Nurture Provision

St Johns Six Nurture Principles

​different ways, different speeds and have different preferences. At St John’s we create a ‘no fear of failure’ ethos within each classroom to ensure children respect each other as learners and that all children understand it’s

okay and normal to make mistake. We encourage children to see learning from making mistakes and that true learning occurs on the edge of it just being ‘too tricky’.

At St John’s we encourage the children to take risks in their learning and set challenges /variations to stretch children and encourage them to seek the ‘learning pit’. We support the children to help them identify their own strengths and weaknesses and devise strategies to support themselves. We promote peer support and our children thrive on the responsibility of

supporting others in their learning.

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The classroom offers a safe base

At St. John’s, we pride ourselves on creating safe and welcoming spaces. Three simple school rules (READY, RESPECTFUL, SAFE) ensure children are safe. They are embodied through positive images in each classroom. Recognition boards, Above and Beyond, House Points and Bucket Filling, all contribute towards a positive and safe environment. Teachers work hard to create safe environments. Calm morning starter activities, meditation after dinner and structured carefully PSHE lessons.

Everything is displayed on a visual timetable, accessible for all children. A consistent approach to displays and working walls exists so children know where to access support in every classroom. Classes have adapted the Nurture Principles to suit their year group - these are displayed in each classroom and referred at all times.

Each classroom has a ‘Safe Space’ which is accessible throughout the day for any child at the point of need. Children use these spaces to reflect and regulate their emotions. Each space provides: cushions, blankets, calm kits and emotion cards. Children are taught how to use them to promote independence. Safe Spaces are also situated around school – including pods on each playground - and rooms (Safe Haven, The Nest, Serenity Room, and Family Room) that children can access as needed.

Our daily ‘Wish Well’ reflects on the children that are absent. Children’s name are put into the heart on the wall and are ‘wished’ well. On return, children are welcomed back with a special card and a special song from our

class mascot. We promote our class family, through the use of a class themes and mottos. Children create the motto (inspirational) which is used throughout the school year. Alongside this, class mascots are taken home

with a child each week, and their adventures recorded in a book displayed in the classroom for all to share.

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The importance of nurture for the development of wellbeing

At St John’s we promote children well-being through a range of ways. We have worked with Healthy Minds UK for over 3 years covering whole school workshops that give children strategies to improve theirs and others well-

being. We use School Breathe daily as part of our meditation practices. Our termly PASS assessments allow us to measure children views about themselves as learners and their general well-being. We implement interventions to address areas of concern, such as confidence building, self-regard and self-esteem. All staff are trained by Rainbows Bereavement Charity and school offer support to children affect by loss and separation of any kinds.

New children to school are met with regular check ins from the pastoral team and given a buddy to help them settle in quickly. This develops an important sense of ‘belonging’ necessary for well-being. Our ‘Wish you well’ ensures that children know they have bene missed and that we care for each other. All children nominate a trusted adult to share concerns or worries in/outside of school.

Student leadership groups give children the chance to work with staff on the strategic direction of the school –developing sports competitions/reading workshops/mental health mornings. It gives the children leadership and a sense belonging to St John’s.

All these opportunities support our Relationship Policy build strong, positive relationships and apply consistency across school with a focus on independence, self-belief, resilience, positive language and targeting the best behaviours in everyone. Together these make sure that pupils, and adults have the best opportunity to develop well-being; mentally, physically, socially and spiritually.

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Language is a vital means of communication

At St John’s we use promote a common ‘language’ to support communication.

Our Golden Rules are embedded across the school and envisioned by all. We all use the mantra ‘At St John’s we…’. At all times, adults model the use of language and communicate in a clear and calm manner at all times through the use of agreed ‘scripts’ to support children manage their emotions. Adults have restorative conversations to support children to find the words to explain their feelings. Our Bucket Filling approach promotes positive language across the school.

Visual timetables are displayed in every class and programs such as Widget are used to create images that enable children to communicate if they don’t yet have the language to use effectively. Interventions such as Welcome are used with all children in Reception alongside full assessments of all by NHS SALT. Adults use gestures, body language and images at all times to aid understanding. We always ensure we are at the same level as the children when speaking with them and we model the language we expect them to use.

Children who have EAL also find visual aids invaluable. Additional support is provided by the ACIS team who ensure they are equipped and ready for school. They also provide strategies to teachers that will enable us to support them. Home communication is translated into mother tongue. School has focus on closing the vocabulary gap for all. Vocabulary linked to topics is displayed and pre-taught before each lesson. Key words are also taught in other languages. Our PSHE curriculum also teaches the skills they need to communicate their thoughts and feelings effectively.

Overall, our aim is to develop children’s confidence in speaking and listening and to give them the tools to communicate effectively

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All behaviour is communication

At St John’s we fully embrace the principle that ‘all behaviour is communication’, we take the time to get to know each child, through the use of termly Boxall/PASS assessments/parents evenings/transition sessions. Parental engagement and positive relationships with parents is key and by working closely with the pastoral/SENDCO/nurture teams, teachers have an

appreciation of the different circumstances and backgrounds of the children in their care.

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At St John’s all staff understand that there are reasons underlying why children behave certain ways and we depersonalise any behavioural responses that we may be faced with. The consistent use of our scripted interventions ensure that children feel secure in how they can communicate their feelings and they are given time and space if and when needed. The use of emotion cards/fans and the scripts “I can see you are feeling … it is fine to feel …’ give children possible framework to explain how they feel in a way that is supportive and non-judgmental. Once the children are ready, the behaviours are dealt with in a consistent manner, which is known by all the children and stakeholders using restorative conversations. All classrooms, shared spaces and outdoor areas have ‘Space spaces’ where children are able to spend time if needed. Within these areas there are posters, baskets of resources that the children can access individually or with a staff member who will take the child’s led and either just listen to them or use the resources to guide the restorative conversations.

Children who may be experiencing more significant issues, may be given daily timetabled slots in the Serenity space (sensory room) and/or ‘The Nest (nurture room) should staff feel it additional/ personalised interventions

would be beneficial.

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The importance of transition in children’s lives

At St John’s, we understand the importance of transitions for all children. We know that transitions can be challenging. Quality supported transitions make the difference between a child floundering or flourishing. At St John’s we aim to “get it right” for each individual.

The process begins before the children join our school. Our Pastoral Team contact prospective families, providing them with information, home visits, open events, community support and Tiddler Club sessions for under 5s. We establish positive relationships with our whole community from the earliest possible point.

Starting school can be worry for children and parents. We offer 4 Transition Days, across Summer term, where the children have the opportunity to experience life at St John’s. We invite children to ‘Stay & Play sessions’, Forest School sessions and visit them at pre-school settings or their home. This way, children build relationships with staff, become familiar

with the setting and understand school routines.

Throughout the school, staff meet new cohorts and get to know them on an individual basis through several Transition Days. Staff meet in July to share information on individual needs, attainment, likes and dislikes .We believe that truly knowing our children supports smooth transitions. Our Nurture + Pastoral Team provide additional support wherever needed.

St John’s recognises the importance of micro transitions through the school day and supports children through its ‘relentless routines’ and consistent approach to moving around school with ‘Wonderful Walking’, the consistent displays in all classrooms and use of lining up orders and carpet spaces alongside visual timetables, timetabled mediation so that children always know what to expected each day and between each lesson.

As children move to secondary school, some may become anxious and worried about this huge change. At St John’s, we encourage all our children to talk about their thoughts and offer tailored transition sessions to all. We provide plenty of opportunities to visit their new school, meet their teachers and discuss their emotions. We invite teachers from their prospective schools  to come and join transition activities at St John’s. The curriculum in Summer 2 focuses on supporting transition through reading timetables, bus routes, following maps and considering routine and rituals associated with high school.