Primary Nurturing ApproachesPre-course and Implementation Handbook

Name of Participant:

School/local authority:

Contents

03 | Overview of Secondary Nurturing Approaches Professional Learning Course

05 | Outcomes of Modules

07 | Outline of Draft Programme

10 | Implementation and Support Guide

12 | Pre-course Learning Activities

16 | Appendix 1 – Resource List for Modules

17 | Appendix 2 -- Evaluation of Impact and Outcomes

20 | Appendix 3 – Stirling Children’s Wellbeing Scale

21 | Appendix 4 – Nurturing Approaches – Staff Questionnaire

27 | Appendix 5 – Whole School Checklist

29 | Appendix 6 – Individual Readiness Questionnaire

30 | Appendix 7 – Whole School Readiness Questionnaire

31 | Appendix 8 – Framework for Implementation

33 | Appendix 9 – North Ayrshire Council – How Good is our Nurture Group Procedure

2

Overview of Professional Learning Course

Main Components of Professional Learning

Use of Research to inform practiceThroughout the course there will be an expectation that participants will use research to help them reflect on their practice and to inform how they will implement the materials. Participants will be given a choice of materials to read and reflect on before embarking on either the two day or full four day professional learning course and will be asked to complete some research based tasks at the end of modules.

Collaborative Work and Sharing of KnowledgeParticipants will be required to collaborate with each other throughout the training modules and during the recall sessions. There will also be an expectation that those who attend the course will support the sustainability of this learning by sharing it with colleagues either in their school setting or within the local authority, through the delivery of professional learning sessions based on the course materials.

Self-EvaluationParticipants will be asked to evaluate their own knowledge of nurturing approaches at the outset of the professional learning and will be expected to update their growing understanding and skills base in this area throughout the course and beyond. They will also be invited to complete a reflective journal that records their insights, achievements and story of change. This will help to support either individual application for professional recognition or will contribute to professional recognition which is currently being undertaken for the course. Further details on this are contained within the professional recognition section.

Application of knowledge and skills in practiceAttendance of the course is the first step on a journey whereby it is hoped that participants will apply their knowledge and skills to their own setting. Tasks will be set throughout the training that support this. The reflective journal referenced above will support this process as will the online GLOW network that is set up as part of your attendance at the course which will allow you to access resources and to share ideas with colleagues.

Knowledge of Programme ImplementationImplementation is a key part of this professional learning course and as a participant on the course you will be expected to support implementation of nurturing approaches in your own setting. An approach to implementation will be shared through the professional learning and you will be asked to consider how this can be applied in your own setting. You will also be asked to consider how you might evaluate this implementation through a range of tools and strategies which are included.

3

ContextA Nurturing Approach fits well with many current national approaches and as such is now promoted as a key approach to supporting behaviour, wellbeing, attainment and wider achievement in Scottish schools. Many local authorities and schools recognise the potential benefits of adopting a nurturing approach to help tackle the attainment challenge and have outlined this as a key priority in their plans.

Local authorities and schools have implemented nurturing approaches in many different ways within their own context. Some have focused predominantly on implementing a wider nurturing approach and developed training to support this. Others have focused on the setting up of targeted Nurture Groups supported by the Nurture Group Network or their own training. Self-evaluation has been developed by some local authorities to support their nurturing approach.

Education Scotland has previously developed a National professional learning resource targeted at implementing a nurturing approach at the secondary level which was taken forward by many local authorities. To date, there has been no national learning resource around primary nurturing approaches. The current professional learning resource aims to provide a national resource which can be used to support local authorities to implement nurturing approaches across the whole school; develop targeted support using a nurturing approach including a Nurture Group; use a specially developed framework to support evaluation of a nurturing approach and implement a nurturing approach at whole school and authority level.

Aims of the Programme: To provide professional learning materials which promote a consistent understanding of what we

mean by nurturing approaches and the theoretical underpinnings of this approach. To support Local Authorities in their strategic implementation of a nurturing approach across the

authority by building capacity in key staff to deliver professional learning in this area. To develop professional learning materials which will deepen teacher understanding, support critical

enquiry and lead to enhanced professional learning around the areas of attachment, brain development, stress and trauma, child development and the Nurture Principles and Nurture Groups and link these to the current context in Scottish education.

To provide a model which supports both the implementation of a nurturing approach but also offers a framework to support self-evaluation.

To use evidence based research and examples of effective practice to develop an understanding of a nurturing approach and how it can be applied in different contexts.

To support local authorities and schools in measuring the impact of a nurturing approach on children and young people.

Outcomes of the Professional learning course: Participants will have taken part in pre-course learning and attended either the two day or full four day

professional learning course and a recall session. Participants will have shared the professional learning within their establishment or local authority with

plans made to implement a nurturing approach Participants will use the key theoretical underpinnings, knowledge of key features and principles of nurture

to support their own professional learning and to show evidence of their application of this through reflective diaries, discussion, networking, etc.

Participants will be able to make use of the Applied Nurture Framework to support their evaluation of a nurturing approach in their school setting.

Structure/expectations of Professional learning course:The resource being developed involves:

Individual pre-course learning and study guided by a Pre-course module and course handbook Attendance at two times two days of professional learning (future training will make the second round

of two days optional dependent on need)

4

Completion of a number of tasks relating to a nurturing approach within participants own educational context

Attendance at a recall session where participants share their learning Optional submission of a practical portfolio and/or written report which outlines learning from the

above - if Professional Recognition is pursued Engagement in an online forum to support learning (this will be optional) Follow up Implementation and Training after initial course

Outcomes of ModulesPre-course learning module:

An understanding of the national context in terms of legislation, policy, guidance and landscape and of how this might provide a rationale for Nurturing Approaches in Scottish Schools;

Pre-course reflection and reading of relevant research; Reflection on implementation and on how a nurturing approach might fit into context

Learning module 1 – Context and Introduction to Nurture:• The development of a group dynamic that enhances professional learning• An understanding of the structure of the professional learning and overall expectations for the modules• An enhanced knowledge of challenges within Scottish education and of how nurturing approaches can help

meet those challenges • An overview of the evolution of Nurture and Nurturing approaches in the Scottish educational context;• An understanding of the rationale and evidence base for Nurturing approaches at a whole school level;

5

Learning module 2 – Attachment and Resilience in the Early Years• Understand how early years experiences influence later social and

emotional development • Identify factors associated with good quality attachment relationships • Identify factors associated with poor quality attachment relationships• Develop an awareness of how children with attachment difficulties might

present in school• Begin to understand how resilience factors can help support healthy

development in children

Learning module 3 – Brain, Stress and Trauma:• Develop an understanding of how recent developments in neuroscience have

contributed to our understanding of brain development, stress and trauma.• Develop an awareness of how stress and trauma impacts on brain development and

behaviour and how good attachments can mitigate the impact of this• Link this to an understanding of how practitioners can support children and young

people in the classroom

Learning module 4 – Nurturing Principles: Explore our understanding of each of the 6 Nurturing Principles Reflect on how these principles can translate into practice Become aware of links between current practice and approaches and the Nurturing Principles

Learning module 5 – Targeted support through Nurturing Approaches • Revise application of Nurturing Principles at whole school level• Explore targeted support through the use of Nurturing Approaches including small group work, key adult

strategy and classic Nurture Groups.• Discuss fully the setting up of a Nurture Group • Recognise the importance of the adult as a role model, attachment figure and secure base for young

people• Examine how a nurturing approach can enhance parental engagement and community work in the school

6

Learning module 6 – Self Evaluation using the Applied Nurture Framework:• An overview of the Applied Nurture Framework.• Understanding of how the Applied Nurture Framework can support self-evaluation and triangulation of

evidence• An appreciation of how the Applied Nurture Framework can be used to support practitioners in their school

setting• An understanding of the process that was undertaken to develop this framework including the evidence

base around it.

Learning module 7 - Implementation: An understanding of Implementation Science and the framework for evaluating the quality of services and

organisations An exploration of the barriers to successful implementation Increased confidence in the implementation and management of a Nurturing Approach An appreciation of how action research can support the process of implementation

Recall Learning module - Implementation follow up: Increased confidence in taking implementation forward Enhanced knowledge of Nurturing Principles and a framework for delivering these

7

Outline of Draft Programme

Pre-course preparation

Time Module Title Activities

60 min session

Pre-course – Context and landscape Review of context and national picture. Background reading and reflection

Flexible As above Background reading and reflection

Day 1 of course

Time Module Title Activities

9.30 – 10.45

Module 1 – Context and Introduction to Nurture

Group activities to explore ideas and enhance group formation. Introduction to structure of course

Reflection on pre-course reading, group activities to explore context. Presentation to introduce background to nurture and it’s relevance in current context

11.00 – 1 Module 2 – Attachment and Resilience in the Early Years

Reflective activities. Presentation on attachment and its impact on later development

1 – 3.30 Module 3 Brain, stress and Trauma Introduction to brain development. Exploration of early stress and trauma. Reflection on de-escalation and its impact on pupils and staff

Day 2 of course

Time Module Title Activities

9.30 – 11.00

Module 4 - Nurturing Principles Introduction to Nurture Principles. Use of video, school practice, research and reflective activities to explore Nurture Principles.

11.15 – 1 pm

Module 4 - Nurturing Principles Introduction to Nurture Principles. Use of video, school practice, research and reflective activities to explore Nurture Principles.

1.45 – 3.45 Module 4 - Nurturing Principles Introduction to Nurture Principles. Use of video, research and reflective activities to explore Nurture Principles

8

Day 3 of course

Time Module Title Activities

9.30 – 11.00

Module 5 – Targeted support through Nurturing Approaches

Revision of Nurturing Principles and application in a small group setting.

Exploration of types of targeted support through a Nurturing Approach, eg. Key adult, small groupwork, classic Nurture Group.

11.15 – 12.45

Module 5 – Targeted support through Nurturing Approaches

Nurture Group application.

1.30 – 3.30 Module 5 – Targeted support through Nurturing Approaches

Exploration of family engagement through a Nurturing approach.

Day 4 of course

Time Module Title Activities

9.30 – 10.45

Module 6 – Implementation of a Nurturing Approach

Exploration of Fixen’s implementation guide. Opportunities to plan implementation in own context and reflect on readiness and evaluation.

11 - 12 Module 6 – Implementation of a Nurturing approach

As above plus exploration of action research as a means of supporting implementation of Nurture

12.45 – 3.30

Module 7 – Applied Nurture Framework – self-evaluation of a Nurturing Approach.

Exploration of a self-evaluation framework to support implementation of Nurture

Recall Session

Time Module Title Activities

9.30 – 10.45

Recall – Implementation and ways forward

Exploring implementation with participants – sharing of reflective log

11 – 12.30 Recall – Nurture Principles Exploration of a Nurture Principle – share how this is being applied, look for new ways to support this

9

Implementation and Support GuideThe model of professional learning being delivered through this resource has 3 main aims:

To enhance individual staff knowledge, skills and understanding To support implementation of a Nurturing Approach at an school or Local Authority level including on-going

support and coaching To cascade knowledge from the training throughout the school or local authority.

As previously outlined, implementation is a key consideration when taking forward primary Nurturing approaches. Implementation Science is used to inform this process and is explored in detail in Module 6. The Implementation model which has been chosen to take Nurturing Approaches forward is an adapted model by Fixen et al and is included in Appendix 8. However, Local Authorities may have their own models of Implementation which they choose to use.

Some key considerations for Local Authorities, schools and individuals to support implementation of this approach are outlined in the table below.

Local Authority School IndividualComplete tasks and reflective log as part of ongoing professional learning xShare knowledge of Nurturing Approaches with colleagues through formal or informal professional learning

x x

Set up a Nurturing Approaches Steering/implementation group

x x

Develops a coaching/Support model which might include: individual visits to school, a network of practitioners, action research groups, video feedback, etc.

x

Continue to develop professional learning through participating in LA/school/digital networks

x x

Undertake continued research in Nurturing approaches xConsider readiness to take part in a Nurturing Approach (see Appendices 6 and 7)

x x x

Discuss evaluation and measurement of your Nurturing Approach/Nurture Group (see Appendix 2 )

x x

Support Visit ModelThe Implementation Framework which is included in Appendix 8 should guide this visit. Local Authority representatives who might be involved in follow up visits include Educational Psychologists, Quality Improvement Officers, Principal Teachers with an Authority remit for taking forward Nurture. The key requirement is a knowledge of Nurturing Approaches and the ability to offer coaching and support.

Key factors which should be considered when carrying out a support visit might include:

Preparatory training

Resources

Ongoing coaching and consultation

Evaluation of Impact and Outcomes ( how will impact and outcomes be measured at whole school and targeted level, see Appendix )

Links to teaching and learning

Links to other school priorities

Further support required (from Local Authority, from other organisations)

10

Policy and Practice Considerations for Setting up and Running of a Nurture Group

The professional learning course is intended to support participants to both take forward nurturing approaches at a whole school level and at a Nurture Group level. Clear support for this is provided within the implementation guide. However, there are a number of key considerations that participants may wish to consider when setting up a Nurture Group. Firstly, it should be taken into account that a Nurture Group will be more effective when offered within a whole school nurturing approach and supported by clear policy and practice guidelines. In particular, policy and practice guidelines will need to give clear consideration to the following:

The role of the Senior Leadership Team of the school On-going training and coaching for all staff in an establishment, including inducting new staff, and

maintaining skills of established staff Liaison arrangements within the establishment to ensure progress of young people across the

establishment, the overall approach should ensure responsibilities for all Liaison within the staff group of the nurture group- planned and regular Where intervention in the nurture group sits in terms of staged intervention and children’s planning, and

what assessment resources are used Partnership working with other agencies Partnership working with parents Staffing arrangements, most establishments operate with 2 or more staff Referral pathway- there should be clear admission guidance Numbers of pupils-most common practice is 6-8 young people Age / year group focus Assessment arrangements Length of time of intervention- the national norm is around the 4 term mark On-going support for young person who have left the group-most examples provide ongoing “touch base”

support as and when needed, and advocate flexibility, which would be in line with attachment based practice

Clear roles of adults Clear plans for the role of adults and consideration of who the significant adult will be after the person has

left the group Arrangements for quality assurance

An exemplar of a Local Authority requirements for the setting up a Nurture Group are included in Appendix 9

Pre-course Learning Activities11

The following activities are intended to support the Pre-course learning module and can either be completed separately or as part of a group.

Reflection Activity 1 – Is there a need for nurture and nurturing approaches? (slide 2)Before continuing with the rest of this module take a few moments to reflect on and consider whether you feel that there is a need for Nurture and nurturing approaches in the current climate?Consider what the needs are nationally/in your context. (this should focus on initial perceptions)

Reflection Activity 2 – ASN’s, Exclusions, Attendance (slide 4)What are the figures for Additional Support Needs/Exclusions/Attendance in your school/local authority?

What percentage is this?

How might this impact on the needs of the school/ the need for a Nurturing approach?

Reflection Activity 3 – Poverty (slide 5)Do you agree with the definition of poverty given here? What are your reflections on the figures given?

Research Time 1 (slide 7)

12

Look at the following websites.

http://www.gov.scot/Publications/2016/06/5456/1http://www.cpag.org.uk/scotland/child-poverty-facts-and-figures

for further information on ‘Poverty in Scotland’

Discuss some of your findings with a colleague or note down some points of interest here

Reflection Point 4 (slide 7)What are some of the ways that poverty can impact on children and young people?

In what way is inequality within the system impacting on outcomes for children and young people?

Research Time 2 (slide 11)Look at the following website.

https://www.equalitytrust.org.uk/childhood

What are some of the points of interest that are made about inequality in childhood and what impact can schools have.

Reflection Point 5 (slide 17)What do you know about the levels of deprivation and the attainment gap in your school/local authority?

What approaches are currently been taken to tackle this?

13

Research Time 3 (slide 22)Look at the following website.

https://www.celcis.org/knowledge-bank/search-bank/looked-after-children-statistics-2014-15/https://www.celcis.org/knowledge-bank/search-bank/blog/2015/08/going-school-and-staying-course/

What are some of the main messages from CELCIS about the support needed for Looked after children?

Research Time 4 (slide 23)The original ACES study was carried out in the United States of America but a similar study has recently begun in England. Look at any of the following websites.

USAwww.acestudy.orghttps://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime?language=en

Englandhttp://www.cph.org.uk/case-study/adverse-childhood-experiences-aces/

Domestic violence in Scotlandhttp://www.gov.scot/Topics/People/Equality/violence-women/Key-Facts

Mental health and wellbeing in adolescence in Scotlandhttp://www.gov.scot/Publications/2015/11/9339/0

What are some of the adverse experiences children are facing and how can we support them in schools?

Reflection Point 6 (slide 27)What are some of the challenges facing schools with regard to both emotional and social wellbeing and mental health difficulties?

What can schools do about it?

14

Research Time 5 Look at any of the following websites on school participation or social and emotional learning.

http://www.gtlcenter.org/sites/default/files/TeachingtheWholeChild.pdfhttp://www.ncb.org.uk/media/1197143/ncb_framework_for_promoting_well-being_and_responding_to_mental_health_in_schools.pdfhttp://www.eif.org.uk/social-and-emotional-learning/https://docs.education.gov.au/system/files/doc/other/scoping_study_into_approaches_to_student_wellbeing_final_report.pdfhttps://www.cypcs.org.uk/ufiles/achievement-and-attainment.pdf

What observations have you found from any of these studies with regard to the impact that schools might have on supporting young people in these areas? What are some of the factors that impact on how successful schools are in supporting social and emotional learning?

Reflection Point 7 (slide 30)How does the current policy context contribute to the emphasis on relationships approaches and nurture in Scotland?

GIRFEC Scottish Attainment Challenge National Improvement Framework HGIOS 4

15

Resource List for Modules Appendix 1

Module Accompanying Resources Time TakenPre-course Module Implementation and Pre-

course booklet1 hour/access to ICT

Module 1 Quote Cards Flip chart for nurturing

principles Participant’s booklet SIMD info for establishment

(optional)

2.5 hours

Module 2 – Attachment and Resilience in the Early Years

Nature v Nature Cards Post its for “the wall” Participants booklet

2 hours

Module 3 - Brain, stress trauma Flip chart paper Participants booklet

2 hours

Module 4 – Nurturing principles Participants booklet 5 hoursModule 5 – Targeted support through Nurturing approaches

Boxall- blank supplied Boxall –Ben’s supplied CARES, Dan Hughes, Louise

Bomber and Kate Cairns resources give per group

Participants booklet

5 hours

Module 6 – Implementation of Nurturing Approaches

Implementation guide (short and long version)

Action Research Guide (Dundee)

Exemplars of evaluations Participants booklet

2.5 hours

Module 7 – Applied Nurture Framework (Self-evaluation)

Applied Nurture Framework (including appendices)

Observation Profile for Classroom

3.5 hours

Evaluation of Impact and Outcomes Appendix 2

16

The following has been compiled as exemplar ideas and suggestions for evaluating impact and outcomes of improvement activity around nurture. It is a given that this will be underpinned by strong continuous self-evaluation that is embedded in the culture of the organisation, involves a wide range of stakeholders, and is focused on outcomes for service users.

The following is not intended as an exhaustive list, and it is anticipated that schools will develop their own methodology for evaluating nurture. Evaluation in this area is on-going and new tools are being developed to support this. This tool should be used in conjunction with the framework for implementation.

Key areas to consider in evaluation might include: Looking at the development of nurturing practices, including relationships and ethos development and how

the school supports wellbeing Looking at outcomes relating to wellbeing Looking at wider achievement and attainment of pupils

This would normally include a range of views, data and observations, and include a the views of a range of stakeholders.

Focus Evaluation tools and activities

Holistic self-evaluation –

Whole School

How Good is Our School (4th Edition) will be a crucial reference point in terms of ongoing self-evaluation when published

How Nurturing is our School (HNIOS) Glasgow City Council has a range of materials for supporting self-evaluation of whole school nurture activity / progress

Applied Nurture Framework (How Good is the Nurturing Approach in our School) – a new self-evaluation tool from Education Scotland

The Development of Nurturing

Practice

Comparison over time will be an important aspect of evidencing development

The self-evaluation wheel and resource in module 4 can be used to assess progress over time at a whole school level or within departments

The participants booklet has a whole school checklist which can be used

The extended nurturing principles provide a framework that can be used in a variety of ways , if adapted, for example to inform focus groups, questionnaires, teaching learning conversations (see HNIOS)

Learning round formats, can be used both to coach practice but also capture impact, e.g. structured observations using all or some of the nurturing principles as a format (see Observation Profile – Classroom, Applied Nurture Framework)

Teaching learning conversations

Staff questionnaires focusing on relationships at different levels (staff to staff, staff to pupil, staff to parents)

Changes in staff behaviour and practice, such as reduction in use of time outs, more pupil time in class and less referral to department, reduction in use of punishment exercises, use of individual pupil greeting etc

Note –the Plan Do Study Act/ Small Test of Change framework used is ideal for planning small changes and measuring impact

17

Pupil Views

Focus groups and questionnaires relating to the nurturing principles

Questionnaires asking pupils their views of relationships with teachers

Pupils questionnaires asking how well there are supported to feel safe, healthy, achieving, nurtured, active etc,

Note: this is distinct from measuring wellbeing- here you are asking young people how they feel they are being supported to develop wellbeing.

Parents views

Feedback, focus groups and questionnaires to cover parental views on applications of the nurturing principles

Stakeholders views

Ask wider stakeholders for their views and observation on applications of the nurturing principles

Staff evaluation Staff relationships and other aspects such as wellbeing and absence can be looked at Nurturing Approaches Staff Questionnaire- enclosed in this guidance in Appendix

4 The teacher trust scale could be used- see notes on slide in module 6 relating to

relational trust Staff wellbeing could be looked at with The Warwick-Edinburgh Mental Well-being

Scale (WEMWBS) Available for free at:

http://www.healthscotland.com/documents/1467.aspx

Wellbeing Evidence of progression through self-reporting from pupil

An establishment guide to evaluating wellbeing:http://www.gov.scot/Resource/0044/00446438.pdf(This has a young person questionnaire and a parent questionnaire to ask cyp and parents their views of their child’s wellbeing)

Wellbeing can be looked at in terms of a) pupils views of their own wellbeing b) pupils views of how the school support their wellbeing and c) hard wellbeing outcomes and assessments (universal and more targeted)

Pupils engaging in physical activity/ club/ group participation Pupils engaging in risky behaviours, drug use, smoking, alcohol , sexual health

Hard data might include:

Exclusion Data Inclusion outcomes Attendance data Sustained positive destinations Pupils engaging in physical activity/ club/ group participation Pupils engaging in risky behaviours, drug use, smoking, alcohol , sexual health

Specific Assessment Tools relating to emotional and social wellbeing

18

Boxall Profile –for young people who are supported by or being supported by targeted nurturing intervention (needs purchasing)

Strengths and Difficulties Questionnaire (SDQ)- freely available on line Stirling Children’s Wellbeing Scale –attached in Appendix 3 with permission Glasgow Motivation and Wellbeing Profile (GMWP) available via Glasgow

Psychological Services The following guidance is useful when considering wellbeing as it has example

questions for coverage in wellbeing tools, and supports the reader to develop their own

https://actionforchildren.org.uk/media/94477/action_for_children_a_guide_to_measuring_childrens_well_being.pdf

Pupil wellbeing could be looked at with The Warwick-Edinburgh Mental Well-being Scale (WEMWBS) This has been standardised for use with 13-15 year olds Available for free at:

http://www.healthscotland.com/documents/1467.aspx

Achievement and Attainment

This would follow the schools normal practice in terms of considering tariff scores, teacher judgement, focus on groups, years groups and how the school does in terms of addressing the “attainment gap”

Improved academic engagement- example Myself as Learner Scale Use of INSIGHT Wider achievement (that can be tracked), including certificated award and wider

The Stirling Children’s Wellbeing Scale Appendix 3

19

Here are some statements or descriptions about how you might have been feeling or thinking about things over the past couple of weeks. For each one please put a tick in the box that best describes your thoughts and feelings; there are not right or wrong answers.

Statements Never Not much of the time

Some of the time

Quite a lot of the time

All of the time

1 I think good things will happen in my life

1 2 3 4 5

2 I have always told the truth

1 2 3 4 5

3 I’ve been able to make choices easily

1 2 3 4 5

4 I can find lots of fun things to do

1 2 3 4 5

5 I feel that I am good at some things

1 2 3 4 5

6 I think lots of people care about me

1 2 3 4 5

7 I like everyone I have met 1 2 3 4 58 I think there are many

things I can be proud of1 2 3 4 5

9 I’ve been feeling calm 1 2 3 4 510 I’ve been in a good mood 1 2 3 4 511 I enjoy what each new

day brings1 2 3 4 5

12 I’ve been getting on well with people

1 2 3 4 5

13 I always share my sweets 1 2 3 4 514 I’ve been cheerful about

things1 2 3 4 5

15 I’ve been feeling relaxed 1 2 3 4 5

Appendix 4

20

Nurturing ApproachesStaff Questionnaire

Introduction

One of the key factors to consider in successfully implementing nurturing approaches is how to measure the impact of training on staff knowledge, understanding and skills. The following questionnaire is intended as an initial baseline and follow up evaluation with regard to measuring staff knowledge, understanding and skills. Other

21

instruments/measures can be used to measure the impact on children and young people.

Instructions for use

This questionnaire is divided into two sections. The first section asks some general questions about knowledge and application of nurture generally and asks both quantitative and qualitative questions.

The second section provides a quantitative measure of knowledge, understanding and skills around the extended nurturing principles.

Name of Practitioner: School:

Local Authority: Date of Completion:

Section 1 – General understanding and application

1. Please rate from 1 to 6 how well you feel that you currently understand the ethos and values around nurture? Not at all well 1 2 3 4 5 6 Very well

2. Please rate from 1 to 6 how well you feel that you know the nurturing principles?

Not at all well 1 2 3 4 5 6 Very well

3. Please rate from 1 to 6 how well you feel that you currently understand the nurturing principles?

Not at all well 1 2 3 4 5 6 Very well

4. Please rate from 1 to 6 how well you feel that you are currently able to implement the principles of nurture in your practice? Not at all well 1 2 3 4 5 6 Very well

5. Please rate from 1 to 6 how nurturing you feel that your classroom is (if you are a practitioner) or your school is (if you are a manager) Not at all nurturing 1 2 3 4 5 6 Very nurturing

6. If someone was to visit the school what evidence would they see in terms of it being a nurturing school?

7. Please give any specific examples that you feel demonstrate your understanding of nurture in your practice?

22

8. What do you feel are your strengths in terms of being a nurturing practitioner?

9. What do you feel are the areas which you would like to develop in terms of becoming a nurturing practitioner?

10. If someone was to visit your class, what evidence would they see in terms of it being a nurturing classroom?

Section 2 - How Nurturing is my practice?

Read the statement below and circle the answer which best describes you

All of the

time

Most of the

time

Sometimes Not very often

Never

1 I  have had opportunities to attend attachment and brain development training and I use this knowledge in my practice (NP1)

A B C D E

2 I engage in high quality collaborative problem solving with my colleagues around challenging behaviour (NP5)

A B C D E

3 I have opportunities within my teaching to model respectful and positive interactions with other adults (NP1)

A B C D E

4 I have clear routines in my classroom including welcome routines which support transition (NP6)

A B C D E

5 I have had training and have engaged in activities that help me to understand the functions of children’s behaviour and use this to help me support behaviour (NP5)

A B C D E

6 I regularly review my classroom environment to check how safe and welcoming it feels for pupils

A B C D E

23

(NP2)

7 Any consequences that occur in my classroom are logical and proportionate and make sense to the child or young person. (NP5)

A B C D E

8 I am aware of de-escalation practice and use it regularly in the classroom to help avoid escalation (NP2)

A B C D E

9 I am able to provide additional structure and supervision to pupils who might need it at certain times (NP2)

A B C D E

10 I am aware of my relationship with pupils and attempt to attune to them as and when they need it (NP4)

A B C D E

11 I provide a good balance of supporting pupils in their learning but also providing opportunities for challenge to help build up their resilience (NP3)

A B C D E

12 I am aware of children and young people’s language development and adapt my language according to need (NP4)

A B C D E

13 I am aware of children and young people’s non-verbal language and pay attention to it when supporting behaviour (NP 5)

A B C D E

14 I am aware of the theory and practice around self esteem and resilience (NP3)

A B C D E

15 I am able to incorporate a range of social and emotional learning opportunities within the curricular areas that I teach (NP1)

A B C D E

16 I take account of the number of transitions a children and young person has in their life and make allowances for it (NP6)

A B C D E

17 I take time to gently challenge negative and unhelpful beliefs that pupils in my class may have (NP3)

A B C D E

18 I have clear routines at key transition points (NP6)

A B C D E

19 I adapt different types of praise, reinforcement and feedback dependent on the needs of the pupil (NP3)

A B C D E

20 I provide opportunities to promote the vocabulary of feelings and emotions in my class (NP4)

A B C D E

21 I am able to make time to share the wider achievements of pupils in my class (NP3)

A B C D E

22 I reflect on the verbal and non-verbal communication that I use and the message that it conveys (NP4)

A B C D E

23 I explicitly name and model desired behaviours A B C D E

24

when I can (NP4)

24 I take time getting to know the pupils in my class so that I am aware of any changes in behaviour and can pre-empt this when possible (NP5)

A B C D E

25 I am able to use assessment and planning information on social and emotional development of pupils to adapt my expectations appropriately (NP1)

A B C D E

26 I provide safe spaces in my class to support emotional regulation (NP2)

A B C D E

27 I am aware of my own emotions and reactions to behaviours and how I might be communicating this to children and young people (NP5)

A B C D E

28 I have opportunities within my teaching to model respectful and positive interactions with pupils (NP1)

A B C D E

29 I consult regularly with children and young people about changes to routines and give them support to manage them (NP6)

A B C D E

30 I set clear and consistent boundaries with children and young people to support them in managing their environment (NP2)

A B C D E

Count up the number of A’s B’s C’s D’s E’s

Total

This activity is intended as both an evaluative tool to help highlight impact over time but can also be used to help support teacher self-evaluation. When scores are calculated it might also highlight Nurture Principles where you feel that you would like further support and input. This can also be used as a means of determining Nurture Principles that require input at a wider level.

A=0 / B=1 / C=2 / D=3 / E=4. Add up your response scores out of a possible 120.

Maximum score Nurturing Principle 1 – Children’s Learning is understood developmentally – 20Maximum score Nurturing Principle 2 – The Classroom offers a safe base – 20Maximum score Nurturing Principle 3 – Nurture is important for the development of self-esteem – 20Maximum score Nurturing Principle 4 – Language is understood as a vital means of communication - 20Maximum score Nurture Principle 5 – All behaviour is communication - 24Maximum score Nurture Principle 6 – Transitions are significant in the lives of children and young people -16

Question NP 1 NP 2 NP 3 NP 4 NP 5 NP 6123456725

89101112131415161718192021222324252627282930Final score

Ave score _ /5 = _ /4 = _ /5 = _ /5 = _ /6 = _ /4 =

Overall Areas of Strength:

Overall Areas of Development:

Next Steps:

Whole School Checklist Appendix 5

26

This can be used to help facilitate staff discussion and self-evaluation at the early stages of your implementation of nurture

Give a rating for each of the statements below(1=very low; 5= very high)

1 2 3 4 5 How do we know?

1 The Headteacher, SMT and staff actively promote personal, social and emotional wellbeing for all the young people and adults involved in the school

2 There is a ‘Promoting Positive Relationships’ policy which supports a respectful, pro-social, non-punitive approach to managing behaviour

3 All staff know and understand the principles of nurture:

a. Young people’s learning understood developmentally

b. Classroom offers a safe base

c. Importance of nurture for development of self-esteem

d. Importance of transitions in young people’s lives

e. Language is a vital means of communication

f. All behaviour is communication

4 ‘Ethos, relationships and meeting the needs of all pupils’ is a priority in the improvement plan

5 All staff understand their responsibility to deliver HWB outcomes and experiences

6 Our department evaluates progress and impact in our delivering of identified HWB Es&Os

7 The school supports the development of young people, including the necessary skills/resilience to cope with challenges and form positive relationships:

a. ethos and life of the school

b. curricular areas

c. interdisciplinary learning activities

d. opportunities for wider achievement

8 The school has positive home-school partnerships

9 Everyone is made to feel welcome

10 Young people feel connected to this school and its staff

11 The school seeks to involve all its members in decision making:

a. young people

b. teaching staff

27

c. non-teaching staff

d. parents

12 Young people and adults frequently receive and give specific praise, encouragement and recognition for their effort and improvement

13 The school identifies and celebrates pupils’ achievements

14 The school helps all young people recognise and understand their feelings, and become more adept at handling and expressing them appropriately

15 Training for staff includes:

a. social/emotional development

b. early experiences and attachment

c. brain development

d. behaviour

e. conflict management

16 There is a spectrum of provision designed to meet the needs of all pupils, and where possible avoid exclusion

17 Support provision involves a varied and flexible range of support and interventions for social/ emotional/ behavioural development e.g. specific focus programmes in anger management/social/emotional competence

18 Support plans are based on assessment data and are reviewed to update and ensure impact

19 Parents are informed and involved in what conflict resolution approaches/emotional literacy skills young people are learning at school

20 Transitions are planned, managed and reviewed to ensure that pupils are adequately supported.

Individual Readiness Questionnaire Appendix 6

28

Questionnaire and Discussion Points for Teachers and Staff Considering Implementing Nurturing Approaches

Y N1. Our senior management team are able to fully support the implementation of

Nurturing Approaches2. Nurturing Approaches will be part of our nursery/school improvement plan

3. Our SMT have presented information to all staff about the programme

If yes what date did this take place:_____________________________

If not yet, when will this take place______________________________

4. I know about the general aims of Nurturing approaches5. I know about its evidence base and how it can be used in school settings6. I know that nurturing approaches can be used in a range of different ways7. I have had opportunities to observe nurturing approaches being used in

schoolsIf not, when will these be provided___________

8. I am confident that I have the time, skills and resources to implement Nurturing Approaches effectively

9. I believe that Nurturing Approaches meet the needs of our school10. I feel supported by my management team and know that the time and

resources will be made available for me to do this well11. There are plans to inform parents and involve them in Nurturing approaches

12. Opportunities for sharing/observing practice have been provided13. We have areas within the school to display/pass on information about

Nurturing Approaches14. I know how important it is that NA are implemented as intended, and that if I

make changes I could influence the effects and limit the benefits15. I know that coaching is an important part of embedding NA and I have made

plans to engage in this16. I know that evaluation is crucial and I will complete evaluation required

17. We have identified support agencies who will help us to embed NA18. I need more information before I can take forward NA

Please outline what would be required before you could take Nurturing approaches forward

Whole School Readiness Questionnaire Appendix 7

29

Questionnaire and Discussion Points for Teachers and Staff Considering Implementing Nurturing Approaches

Y N1. Our senior management team are able to fully support the implementation of

Nurturing Approaches2. Nurturing Approaches will be part of our nursery/school improvement plan

3. Our SMT have presented information to all staff about the programme

If yes what date did this take place:_____________________________

If not yet, when will this take place______________________________

4. Our SMT have had some awareness raising/training on Nurturing Approaches

5. We have discussed the needs of our school and feel that the Nurturing approach is a good fit

6. We are confident as a school we have the time, skills and resources to implement Nurturing approaches effectively

7. We have provided opportunities for staff to observe nurturing approaches being used in schools

If not, when will these be provided___________

8. We are able to allocate time or already have allocated time for all staff to implement full training on the Nurturing Initiatives within the

nursery/school before we start the programme.

9. We have considered ways of providing coaching as an important part of embedding nurturing approaches, and have made plans to help staff engage in

this10. We recognise that Nurturing approaches should be implemented as intended, and that if changes are made this could influence the effects

and limit the benefits

11. There are plans to inform parents and involve them in Nurturing approaches12. Opportunities for sharing/observing practice have been provided

13. We have areas within the school to display/pass on information about Nurturing Approaches

14. We have considered ways of involving children and young people in the taking forward of Nurturing approaches.

15 We have explored how a Nurturing approach fits with other key policies and approaches in the school.

16. We have considered how evaluation will be carried out to evaluate the impact of Nurturing Approaches in our school

17. We have identified support agencies who will help us to embed NA18. We need more information before we can take forward NA

Please outline what would be required before you could take Nurturing approaches forward

Framework for Implementation – Nurture Appendix 8 (Adapted from Fixen et al, 2009)

30

Stages of Implementation Core component Where are we now Next stepsPhase 1:Getting Started

1. Exploration2. Installation

Needs Analysis Collect data Gather views Readiness for change Involve stakeholders Evaluation measures

Feasibility Research evidence Goodness of fit

(evidence and data) SWOT analysis

Selection of Staff Essential skills Link to GTCS Implementation Group

(timeline, vision, etc)

Resources Financial,

organisational, human Physical capacity of

school

Pre and Inservice Training Awareness raising (all

staff) SMT involvement Indepth training for

implementation group

Policies and Procedures Links with current

policies, procedures School Improvement

plan

Consultation and Coaching Who will coach

(Psych.service, other) How

Phase 2: Implementation3. Initial4. Full

Developing Practice Whole School (vision,

roles, tracking, procedures, evaluations)

Nurture Group (identification and assessment, target setting)

Whole Staff Responsibility Teaching, support

staff, etc

31

PRD discussions Explore Nurture

Principles

Gaining Momentum Leadership – keep on

agenda Share aims with all Update policies Information sharing

Training for all staff/Nurture Group

Learning rounds Involvement of

children/yp Involvement of

parents/carers

Consultation and coaching Coaching/mentoring in

place Dept.meetings Network/reflective

practice meetings

Phase 3:Evaluation and Review5. Innovation6. Sustainability

Performance Evaluation Whole School

(NP across school, shared practice, all staff on board)

Nurture Groups(yp evaluate experiences, attendance, exlcusions)

Budget

Dissemination Share with staff,

pupils, parents

Next steps Yearly plans Share with cluster Continue

implementation

Coaching and mentoring Evaluation of role Further staff

development

32

North Ayrshire Council: Education and Youth Employment and Skills Appendix 9

How Good Are Our Nurture Group Procedures?

Nurture Group

Feature

Yes/ No Comment

Children receive 15 hrs input from the nurture group

All research requirements are completed

There are regular minuted meetings that make decisions regarding entry and exit to the nurture groupTimetables and targets are displayed

There are clear routines and structures in place within the nurture groupNurture group teacher and Class teacher meet regularly with a contingency plan for absenceNurture group staff make effective use of the ongoing training opportunities provided.Children in the Nurture Group are at the enhanced universal provision stage and have a Child’s PlanThe nurture group is for short or medium term support for up to 4 terms only.Staff are trained in child protection procedures and are aware that ASN may potentially mask CP issues.

33