Nurture at Ash Croft
Nurture Group - Woodland Room
Our Nurturing Academy creates a positive and supportive approach, based on well documented psychological theory and research. The whole academy operates practices and follows principles that are supportive in developing secure attachments, creativity in play, and emotional resilience.
Ash Croft has a dedicated Nurture Room as a sanctuary for specific children. This has soft furnishings, restful lighting, music/aromatherapy scents as required. The room was named ‘Woodland’ by the children. The Nurture Room provides a space where the children can register in that group, talk through issues as appropriate with staff, and where possible then join their peer teaching group for the first session.
The Nurture Group
The Nurture Group has one designated lead teacher to give the opportunity for children to develop a trusting relationship with an adult with whom they can spend time and carry out supportive nurturing activities. The adult greets the children as a group every day, and is available to support if any child needs reassurance or space during a teaching session. The lead teacher attends meetings about the child whenever possible in order to have a complete understanding of the child’s needs. The lead worker is our Inclusion Manager who has received training on play, Nurturing schools, as well as Emotional Wellbeing and Mental Health.
Nurture Group time is recorded to monitor attendance and input each week. Activities during Nurture Time time or at other times may involve any activity as a medium for supporting Nurture group principles such as communication, developing self-esteem and positive relationships. These activities include cooking, gardening, crafts, construction, pampering, according to the child’s interests and strengths. These may take place in the Nurture Room (Woodland), as well as going outside to play, garden or walk; or using the school hall. Social stories may be used to help children understand and identify their needs.
The Inclusion Manager uses questionnaires as a baseline for the child’s needs and uses it to assess progress during the year. The Boxall Profile is available to assess areas of developmental need. Other children may be identified by school staff as those who would benefit from extra support to raise their self-esteem, self-confidence, improve their self-control, attendance and or relationships with others. Techniques used in this session are planned in advance and implemented carefully. At the end of the session the Inclusion Manager evaluates the effectiveness and progress made.
This takes place through pieces of collected evidence that is recorded in each childs individual story.