Ceara School
About Nurture UK
Nurture UK is an organisation, dedicated to improving the social, emotional, mental health and wellbeing of children and young people.
Ceara
Nurture principles across the school:
- Children's learning is understood
- The classroom offers a safe base
- The importance of nurture for the development of wellbeing
- Language is a vital means of communication
- All behaviour is communication
- The importance of transitions in children's lives
Understanding the Nurture Principles
Nurture is based entirely on six important values, the Principles of Nurture, which underpin the organisation and ethos at Ceara:
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Children’s learning is understood developmentally – the foundations of learning begin at birth and develop through a close relationship with an adult. Children will develop independence through dependence and social empathy and learning develops from being valued and encouraged by others. All staff will respond to each child at whatever emotional or social age they appear to be and plan accordingly. Developmental progress is assessed through an assessment tool called Boxall Profile and this will show progress and also help identify gaps in emotional and social development.
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The nurture room offers a safe base – All classrooms provide a routine-bound structure to the day which is predictable and adults are reliable and firm and can set boundaries without causing the children to feel negative. In each classroom, children will see two adults working and supporting each other which provide good role models, security and reassurance. Nurture offers a balance of educational and social experiences aimed at supporting the development of children’s relationships with each other and with the staff.
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The importance of nurture for the development of wellbeing - Nurture is listening, being responsive, remembering and engaging in reciprocal, shared activities such as play, having meals, reading, talking about events and feelings. Children respond to being valued and being thought of as individuals. This involves calling the children by their name, noticing and praising every small achievement; nothing is hurried in nurture.
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Language is understood as a vital means of communication – The importance of language as a way of putting feelings into words is crucial. Children can sometimes ‘act out’ their feelings as they lack the vocabulary to ‘name’ how they feel. There should be informal opportunities for talking and sharing, e.g., welcoming the children into class every day or having breakfast together are as important as the more formal lessons teaching language skills. Words are used instead of actions to express feelings and opportunities are created for extended conversations or encouraging imaginative play to understand the feelings of others.
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All behaviour is communication – Understanding that a child is communicating through behaviour helps staff to respond in a firm but not-punitive way by not being provoked or discouraged. If the child can sense their feelings are understood this can help to diffuse difficult situations. It is the adult’s job to make the links between what the child is saying and doing and how they must be feeling. This principle underlines the adult response to the children’s often challenging or difficult behaviour. ‘Given what I know about this child and their development, what is this child trying to tell me?’
- Transitions are significant in the lives of children - Whole school nurture helps the child make the difficult transition from home to school. However, on a daily basis, there are numerous transitions the child makes, e.g., between sessions and classes, between different adults, different rooms, getting on and off transport. All transitions, big or small, are treated with care and consideration of how the child could be feeling. Changes in routine can be extremely difficult for some children and this will be carefully managed with preparation and support from staff.
THE BOXALL PROFILE® HELPS WITH
EARLY IDENTIFICATION AND
ASSESSMENT
Supporting staff to develop their observational skills and their understanding of children and young people's difficulties.
TARGET SETTING
AND INTERVENTION
Setting individualised, achievable targets that reinforce target behaviour and skills.
TRACKING
PROGRESS
Helping staff review children and young people's target behaviour.
