Welcome everyone...Welcome everyone...

Aims of today:Aims of today:

To ensure parents have a greater understanding about what we do in school to:

Promote positive behaviour Ensure our pupils are safe Look after and nurture our pupils

Positive ethos from all staff

High expectations of behaviour from everyone… “Do the right thing… even when no one is looking”

Clear behaviour policy throughout the school which is consistently applied – “Stay on Green”

Stay on Green’ – Visual Guide .

Gold

Silver

Blue

Red

Yellow

Bronze

Green

Gold sticker and name in Golden book. Sent to SLT.

Phonecall home to parents. Name on star put

on display. 5 points

Silver sticker and praise.

3 points

Bronze sticker and praise. 2 points

Verbal / non- verbal warning or Time Out either within class

or in Buddy Class

Stayed on green for the session. 1 point

Child sent to ‘Alternative Lunch’.

Class teacher speaks to parents.

Parental & SLT involvement. Possible

internal / external exclusion. Ongoing reds – EP/IA involvement, CAF /

referral to CPC

Between each stage, children are given time for reflection and opportunity to change behaviour.

A range of Positive Behaviour Management strategies, including warnings or reminders must be

given before a consequence.

Children must be given opportunity to move from consequence stage back to green and towards gold.

Weekly Stay on Green assembly with Head Teacher - places recognition of positive behaviour as highest priority –

““Going for Gold!!!”Going for Gold!!!”

Rigorous monitoring of any incidents and planned intervention where needed

Close liaison with parents – crucial to supporting our pupils

Nurturing philosophy promoted throughout whole school

Worry Boxes in all classes Approachable adults who listen to pupils and always

take appropriate action Strong team of midday staff with a range of exciting

lunchtime activities Strict checks on all adults who work in school Site is secure with CCTV cameras in key areas

Children and young people are likely to be as good, or even better, as adults at using the internet nowadays…

However… this does not mean they have the maturity or understanding to keep themselves safe online

We are working hard to educate our pupils about how to keep themselves safe online

Watch this…

• Our pupils’ emotional safety and well being is at the heart of everything we do and we work very hard as a school to ensure we stamp out any signs of bullying

• Anti-bullying work has a high profile in school and we offer lessons called SEAL (Social and Emotional Aspects of Learning) as well as class Circle Times and assemblies where we discuss issues such as friendship, conflict resolution and anti-bullying work

• National Anti-Bullying week – 18th-22nd Nov - we have workshops and activities going on in school with an anti-bullying focus

• Close liaison with parents crucial to the success of this work

Everyone in school looks out for and cares for your children

In addition to this – at WB we also have a strong “Nurture “Nurture Team” Team” in school to support children and families who may need additional help from time to time

This includes our Child & family professional, Yvonne, our Parent Support Advisor, Vicki, our Learning Mentors, our Nurture Group staff and our school Therapist - Jasneet

Friendship issues Quiet / withdrawn Lots of worries / anxieties Feeling angry Finding classroom behaviour difficult Significant life event – e.g. bereavement /

separation Feeling overwhelmed with school life

Yvonne AlexanderChild & Family Professional

Vicki HollandParent Support Advisor

Ruth Ococ

Y3/4

Kelley GhentEYFS

Gemma HendersonY1/2

Sana SyedY5/6

“Learning Mentors have had a tremendous impact on individual pupils’ lives, in many cases transforming low achieving and unfocused students with minimal self-esteem and a lack of commitment into more confident pupils with higher grades, improved motivation and a sense of direction. In turn, the wider ripples are helping to change school student attitudes and improve staff-pupil interaction.

The flexibility of the Learning Mentor role means that it can be adapted to the needs of any variety of schools and of individual pupils, providing structure within their daily lives. But what unites all Learning Mentors is their aim to break down barriers to learning, unlocking education opportunities for school students and releasing hitherto untapped potential.” DFES (2001)

Is a…Is a…Role modelActive listener ObserverEncourager Professional friendChallenger of assumptionsGuideTarget negotiatorReliable, approachable, non-judgemental and realistic supporter – with pupils, parents and staff

Is not a…Is not a… Teaching AssistantCounsellorBabysitterDisciplinarianPerson to whom a pupil is sent when naughty

Shanice Bradshaw Nurture Group Assistant KS1

Kim BoyceNurture Group Leader KS1

Toni Wheatley

Nurture Group Leader KS2

Jenny DoubleNurture Group Assistant KS2

The Nurture RoomThe Nurture Room

The Nurture Group Network, in collaboration with True Vision North, are proud to present The Nurture Room.

This award-winning documentary, filmed with unprecedented access over the course of a year, follows the stories of Jamie, Jason and Jordyn; three troubled children attending nurture groups in Glasgow.

The film shows us not only the amazing transformation that the three children go through, but the benefits to their schools, families, and broader local communities.

Home Page | The Nurture Room

Small group of up to 10 pupils Sessions held in the “Nurture Room” Up to five afternoons a week Usually for 2-3 terms but this can be flexible Pupils register in class and are then greeted at their

classroom by NG staff and escorted to the Nurture Room

Two members of staff – Nurture Room Leader / Nurture Room Assistant

Staff have attended the Nurture Group Network training Monitored by Inclusion Manager

• Circle / Welcome Time – focus on emotional literacy “Today I am feeling” / Reflection on Stay on Green

•Creative curriculum – topic work – NC links – high interest level – engaging!

•Snack Time – sitting around the table as a group – promotes skills in taking turns, waiting, conversations – as well as the food having a symbolic nurturing meaning

•SEAL activity – co-operation skills / feelings / anger management / listening skills

•Aim to enable children to take responsibility for their behaviour

•Lots of opportunity for self reflection and reflection on others’ behaviour and feelings

•Conflict resolution strategies are modelled and taught

•Aim to develop skills in empathy

Positive relationships are crucial to the success of the placement

Initial Home Visit builds positive relationship from the outset

Invite parents in to sessions where appropriate e.g. cooking / art / circle time

Ongoing informal liaison at the school gate and by telephone

Termly review meetings

 There is a huge amount of evidence showing the positive impact of Nurture Groups in schools - HMIE (2010), OFSTED (2009), Glasgow City Council (2006)

This is particularly on pupils’ confidence, self esteem, social skills and attitudes to learning

Evidence shows that some Nurture Groups also have a positive impact upon attainment

Everyone has an imaginary little bag full of poker chips Most of us come each day with our bags quite full Each time we have a negative experience we lose a

chip Each time we have a positive experience we receive a

chip Sometimes our children feel like their bags empty It is our job, as parents and professionals, to make sure

their bags are brimming full before they go to bed each night – so they are ready to face whatever challenges their next day may bring