The Rainbow Room is a nurturing environment  and dedicated space within  Knockbreck Primary School designed to support children's emotional and social needs. Here is a glimpse into our nurturing approach and the benefits it can offer all children.

THE SIX PRINCIPLES OF NURTURE

1. Children’s learning is understood developmentally. 

We understand that children develop at their own pace and in their own ways. It promotes a child-led approach by understanding a child’s stage of development and responding appropriately. 

2. The classroom and school offer a safe base. 

The classroom and school offer a safe place for children where they feel secure and anxiety is contained. Children feel comfortable in their surroundings and there is a consistency of approach between staff in the school. 

3. Nurture is important for the development of self-esteem. 

Schools foster an ethos that celebrates children to build self-esteem. Self-esteem can be developed in children by making each child feel valued and praising their achievements. 

4. Language is understood as a vital means of communication. 

Language is understood to be vital as a way for children to communicate their feelings and emotions. Children should be supported in developing emotional literacy to help develop their skills in communicating how they are feeling, rather than acting out emotions in potentially inappropriate ways. 

5. All behaviour is communication. 

An understanding that challenging behaviour is often a child’s way of trying to communicate their emotions in some way. They could be displaying their frustration, anger, tiredness or excitement, for example. Understanding this principle is important for understanding how to respond to challenging behaviour in a supportive and restorative way. 

6. Transitions are significant in the lives of children. 

Understanding that transitions can be challenging times for children. This includes the big transitions from starting nursery to moving on to school and then secondary school, but also giving consideration to the small everyday transitions that children experience. This could be as small as moving from one activity to another, moving from learning time to break time or a change in teacher.