Refocus and Nurture

Refocus

Every child is entitled to an education. If a child is struggling within the school environment, we are able to remove them on a short term basis and offer them an alternative provision in our Refocus unit. In Refocus we can work closely with the student in order to help and support them through any difficulties they may have encountered.

Within Refocus core lessons are mainly taught by mainstream staff and 1:1 support is provided to enable students to keep up to date with their studies. Strategies are provided to assist with reintegration back into Mainstream Education.

Nurture

Nurture groups are an in-school, teacher-led social intervention of approximately 6 – 8 students providing nurturing experiences; they achieve this by immersing students in an accepting and warm environment which helps develop positive relationships with both adults and peers.

Nurture groups were originally developed in 1969 in London by an Educational Psychologist Marjorie Boxall who saw that a large number of children entering school arrived with severe social, emotional and behavioural needs. These students were unable to form trusting relationships with adults or to respond appropriately to other children – in effect, they were simply not ready to meet the social and intellectual demands of school life.

Nurture groups are developed around six principles of nurture:

Learning is understood developmentally

The classroom offers a safe base

The importance of nurture for the development of wellbeing

Language is a vital means of communication

All behaviour is communication

The importance of transition in the lives of children and young people.

NURTURE GROUP – CHECK-IN

This is run from 8.30 – 9.00 and after school from 3.05 – 4.00. This gives the students the chance to ‘check-in’ before and after school to ensure that they are ready for their learning and to talk about their learning and any concerns that may have arisen throughout the day. During their time in ‘Check-in’ they will carry out activities and share food and drink together.

ACTIVITIES

  • Games
  • Jigsaws
  • Literacy memory games
  • Literacy activities
  • How I am feeling? activities
  • Lego
  • Making bird feeder
  • Walking etc – these are all dependent on the needs of the students in the group on the day

STUDENT COMMENTS

Students were asked to describe what they felt about check-in

  • "It’s awesome!"
  • "Amazing!"
  • "It’s warm."
  • "It’s a room full of pillows, warm and cosy."
  • "It’s great fun – but we are now full up so no more students."
  • "You can play games and socialise."
  • "We can set our own rules."