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

What is a Nurture Class?

Early Years Conference

Wed 13th Feb 2013

Belinda Tomasik - DHT Shieldhill Primary SchoolCarole Roberts – Nurture Family Support Worker

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)

Discuss:

What does achild need?

PHYSIOLOGICAL OR SURVIVAL NEEDS

SAFETY NEEDS

LOVE, AFFECTION, AND BELONGINGNESS NEEDS

ESTEEM NEEDS

SELF ACTUALISATION

Maslow’s Hierarchy of Needs

Secure Attachment

Majority of children have experienced life in thecontext 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

Secure Attachment

A securely attached child learnspositive internal models of how Adults are-• predictable • responsive • interested in them

Secure Attachment

Children also develop positive internalmodels of themselves as• worthwhile• interesting • lovable• loved

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

Attachment – Still Face Experiment

http://www.youtube.com/watch?v=apzXGEbZht0

Insecure Attachment

Difficulties in the attachment processarise when the care giver is notconsistently available or responsive • Child becomes uncertain that their

needs will be met• Defences are learnt in order to give

protection from disappointment or hurt

What does this mean in school?

Securely Attached Insecurely Attached

Better able to learn Feel 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

How can a nurture class help?

The nurture class setting attempts tomeet the needs of insecurely attachedchildren 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

Nurture Classes in Falkirk Primary Schools

August 2012 five primary schoolsparticipating 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

Which children benefit from a Nurture Class provision?

Nurture group provision will beconsidered for children who areunderachieving for • social• emotional• behavioural reasons

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

Thought Shower

•What kind of circumstances may have caused these difficulties in young children?

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

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.

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)

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

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.

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

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

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

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

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.

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

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

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

Family Support

• Engage with parents as a home/school link

• Parenting styles• Guidance• Supportive listening ear

A Nurturing School1. RelationshipsSupportive relationships amongst staff, pupils and parents

6. Partnership WorkingThe school works in partnership with pupils, parents and the wider community

2. Teaching and LearningStaff and pupils engaged in a curriculum which is supportive but challenging

7. Fostering ResilienceThere is a focus on developing coping skills, life skills, social skills and independence

3. BehaviourExpectations made clear and positive behaviours encouraged

8. LeadershipCoherent approach to leadership which supports challenges and recognises success

4. Physical EnvironmentPhysical environment supports learning

9. Staff Style/ApproachStyle and approach of staff reflects a nurturing stance

5. School OrganisationStructures in the school facilitate a nurturing approach e.g. There are clearcommunication channels, clear roles and responsibilities

10. MoralePositive morale amongst pupils and staff

A Nurturing SchoolDiscussion 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

Questions?

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