At our school, we have been on a journey to embed the principles of Nurture into everything we do. Nurture is a key driver in our school development and is closely linked with how we understand and support behaviour – it’s simply “this is how we do it here.”

At its heart, Nurture is about wellbeing and relationships, with a strong commitment to supporting the growth and holistic development of the children and young people we are privileged to have in our school community.

Our Nurture Principles:

1. Children’s learning is understood developmentally
Every child is unique. Not everyone learns at the same pace or in the same way. We meet children where they are, focusing on their whole development – academic, social, and emotional – when planning our curriculum.

2. The classroom offers a safe base
School should feel calm, secure, and purposeful. We create a welcoming, family-like environment that promotes both emotional and physical safety, helping children feel settled and ready to learn.

3. Nurture is essential for wellbeing
Caring for ourselves and for others is central to feeling good in mind and body. We prioritise strong, trusting relationships, underpinned by our school’s Christian values and learning values.

4. Language is a vital means of communication
Language helps children make sense of their feelings and experiences. Staff understand that the words we use shape thinking, emotions, and actions. We encourage children to use words to express themselves and build healthy communication.

5. All behaviour is communication
Children may not always have the words to explain how they feel. Often, their behaviour speaks for them. Our staff are trained to look beyond behaviour, understand what a child is communicating, and help them label and manage emotions. We use emotion coaching so that children feel heard, supported, and understood.

6. Transitions are important
Change is part of life. While it can be exciting, it can also feel unsettling. We support children through daily routines as well as bigger life transitions, preparing them carefully and helping them manage feelings of uncertainty or anxiety.

If you have any questions about nurture and how you can support your child at home, please Dojo Mrs Bingham 

ELSA - in school

We are lucky enough to have qualified Emotional Literacy Support Assistants in school.   The training, with Educational Psychologists, included planning and delivering programmes of support to children who are experiencing temporary or longer term additional emotional needs.

There will be moments in many children's lives where the challenges they face detract from their ability to learn.  Some will require a greater support to increase their emotional literacy. ELSA is an initiative developed and supported by Educational Psychologists and it recognises that children learn better and are happier in school if their emotional needs are addressed.

In most cases, this will be delivered on an individual basis.  Sometimes small group work is appropriate - especially in the areas of friendship.  The sessions are meant to be fun, using a range of activities; games, role play with puppets, arts and craft.  

In ELSA we aim to support a wide range of emotional needs:

• Social skills
• Friendship skills
• Recognising emotions
• Self-esteem
• Anger management
• Loss and bereavement

How does ELSA work?

Children are referred for ELSA support by the class teacher, SENDCo, Headteacher and parents request.  The ELSAs meet each other regularly, discussing referral forms and identifying and prioritising need.  The support session are planned to facilitate the pupil developing new skills and coping strategies that allow them to manage social and emotional demands more effectively.

ELSA's are not there to fix children's problems.  What they can do is provide emotional support - in which ever way they feel is appropriate.  Establishing a warm, trusting relationship with a child and a space for them to feel they can share their thoughts and feelings is our first aim.  

The change that we would want the children to make is not always rapid and is dependent on the context and complexity of the issues.  In some cases, ELSAs may recognise that some issues are beyond their level of expertise that could reasonably be expected of an ELSA.  This is when we would look to signpost children and their families to support that maybe more suitable.

For further information regarding children and their health https://www.healthforkids.co.uk/ may help with further advice and support.