Nurture

A nurturing approach is an approach that understands the importance of positive relationships and responds to the social, emotional and mental health needs of pupils to help them to make academic progress.

Nurturing approaches:

• are based on an understanding of how children learn and develop and what they need to help them thrive

• aim to ensure that the learning environment is one where children feel safe and welcomed, and experience positive relationships

• encourage adults to better understand and respond to children and young people’s feelings and behaviours

• help children and young people to feel secure, safe and ready to learn

At New Elgin we:

• strive to create a nurturing ethos across our whole school by providing safe and inclusive learning environments for all.

•  aim to welcome, support and build positive relationships with all members of our school community.

• understand that all children learn at their own pace and in different ways. This means that our lessons need to be differentiated appropriately to make learning accessible, engaging and meaningful to allow children to learn wherever they may be developmentally.

• value health and wellbeing and understand the importance that positive social and emotional development has on raising academic attainment.

•  understand the importance of children being able to communicate their emotions, feelings and views. As a school we use Zones of Regulation alongside Emotion Coaching to support pupils in their ability to communicate their feelings and identify ways to regulate.

• promote the use of visuals (timetable, now and next, communication boards) to support communication for all.

• also teach Makaton to a variety of children to help aid communication.

• work together to identify academic, social and emotional needs and provide a wide range of interventions to support identified needs.

• understand that transitions, both big and small, can be tricky for some children and support children with these, including: Talk boost; Kitchen Club; Social Skills/ Self-esteem groups; Nurture Groups, Zones of Regulation.

There are 6 Nurture Principles which need to be embedded across the school community to ensure we are promoting and providing a nurturing approach.  

The 6 principles of Nurture are:

·         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.

Traditionally, all children would be learning in the same way at the same time. We now know that this does not work and it does not ensure that all pupils are appropriately supported or challenged within their academic learning or social and emotional development. 

At New Elgin, we understand that everyone learns at their own pace and in different ways. We support children where they are in their learning rather than assuming that all children who are the same age will be able to do the same thing at the same time. In our school we identify our pupils’ needs through building positive relationships with children, regular informal assessments as well as clear discussions with those who work with the child.  We need to ensure that our lessons are differentiated appropriately to ensure that we make learning accessible, engaging and meaningful to allow children to learn wherever they may be developmentally.

We completely understand that it can feel concerning or worrying if your child is not where you might expect them to be for their age.  If you have any concerns at all we would encourage you to discuss this with your child’s class teacher who will be able to reassure you and offer strategies to support your child socially, emotionally or academically.

At New Elgin we want everyone to be safe and strive to create safe, welcoming and inclusive classrooms.

Our learning environments need to be inviting and offer a balance of academic and emotional experiences.  Where possible, predictable routines are explained and practised and there should be clear expectations both in the classroom and around the school. We want our pupils to feel safe to take risks and know that it’s ok to make mistakes. Adults need to be reliable and consistent in their approach to children, understanding the importance positive relationships. Our staff are trained in Emotion Coaching which supports pupils to feel safe, listened to and respected in an empathetic and supportive manner.

As a school, we promote the use of visuals to help create structure and predictability and any changes should be explained to children. We also value the importance of classrooms having designated safe spaces where pupils can go when feeling overwhelmed, something that we are currently planning to develop.

In addition to being ‘emotionally safe’ we need to ensure that our settings are physically safe places to be. Adults will continually risk assess within the classroom and outside and adapt to ensure that everyone is safe.  Some children will have individual plans and strategies that are in place to support them and others around them to remain safe. Please get in touch if you have any safety concerns around your child or the school.