent boundaries  The world feels unpredictable to them  To manage this anxiety they like to control the adults and so become dependent and clingy  Attendance and separation from their carer can be problematic for both. A child who has an ambivalent attachment style

14. pupil Teacher Task Highly anxious Underachieving Attention Seeking Poor Concentration Dependent on teacher support Fears Seperation Hostile towards teacher if frustrated A child who has an ambivalent attachment style in the classroom

15.  Their early relationships may have felt stressful  Possible history of neglect or child protection issues  Carers may be overwhelmed by their own needs so they are not able to support and contain the child  The child may feel physically or emotionally abandoned. A child who has a disorganised attachment style

16. pupil Teacher Task Controlling Intense Anxiety Underachieving Distrusting of Authority Likely to reject task or any educational challenge for fear of failing or not knowing A child who has a disorganised attachment style in the classroom

17.  Think about what you have heard so far in relation to children in your school  Does any of this resonate with your experience of particular children  How did you feel having these children in the class?  What successful strategies did you use?

18.  Making school a safe space  Making school predictable, consistent, safe  Helping a child feel like they belong  Welcoming them in the morning by name  Encouraging them to feel part of a community  Listening and valuing their opinion  Use positive language (6:1)  Identifying a champion for a child  Be good enough (not perfect)  Nurture groups?

20.  Monday the 3 rd of October 2011 all day  Or  Monday the 14 th of May 2011all day Setting up a nurture group  From next academic year Traded Services can help you set up nurture groups in your school

21. Thanks to the following people who have developed materials used in this presentation Judy Fletcher, Kate Bonser, Kathryn Pomerantz, Sarah Stainsby, Clair Lewoski