Nurture Group (‘Treasure Chest’)
Co-operative play is encouraged; there are basic experiences which are led by the NG leaders. Support with fine and gross motor skills for development & co-ordination. There are opportunities for personal, social & emotional development at the earliest levels of play, communication, language and literacy, in close proximity to the adults.
Trusting relationships are established which offer reassurance, constancy, interest and commitment. A domestic setting can facilitate emotional & physical attachment. A predictable and structured routine emphasises order and repetition offering calmness. Clear boundaries are set and maintained with routines such as tidying away and behaviour boundaries are clear & consistent.
Children’s work is valued and we all share in their achievements. Attention is given in many ways, eye contact, smiling, nodding etc. reflecting genuine rewards for effort and achievement. We use music, singing, playing and other shared experiences such as meal times, story reading to raise levels of self- esteem. Staff listen to, anticipate and respond to children’s individual needs.
There is time and opportunity for children to express their feelings and explore language development. Additional support is made for speech & language delays or difficulties. Staff are experienced in language & communication through play. Staff help children to verbalise what they find difficult to express, reducing behavioural difficulties.
Staff recognise the use of non-verbal communication and respond appropriately. Physical contact may be a means of expression by some children. Children will come to understand that their behaviour is understood rather than judged and that difficult situations may be diffused.
A simple and manageable routine is provided, transitions between lessons and sessions are prepared for, so supporting and affirming. Transitions are a difficult time for many children and children are supported through changes. During times of stress the school community recognise that some children may not be able to sustain achievements and offer support when needed.
Here is a challenge for you…
When baking a cake what skills are needed?How many ideas did you come up with?
Here’s some help;
Mathematical skills- measuring, weighing, estimating, maths language
Scientific skills – materials, change of state, melt, dissolve, freeze
DT – wrapping/packaging
Art – design a biscuit
Motor skills – pouring, slicing, shaking, icing, mixing, breaking eggs
Senses – smell, touch, taste, hearing (following instructions), expressive language
Social – communication, collaboration, team work, sharing, taking turns, laughing, peer praise.In one small activity we can cover a lot of knowledge, learning and enquiry about a subject. We have themes which we follow- always at the child’s pace- and encourage self learning by way of visiting the library or searching the www for more information.Reading is important but accessed through group reading of stories, instructions for games and everyday language. Speaking and listening is of great importance, we practise this daily and several times a day as well. Children with SEBD aren’t always ready to listen to others or see things from another person’s point of view, so they can be very good at talking but not listening. We teach them the skills they need for both.We know when children want to learn again because they ask to learn and welcome work. Imagine that! Children asking for work!
When ready, we re-integrate the children back into class supported gradually and at their own speed and pace.Try this website for fun activities that are interactive