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Thrive

Pastoral Support

At St Michael’s we believe that every child is extraordinary and that education has the capacity and the possibility to change lives for the better.  Here, teaching and learning is built upon a foundation that is inclusive, supportive, challenging and empowering.  We promote high expectations, aspirations and an intense engagement in learning. This supports learners in establishing the values, attitudes, skills and knowledge through which they will be able to achieve success, gain fulfilment in the future and become life-long learners. 

Teachers are responsible and accountable for all the children in their classes and provide High Quality teaching, including effective differentiation, by planning lessons that consider all needs and remove barriers so every pupil can achieve.

However, for some pupils, accessing the curriculum within a mainstream setting can be a challenge and a barrier to learning in itself. This may be because of a learning, emotional and/or social or medical need.

Research has shown that the way we behave is linked to how we feel and our emotions are linked to how we learn. By teaching children to recognise and notice these feelings and emotions it can help with their development and learning. Children sometimes need some extra support with their emotional growth and this can be temporary or over a longer period of time.

Levels of support

At St Michael’s we work as a team to provide exceptional pastoral care that is based on the individual needs of the children. We constantly reassess the support we provide to ensure we are helping children to develop socially and emotionally. We work alongside families to ensure a comprehensive approach is met to supporting each child. Input from families is both essential and invaluable.

Pupils at St Michael’s are supported through a number of interventions and in a variety of ways. Through…

  • Whole class Thrive Activities, work with the class teacher and their peers.
  • Small Group or 1:1 Thrive activities with a licensed Practitioner.
  • ELSA sessions, these may be delivered in small groups or 1:1 by a qualified Emotional Literacy Support Assistant.
  • Small group interventions, delivered by class TA’s to support learning and emotional responses.

Nurture Provision for every child

At St Michael’s we are proud to use the THRIVE Approach to support emotional and social development. This includes whole class activities, group sessions and also interventions for individuals. There is a recognised link between children’s sense of wellbeing and their success as learners. Nurture support is not limited to specific individuals or groups, as we embed nurturing principles and practice at a whole school level, providing appropriate support for all pupils attending our school. We will facilitate this through the use of THRIVE interventions and activities with classes throughout our school. We utilise strategies to overcome difficulties through the provision of a social and emotional curriculum in every year group. This aims to develop their social skills and understand their emotional needs. This enables many children to be successful in their academic learning.

ELSA and Thrive support

Some children need a further intervention to support them and our fully trained ELSA, Mrs Arthur, as well as our trained thrive practitioners, Mrs McAvoy and Mrs Weeks will work with these children through individual or group sessions that are personalised to meet their needs.

Some of the difficulties these children may have include:

  • Difficulties with friendships.
  • Changes in Family Dynamics.
  • Bereavements.
  • Self-esteem & Anxiety.
  • Recognising and expressing emotions.
  • Not knowing who to turn to when feelings are too big to manage on their own.

These situations can lead to many different feelings, which can feel overwhelming at times. They might include: anger, frustration, sadness, loneliness, confusion or anxiety. Sessions will validate a child’s emotions, enable them with a safe space to express these feelings. Sessions equip children with coping strategies to help build their window of tolerance.

ELSA sessions for individuals or small groups

Through our comprehensive ELSA support we provide a range of programmes of regular sessions that help children learn to manage their feelings and teach them strategies that will help promote their learning at school.

ELSA support helps children and young people to learn and understand their emotions and respect the feelings of those around them. Sessions provide the time and space for pupils to think about their personal circumstances and how they manage them.

ELSA sessions take place once a week for a timeframe of 6 weeks. At the end of the 6 weeks children are encouraged to practice the skills they have learnt independently. All children will be reviewed by the ELSA at the end of each term. The Butterfly room is a quiet/calm space which will facilitate these ELSA sessions and can also be used if pupils need somewhere to withdraw when feelings overwhelm them. ELSA may include:

  • Individual work, group work and interventions, designed to meet specific needs.
  • pupils are supported to find their own solutions to enable them to use their strategies independently.
  • Peers can work with other individuals to build relationships and develop successful social skills.

Benefits

  • Safe Environment – Provides a safe and supportive environment where children can express their feelings without judgment.
  • Personalised Support – Offers tailored support that addresses the specific needs of each child.
  • Skill Development – Helps children develop essential emotional and social skills that are crucial for their overall development.
  • Improved Well-Being – Enhances the overall emotional well-being of children, contributing to their happiness and success in school.
  • Empowerment –  Empowers children by giving them the tools and strategies they need to handle life’s challenges effectively.
  • Increased Resilience – Helps children build resilience by understanding and managing their emotions, which is crucial for coping with stress and adversity.

ELSA support plays a crucial role in helping children overcome emotional and social difficulties, ensuring they have a positive and productive school experience.

Thrive for every child

 

At St Michael’s we are proud to use the THRIVE Approach to support emotional and social development. There is a recognised link between children’s sense of wellbeing and their success as learners. All Staff embed nurturing principles and practice at a whole school level, providing appropriate support for all pupils attending our school. Thrive is delivered throughout the school in classrooms, small groups or 1:1 with our Thrive Practitioners.

Thrive sessions for individuals or small groups

 

 

The Thrive approach offers practical strategies and techniques and is built around online assessments which identify children’s emotional development and provides action plans for their individual needs.

Thrive promotes children’s emotional and social growth by building positive relationships between a child and their peers and helps them explore and understand their feelings through various activities.

The Thrive room is a calm and quiet safe space with a wide range of resources to support children’s social and emotional development. Our Thrive Practitioners deliver 1:1 or small group sessions which are tailored specifically to the child/group.

Thrive sessions strengthen children’s social and emotional responses to a variety of life’s experiences through play. Practitioners use a Playful, accepting, curious and empathetic (PACE) approach when engaging with pupils. Practitioners use WIN language (“I’m Wondering…” “I’m imagining…” “I’m Noticing…”) when interacting with children alongside an activity which may include:

  • Story telling
  • Circle games
  • Arts and crafts
  • Sand play
  • Movement and relaxation
  • Cooking and preparing food
  • Role play and puppet work
  • Games

Pupils are profiled in order to identify their area of need. Action plans are created and activities tailored to the child’s needs will be delivered by a Thrive Practitioner to support pupil development. At the end of each term, pupil progress is measured and a new action plan created.

The Nurture Group and the Thrive Room

Some children will join our nurture group and be based in a classroom called the Thrive Room. Here, trained Thrive practitioners, along with the senior leadership team, will plan activities to support the children’s social and emotional needs and work towards having more successful time in their own year groups.

The Thrive room is designed to be a bridge between home and school; a place where children can feel safe and secure and therefore develop their individual needs further. It has a central table to share breakfast and snacks, and where collaborative projects can be worked on. There is a cosy seating area to play games and work collaboratively plus a kitchen to prepare snacks. There are a wide range of resources to support sensory needs and some of the learning will take place in other areas of the school, including the outdoor areas

The Purpose and the Philosophy

There will be between 6-10 children based in the Thrive Room, some will be full time while others may attend for dedicated sessions. Its composition is carefully well thought-out to create a balanced and functional group. Its purpose is to offer children opportunities to re-visit early learning skills and promote and support their social and emotional development. There is much research evidence that children’s learning is most effective when they have a sense of emotional well- being, good self -esteem and a feeling of belonging to their school community. The Thrive Room provides children with this opportunity and so helps to develop their maturity and resilience. This is a place of safety, positivity and a place of learning.

The philosophy of the nurture group is drawn from the principles established by the work of Marjorie Boxall and others.

Pastoral and nurture Principles:

  • Children’s learning is understood and assessed developmentally
  • All behaviour is communication
  • We recognise the importance of transition in children's lives
  • Build a child’s self-esteem, confidence and well-being
  • Builds skills for Social & Emotional resilience

Reasons for Pastoral Support

Emotional Regulation

  • Managing Emotions – Some children struggle to understand and manage their emotions effectively, leading to frequent outbursts, anxiety, or withdrawal. Pastoral support can teach them strategies for recognising, expressing, and regulating their emotions.

Social Skills

  • Relationships – Children who find it difficult to interact with peers, make friends, or navigate social situations can benefit from Pastoral support to improve their  social skills and improve their relationships.

 

Self-Esteem and Confidence

  • Building Self-Worth – Low self-esteem and lack of confidence can affect a child’s academic performance and social interactions. Pastoral sessions can help boost their self-worth and confidence through positive reinforcement and goal setting.

 

 Coping with Change

  • Transitions: Major changes such as moving to a new school, family breakdown, or the loss of a loved one can be challenging for children. Pastoral support provides a safe space to discuss and cope with these changes.

Behavioural Issues

  • Understanding Behaviour – Children with behavioural issues often act out due to underlying emotional difficulties. Pastoral support helps children understand the root causes of their behaviour and develop healthier ways to express their needs.

 

Anxiety and Stress

  • Managing Anxiety – Anxiety and stress can significantly impact a child’s ability to focus, learn, and enjoy school. Pastoral support teaches coping mechanisms to manage anxiety and stress effectively.

Academic Pressure

  • Dealing with Pressure – Some children feel overwhelmed by academic expectations and pressure. Pastoral support can help them develop strategies to manage their workload and build resilience.

 

Improving Communication Skills

  • Expressing Needs – Children who have difficulty articulating their thoughts and feelings can learn better communication skills with Pastoral support, which helps them express their needs more effectively.

 

Enhancing Problem-Solving Skills

  • Critical Thinking – Developing problem-solving skills is essential for navigating challenges. Pastoral support can teach children how to approach and resolve conflicts constructively.

Which children will attend The Thrive Room?

Children may be part of this nurture group for specific reasons which may be a barrier for learning, for example:

  • Family illness or break-up

  • Friendship difficulties – keeping/making friends

  • ·Quiet, shy, withdrawn

  • Find it hard to listen to others or join in

  • Disrupting own and other’s learning

  • Find it hard to accept losing a game

  • Find it hard to share and take turns

  • Find it a bit tricky to focus and settle in class

  • Low self esteem

  • Poor relationships both in & out of school

  • Bereavement

How will being part of this group help my child?

These sessions are meant to help them manage situations and increase their skills to become more successful learners.

  • The nurture group aims to boost confidence and self- esteem and provide children with the extra help they sometimes need to improve social skills and independence for example:

  • To join in

  • To settle

  • To listen

  • To concentrate & focus on their learning

  • To share and take turns

  • ·To accept losing a game

  • To build up friendships with their classmates

  • It gives them a chance and helps to encourage a more positive profile among their peers and members of staff. 

How long will my child be in the Nurture group for?

Each child’s needs differ from their peers. Children attend for a 6-week cycle before reassessment and then further discussion and planning. However the children remain an integral member of their mainstream class and we ensure that they do not miss break times, lunch with their class, some PE sessions, some assemblies, guests in school, outings or anything else that may be different from the normal routine of the week.

What will my child be learning as part of the nurture group?

A timetable of activities will be available to outline what will take place. There will be a mix of joint projects, outside activities, sports and specific Thrive activities to support and develop successful social and emotional aspects.