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What is a Nurture Class?

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

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What is a Nurture Class?

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

  2. 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)

  3. Discuss: What does a child need?

  4. Maslow’s Hierarchy of Needs SELF ACTUALISATION ESTEEM NEEDS LOVE, AFFECTION, AND BELONGINGNESS NEEDS SAFETY NEEDS PHYSIOLOGICAL OR SURVIVAL NEEDS

  5. Secure Attachment Majority of children have experienced life in the context 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

  6. Secure Attachment A securely attached child learns positive internal models of how Adults are- • predictable • responsive • interested in them

  7. Secure Attachment Children also develop positive internal models of themselves as • worthwhile • interesting • lovable • loved

  8. 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

  9. Attachment – Still Face Experiment http://www.youtube.com/watch?v=apzXGEbZht0

  10. Insecure Attachment Difficulties in the attachment process arise when the care giver is not consistently available or responsive • Child becomes uncertain that their needs will be met • Defences are learnt in order to give protection from disappointment or hurt

  11. What does this mean in school?

  12. How can a nurture class help? The nurture class setting attempts to meet the needs of insecurely attached children 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

  13. Nurture Classes in Falkirk Primary Schools August 2012 five primary schools participating 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

  14. Which children benefit from a Nurture Class provision? Nurture group provision will be considered for children who are underachieving for • social • emotional • behavioural reasons

  15. 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

  16. Thought Shower • What kind of circumstances may have caused these difficulties in young children?

  17. 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

  18. 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.

  19. 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)

  20. 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

  21. 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.

  22. 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

  23. 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

  24. 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

  25. 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

  26. 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.

  27. 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

  28. 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

  29. 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

  30. Family Support • Engage with parents as a home/school link • Parenting styles • Guidance • Supportive listening ear

  31. A Nurturing School

  32. A Nurturing School Discussion 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

  33. Questions?

  34. Who’s Baby?

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