Nurture

Nurture; to care for, protect and promote the development of someone or something while they are growing.


Behavioural, emotional and social support

Nurture groups are founded on evidence-based practices and offer a short-term, inclusive, focused intervention that works in the long term.
All the work we do is based around the 6 principles of nurture:

· Children’s learning is understood developmentally.
· The classroom offers a safe base.
· Nurture is important for the development of self-esteem.
· Language is understood as a vital means of communication.
· All behaviour is communication.
· Transitions are significant in the lives of children.

Our nurture room builds a bridge between home and school, providing a welcoming and warm environment. We have sofas, plenty of space and equipment for play, as well as books, work tables and computers.

The nurture room offers children a fantastic opportunity to learn life lessons in addition to their school work. As the children learn and grow, both academically and socially, they develop confidence and take pride in their achievements.


Nurture

Nurture


Nurture

Nurture


Nurture

Nurture

A nurture group can be anything from individual work to a small group of up to twelve children working within the nurture room or classroom. Children can access support from the nurture room for anything from a weekly slot to five times a week or simply drop in to see us on an ‘as and when needed’ basis. The nurture team will work closely with your child’s teachers to ensure continuity and support are in place and all support is tailored to the individual needs of the child.
The nurture room supports your child in many ways: to develop at a pace that is right for them and to develop a pride in their learning and coming to school.
 


 

At Skelton Primary School, we offer nurture interventions at five key points in the day:

 

1

Nurture Breakfast
Families are invited to bring their children into school from 8am to join us for breakfast. This gives you, our parents, chance to communicate any news or concerns you may have regarding your child both at school or at home. It provides a calm start to the day, with the opportunity to talk about any concerns/worries about the day ahead whilst sharing breakfast and practising social skills. It is also an opportunity for parents to access staff.

 

2

Snack time
Food is shared at snack time within a formal routine which is an ideal opportunity for social learning. The emphasis here is on turn taking, listening to others and getting a chance to be listened to.

 

3

Lunchtime Clubs
A chance for age groups within the school to share a meal alongside key adults to discuss their news and concerns. Monday (KS2), Tuesday (KS1 and Y3-Y5), Wednesday (staff) Thursday (KS2), Friday (Y6 only).
The Year 6 Transition lunch club on a Friday provides a fantastic opportunity to consider the trials and tribulations of moving to secondary school from September of Y6 onwards. We also invite key people from our secondary schools to be a part of this club.

 

4

1o’clock club
1o’clock club is a chance for us to gather children diagnosed with Autism or those undergoing assessment, to ensure the afternoon session has been shared through a visual timetable. Self -supporting strategies are taught and practiced in an unthreatening and Autism friendly environment. The school engages support from Yvonne Clarke (Specialist Teaching Service) to both inform and train us in useful programmes and techniques such as ‘social stories’, ‘comic strip’ and PECS.
We aim to meet the needs of any child on the autistic spectrum, ensuring they can access school. The children are given the opportunity to meet daily to discuss any issues and possible solutions, learn through shared experiences and receive direct teaching on how to manage different situations. We work closely with teaching staff and parents to ensure strategies are in place to support the child within class and at home.

 

5

Safe Exit
Some children leave via the nurture room to enable SEN Support staff to communicate ‘face to face’ as to how the child’s day has gone.
Each group is run by two members of SEN Support staff. Children attend nurture groups but remain an active part of their main class group, spend appropriate times within the nurture group according to their need and typically return full time to their own class within two to four terms.

 


Nurture groups assess learning and social and emotional needs and give whatever help is needed to remove the barriers to learning. There is great emphasis on language development and communication. Nothing is taken for granted and everything is explained, supported by role modelling, demonstration and the use of gesture as appropriate. The relationship between the two staff, always nurturing and supportive, provides a role model that children observe and begin to copy. Food is shared at ‘breakfast’ or ‘snack time’ with much opportunity for social learning, helping children to attend to the needs of others, with time to listen and be listened to.
As the children learn academically and socially develop confidence, they become responsive to others, learn self-respect and take pride in behaving well and in achieving. The nurture staff will work closely with you and your child. You will have regular opportunities to come in and share your child’s progress.

If you have any questions at any time, please just contact the school and arrange to meet with Mrs Hill. We value this relationship and look forward to supporting you and your child.

Our Nurture Team


Kind regards,
The Nurture Team