Relationships using the Restorative Approach

At Barrowford, we recognise that most children self-regulate their behaviour and behave very well every day and never need reminding about how to behave appropriately.  We want to encourage these children and reward them and thereby encourage the children who may not behave appropriately sometimes to manage their behaviour positively.

 

Our relationship policy is not primarily concerned with rule enforcement. It is a tool used to promote good relationships, so that people can work together with the common purpose of helping everyone learn.

 

Our school uses restorative approaches to encourage everyone to take responsibility for their behaviours. All staff have been trained in restorative approaches and will apply them to resolving situations in the school. This approach starts with a restorative enquiry, if conflict arrives, over low level issues i.e. friendship breakups, disputes over games, running in the corridor and not responding to reasonable adult requests.

 

Restorative approaches are based on four key features:

 

RESPECT – for everyone by listening to other opinions and learning to value them

 

RESPONSIBILTY - taking responsibility for your own actions

 

REPAIR – developing the skills within our school community so that its individual members have the necessary skills to identify solutions that repair harm and ensure behaviours are not repeated

 

RE-INTEGRATION - working through a structured, supportive process that aims to solve the problem and allows young people to remain in mainstream education

 

Nurture

 

Welcome to the Nurture Nest - Nuturing Emotional Social Teaching

Our Nurture room is designed with a home like feel to be a bridge between school and home; a warm and friendly environment where children feel emotionally safe and secure and therefore develop their individual needs further. A place where we give children the opportunity to grow in confidence and be engaged in a small group environment to become more successful learners in their classrooms and the school community.

What is Nurture?

 

Verb: to care for and protect (someone or something) while they are growing.

Noun: the action or process of nurturing someone or something

Synonyms: encouragement, development, boosting, advancement.

 

Within the nest we have small kitchen area where the children can enjoy cookery, baking and a place to prepare snacks for us to share at the table. Comfortable sofas to share our news, thoughts and games with one another during daily circle time. A sensory room filled with lights, sounds and many other sensory materials. We also have our own outdoor play and garden area.  

       

The Nest is a targeted intervention based on a carefully routine session where there is a balance of learning and teaching, affection and structure within a home-like atmosphere. Children follow a structure and routine that is clear to both staff and children which includes group listening and speaking, learning and games, individual and shared playing and social skills. The group runs on consistency, positive reinforcement and praise. We endeavour to immerse our young people in an accepting and warm environment. This helps to develop positive relationships with both teachers and peers by providing a variety of experiences, opportunities, approaches and resources to address children’s needs within a culture of trust while incorporating the six principles of nurture;

 

1. Children’s learning is understood developmentally. Planned activities within the nurture group are adapted as appropriate for the developmental stage of each child in the nurture group. Nurture Group staff meet regularly with class teachers to discuss the children's’ learning, emotional needs and their progress.

 

2. The classroom offers a safe base. The nurture room provides a bridge between home and school

 

3. The development of self-esteem is an important aspect of the nurture group. With a growing self-esteem, children will be more able to face the challenges of everyday life, to solve problems and to tackle new experiences.

 

4. The development of language skills for communication is vital - Great attention is paid to the use of language with high levels of child/adult interactions, everything is explained and explored.

 

5. All behaviour is communication - The children learn acceptable ways of communicating their likes, dislikes and feelings giving opportunities to talk about and understand their feelings and to experience and practice the development of positive relationship

 

6. We recognise the importance of transition in children's lives.

Managing transitions is a key feature of our Nurture Group, preparing the children for day-to-day events and changes to the usual routine.

 

Parents as partners

Before children attend nurture provision, parents/ carers will be contacted to discuss and permission slip to be signed. We work closely with parents with regular informal meetings taking place to discuss progress, share any concerns and to plan next steps. Special event invitations will be sent out sent for you and your child to join us but we also welcome parent/carers to pop in for coffee and cake.

 

Our nurture team also offer specific interventions including;

Relationships                                   Time to talk

Worry and anxiety workshops         Auk Play

Low level sensory group                 Play skills

 

If you would like to know more about our nurture provisions, please contact

Helen Lewin- Inclusion Lead h.lewin@barrowford.lancs.sch.uk

Claire Heyworth- Nurture Lead c.heyworth@barrowford.lancs.sch.uk