INCLUSION SUPPORT SOLUTIONSA whole-school nurturing approach to develop an inclusive ethos and culture for all educational settings

Published by The Nurture Group Network Ltd

Charity registration No: 1115972 OSCR registration No: SCO42703Copyright © 2019 The Nurture Group Network Limited

All rights reserved. No part of this publication may be produced, stored in a retrieval system, distributed, or transmitted, in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior permission of the publisher.

For permission requests, contact the publisher at info@nurtureuk.org

The Nurture Group Network LimitedThe Green House, 244-254 Cambridge Heath Road, Bethnal Green, London E2 9DA

Inclusion Support Solutions – an introduction 3

The Graduated Nurture Approach 4

What is Inclusion Support Solutions? 5

What are the Inclusion Support Solutions options? 6

Boxall Profile Online™ 7

How the six principles link to quality first teaching in every classroom 8-9

Nurturing Introduction (NI) 10

Sustaining Nurture (NS) 10

Whole-School Nurturing Approach (WA) 11

Nurturing Classroom (NC) 12

Nurturing the Individual Child/Young Person (NIC) 13

Nurtureuk and Inclusion Support Solutions consultancy services 14

Ten good reasons to invest in Inclusion Support Solutions 15

Nurtureuk is the registered brand name of The Nurture Group Network Ltd

Inclusion Support Solutions offers a flexible and personalised programme to support schools developing an inclusive ethos and culture around the needs of every child. This is achieved by embedding the nurture principles throughout the whole school, with every stakeholder understanding the importance of nurturing approaches for child development, and every child demonstrating social, emotional and academic progress as evidenced by the use of the Boxall Profile Online™. The result is a child-centred approach to delivering the national curriculum.

Inclusion Support Solutions allows staff to develop personally and professionally while embedding an inclusive ethos culture throughout their schools, enhancing teaching and learning, and promoting healthy outcomes for children and young people. Success is also measured through evidence of increased attendance, better pupil engagement, fewer exclusions, and increased staff wellbeing and retention.

The Inclusion Support Solutions programme is based on, and guided by the six principles of nurture:.

Children’s 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 transitions in children’s lives

Alongside these principles we use the Boxall Profile Online™ as a whole-school screening tool as recommended in the Mental Health & Behaviour Schools Guidance, DfE November 2018.

INCLUSION SUPPORT SOLUTIONS AN INTRODUCTION

CONTEXTUAL All schools are different. Inclusion Support Solutions is tailored to provide individual bespoke support to reflect the needs of each school or setting.

SOLUTION-FOCUSED Ensuring positive, practical and flexible stages/outcomes for families, pupils, staff and school development.

BEHAVIOUR ENGAGEMENT A toolkit for all staff recognising their impact on pupils’ positive behaviour. Enabling children to engage in their own behaviour.

EMPOWERING All staff to build confidence and capacity to improve teaching, learning and achieve better outcomes for pupils.

MODELLING Good practice modelled and discussed to ensure quality first teaching and learning. The embedding of the six principles.

COLLABORATIVE Building positive working relationships between nurtureuk and the school/setting community.

3

Following consultation with a range of professionals, Inclusion Support Solutions was created to deliver the following holistic framework of support:

4

Studies have shown that nurture provision allows children to perform better academically (Sanders, 2007; Reynolds et al. 2009; Seth-Smith et al 2010), increases school attendance (Sanders, 2007), school enjoyment (Sloan et al. 2016) and reduces pupil exclusion (Ofsted 2011).

NURTURE GROUPS + For the most damaged/vulnerable children and young people Attachment interventions and therapies NURTURE GROUPS For children and young people with significant social, emotional, behavioural and/or mental health needs Boxall Nurture Group® (classic)

OTHER NURTURING STRUCTURES Where nurture groups are not feasible or needs are sub-threshold Nurture ABCTM, mindfulness, after-school clubs, non-classic nurture groups

UNIVERSAL NATIONAL NURTURING SCHOOLS PROGRAMME Nurturing approaches for all children and young people Boxall ProfileTM assessment for all children, six principles embedded

UNIVERSAL BOXALL PROFILE ASSESSMENT FOR ALL CHILDREN IN ALL SCHOOLSEarly identification of potential social, emotional, behavioural and/or mental health issues School, Local Authority, Government prioritisation based on need

UNIVERSAL BOXALL PROFILE

ASSESSMENT FOR ALL CHILDREN IN ALL SCHOOLS

UNIVERSAL NATIONAL NURTURING SCHOOLS PROGRAMME

OTHER NURTURING

STRUCTURES

NURTURE GROUPS

NG+

THE GRADUATED NURTURE APPROACH KEY ELEMENTS OF INCLUSION SUPPORT SOLUTIONS

The Inclusion Support Solutions programme is reflected in the two universal tiers of the nurtureuk Graduated Nurture Approach.

The Inclusion Support Solutions programme is primarily focused on supporting the child/young person in the classroom and promoting the development of the universal offer for all children following the Graduated Nurture Approach.

The Graduated Nurture Approach is the model nurtureuk uses to map out the tiers of support we can provide to improve children and young people’s social emotional wellbeing, ensuring that every child or young person gets the necessary support to meet their needs.

5

WHAT IS INCLUSION SUPPORT SOLUTIONS?

A framework for school improvement through a whole-school Graduated Nurture Approach across all settings. The annual subscription based programme offers a range of flexible solutions to allow schools/settings to choose from a suite of tailored support and options.

FEWNURTURING

THE INDIVIDUAL CHILD (NIC)

SOMENURTURING CLASSROOM

(NC)

UNIVERSALWHOLE-SCHOOL NURTURING APPROACH

(WA)

UNIVERSALNURTURING

INTRODUCTION (NI)SUSTAINING

NURTURE (NS)

ASS

ESS

P

LAN D

O R

EVIEW

Inclusion Support Solutions (ISS) can be closely aligned with the ‘principles of the SEND code of practice’ (CoP) published in 2015. Our consultant will offer practical quality advice, based on experience, in how to make the principles of the CoP become embedded quality practice throughout the whole school.

Schools can subscribe to any package at any time during the academic year and payment gives 12 months service. Throughout the year, the school is part of the nurtureuk network and has access to our services at a discounted member rate.

6

WHAT ARE THE INCLUSION SUPPORT SOLUTIONS OPTIONS?

NI WA NC NIC NS

Cost of programme (all prices excl VAT) £1,500 pa £2,300 pa £2,300 pa £3,000 per set of 6 days

£1,000

Free Boxall Profile Online™ Access 4 4

Introduction to Boxall Profile Online™ as a whole-school screening tool

4 4

Introduction to nurture principles 4 4

Number of days of consultancy (including an initial audit and review)

3 5 5 6 2

Access to National Nurturing Schools Programme framework

4

Free access to local nurture network meetings 4

Audit of staff knowledge and understanding theory of child development

4

Classroom observations and recommendations including training

4 4

Utilisation of staff skills 4

Bridging gaps for learning 4

Timetabled staff consultations within school 4 4

Modelling behaviour and interactions in settings

4 4

Observations, assessment and recommendations for children’s individual needs

4

Auditing needs for re-accreditation of National Nurturing Schools Award

4

Upskilling new staff 4

Ongoing support from consultant 4

Nurturing Introduction (NI): For schools/settings new to the whole-school, graduated nurturing approaches and Boxall Profile Online™

Whole-School Nurturing Approach (WA): This is the alternative and in-depth option for the National Nurturing Schools Programme (NNSP).

Nurturing Classroom (NC): Supporting all teaching staff to create a nurturing classroom. To provide a broad and balanced curriculum that supports all children using Boxall Profile Online™ and embedding the six nurture principles.

Nurturing the Individual Child/Young Person (NIC): At this level, the key consultant supports teachers to assess individual children as part of their graduated approach, working in partnership with the teacher, SENDco and or Inclusion manager.

Sustaining and Maintaining a Whole-School Nurturing Approach (NS): For schools and settings that are already following the six principles and using and understanding the Boxall Profile Online™ as a whole-school approach.

AT A GLANCE

7

The Boxall Profile Online™ is a unique assessment instrument enabling teachers to develop a precise and accurate understanding of every individual child’s social and emotional competencies, and to plan effective interventions and support activities. Since 2018 it has been cited by The Department for Education to assess mental health and behavioural needs.

Every child’s social emotional wellbeing should be monitored and difficulties identified early, allowing individual needs to be met and preventing minor issues from escalating into more complex behavioural or mental health difficulties.

Teachers assessing their whole class are empowered because they become aware of difficulties hindering pupils’ progress. Also, they adapt their teaching to maximise learning and they are able to provide support using a whole-class nurturing approach.

Senior leadership teams have an understanding of the levels of need across the whole school. This provides the opportunity to identify and respond as early as possible to pupils’ needs and ensures a long-term approach when allocating resources and planning interventions.

BOXALL PROFILE ONLINE™ KEY ELEMENT OF INCLUSION SUPPORT SOLUTIONS

The Boxall Profile Online™ is a powerful tool for:

• Giving evidence for educational settings to facilitate enabling environments that reflect the needs of their pupils.

• Challenging staff misconceptions/perceptions of individual pupils and classes.

• A baseline assessment tool.

• Highlighting the strengths, weaknesses, missing skills and gaps in early development/learning.

• Assessing those pupils struggling to make progress in Maths and English to help identify their actual needs.

• Supporting transitions.

• Identifying and assessing social, emotional and behavioural needs.

• Setting targets and strategies to support.

• Practical resources to support the targets and strategies.

• Tracking progress impact and outcome while identifying the most effective strategies used.

• Creating group, class, school overviews that highlight common difficulties and strengths.

• Developing reflective practitioners at all levels.

• To use as part of Continued Professional Development for all staff.

8

HOW THE SIX PRINCIPLES LINK TO QUALITY FIRST TEACHING IN EVERY CLASSROOM

A whole-class nurturing approach with an engaging curriculum supports teachers and school leaders to effectively manage and answer children’s emerging cognitive social, emotional and behavioural needs. The six nurture principles support quality-first teaching in the classroom. Evident within statutory requirements (that all teachers must follow) in the DfE Teachers’ Standards (England) the principles validate that the relationship between teacher and pupil is key.

‘ Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct... forge positive professional relationships; and work with parents in the best interests of their pupils.’ DfE Teachers’ Standards (England)

The six nurture principles can be closely linked to both Quality First Teaching (QFT) which originates in the then DCSF’s guide to personalised learning published initially in 2008 and also the research findings of the Sutton Trust in 2014 on ‘What makes great teaching’. Evidence has proven that in schools identifying and working within the six nurture principles, outcomes for children have improved.

The nurture principles were developed by educational professionals (Eva Holmes and Eve Boyd) to create a framework for consistency and a commonality of dialogue, initially in nurture groups but increasingly they were adopted as a whole-school nurturing approach. We empower and support all staff to ‘live the nurture principles’ and provide a supportive approach with robust boundaries and predictable environments in which children can thrive.

CHILDREN’S 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 TRANSITIONS IN CHILDREN’S

LIVES

THE SIX PRINCIPLES OF

NURTURE

CHILDREN’S LEARNING IS UNDERSTOOD DEVELOPMENTALLY

Teachers respond to children not in terms of arbitrary expectations about ‘attainment levels’ but in terms of the children’s developmental progress assessed through the Boxall Profile. The response to the individual child is ‘as they are’, underpinned by a non-judgmental and accepting attitude. Stage not age. Teachers Standards 1–7.

THE CLASSROOM OFFERS A SAFE BASE

A classroom environment is inviting and nurturing for all. The classroom offers a balance of educational and SEMH experiences aimed at supporting the development of the children’s relationships with each other and with staff. Adults are reliable and consistent in their approach to children and make the important link between emotional containment and cognitive learning. Teachers Standards 1–7.

THE IMPORTANCE OF NURTURE FOR THE DEVELOPMENT OF WELLBEING

Nurture involves listening and responding, everything is verbalised with an emphasis on the adults engaging with pupils in reciprocal shared activities. Children respond to being valued and thought about as individuals, in practice this involves noticing and praising small achievements; nothing should be hurried. Teachers Standards 1–8.

LANGUAGE IS A VITAL MEANS OF COMMUNICATION

Language is more than a skill to be learnt, it is our way of putting feelings into words. Children often ‘act out’ their feelings as they lack the vocabulary to ‘name’ how they feel. Informal opportunities for talking and sharing are as important as the more formal lessons teaching language skills. Words are used instead of actions to express feelings and opportunities are created for extended conversations or encouraging imaginative play to understand the feelings of others. A language-rich environment. Teachers Standards 1, 2, 4, 5, 7.

ALL BEHAVIOUR IS COMMUNICATION

It doesn’t excuse the behaviour, we need to ask the question: ‘why the behaviour?’. This principle underlies the adult response to the children’s often challenging or difficult behaviour. ‘Given what I know about this child and their development what is this child trying to tell me?’ It helps staff to respond in a firm but non-punitive way by not being provoked or discouraged. Behaviour engagement not behaviour management. Teachers Standards 1, 2, 5, 6, 7.

THE IMPORTANCE OF TRANSITION IN CHILDREN’S LIVES

School staff need to help the child make the difficult transition from home to school. However, on a daily basis there are numerous transitions the child makes, e.g. between sessions and classes and between different adults. Changes in routine are invariably difficult for vulnerable children and need to be carefully managed with preparation and support. Teachers Standards 1, 5, 7.

TEACHERS’ STANDARDS (ENGLAND)

1. Set high expectations that inspire, motivate and challenge pupils

2. Promote good progress and outcomes by pupils

3. Demonstrate good subject and curriculum knowledge

4. Plan and teach well-structured lessons

5. Adapt teaching to respond to the strengths and needs of all pupils

6. Make accurate and productive use of assessment

7. Manage behaviour effectively to ensure a good and safe learning environment

8. Fulfill wider professional role

9

10

This option is for educational settings new to the whole-school, graduated nurturing approach and Boxall Profile Online™.

NURTURING INTRODUCTION (NI) – £1,500 pa + VAT

• Three days of consultancy support including an initial audit and review.

• Introduction to Boxall Profile Online™ as whole-school screening tool.

• Introduction to nurture principles.

• Free access to Boxall Profile Online™.

ANNUAL SUBSCRIPTION ENTITLES YOU TO RECEIVE:

You will benefit from free access to Boxall Profile Online™ to assess your whole school population and have a clear overview of the level of support needed in your school in terms of cognitive, social, emotional and behavioural needs of pupils.

Our consultants, specialists in nurture in education,will support you through the entire process.

For educational settings that are already following the six principles and using the Boxall Profile Online™ as a whole-school approach.

Suitable for educational settings that have recently achieved the National Nurturing Schools award.

SUSTAINING NURTURE (NS) – £1,000 + VAT

• Two days bespoke consultancy which can be used flexibly to suit the needs of your setting.

• Auditing needs for re-accreditation for NNSP.

• Supporting all transitions within your setting.

ANNUAL SUBSCRIPTION ENTITLES YOU TO RECEIVE:

11

This is an alternative and in-depth option to the National Nurturing Schools Programme (NNSP) delivery course model. It involves more whole staff delivery and access to targeted training and support, as highlighted in the most recent DFE ‘Guidance for schools, mental health and behaviour in schools’ Nov 2018.

With the support of your key consultant, your school will be able to identify ways in which the six principles of nurture can be better understood and most importantly embedded across the whole school: pupils, parents, teachers and community.

WHOLE-SCHOOL NURTURING APPROACH (WA) – £2,300 pa + VAT

• Five days of consultancy support including a half day for initial audit and a half day end of year review.

• Access to the National Nurturing Schools Programme toolkit framework.

• Free access to Boxall Profile Online™.

• Free access to nurtureuk local network meetings.

ANNUAL SUBSCRIPTION ENTITLES YOU TO RECEIVE:

Note: The NNSP award is optional. If you wish to apply for the award, discuss with your consultant and agree the options to move forward on your nurturing school journey. A charge of £750 + VAT is made for this application and assessment. An application cannot be made in the first 12 months.

12

Supporting all teaching staff to create a nurturing classroom. To provide a broad and balanced curriculum that supports all children using the Boxall Profile Online™ and embedding the six nurture principles.

NURTURING CLASSROOM (NC) – £2,300 pa + VAT

• Five days of bespoke consultancy support and training focused on the curriculum provision to provide an enabling environment.

• Auditing staff knowledge and understanding of child development and pedagogy.

• Classroom observations and recommendations.

• Identifying training needs of staff.

• Utilising the skills of the staff, gaining confidence in their own ability to engage and challenge appropriately.

• Bridging the gaps for learning for pupils and teachers.

ANNUAL SUBSCRIPTION ENTITLES YOU TO RECEIVE:

If your school is not already using Boxall Profile Online™, you might want to consider ‘The Nurturing Introduction’ (NI) package alongside this subscription.

The nurturing classroom uses insight gained from the Boxall Profile Online™ to support teaching staff in embedding the six nurture principles and creating and providing a broad and balanced curriculum to support the needs of all children.

Working with a creative curriculum will break down barriers to learning while maintaining quality first teaching. Looking at the needs of the whole class as identified through the Boxall Profile Online™ assessment, the creative curriculum will offer differentiation based on stage not age, meet the child’s challenges, and allow children and young people to achieve their potential. Exploring creative opportunities at all ages also helps to meet pupils’ social emotional and developmental needs. The nurturing classroom is a learning environment enabling children and young people to be the best they can be, irrespective of their start in life. Empowering teachers to enjoy their time in school is another principle focus of consultancy support.

‘ The National curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons’

The National Curriculum in England Department for Education Framework Document 2013

13

NURTURING THE INDIVIDUAL CHILD/YOUNG PERSON (NIC) – £3,000 + VAT per 6 days

• Six days of bespoke consultancy support.

• Timetabled staff consultations within school.

• Modelling behaviour and interactions within classrooms.

• Consultants working with the teacher in the classroom.

• Observation, assessment and recommendations for children’s individual needs.

ANNUAL SUBSCRIPTION ENTITLES YOU TO RECEIVE:

Schools can purchase more than one block of 6 days.

If your school is not already using Boxall Profile Online™, you might want to consider ‘The Nurturing Introduction’ (NI) package alongside this subscription.

The teacher and/or teaching assistant supporting the children and young people from your identified classrooms will receive direct support from our consultants. The focus is to implement classroom-based interventions using the whole class Boxall Profile overview.

At this level, the key consultant supports teachers to assess individual children as part of their graduated approach, working in partnership with the teacher, SENDco and/or inclusion manager.

Empowering • Collaborative • Behaviour engagement • Contextual • Solution-focused • Modelling

Our highly-experienced consultancy team are able to bring their solution-focused approach to support your whole school. Their strategic knowledge allows them to work in partnership with the senior leadership teams to provide new options, ideas and solutions to challenges. The consultants will work alongside your team removing the barriers to your children making progress such as attendance, exclusion, behaviour and curriculum.

Building relationships and working with the six principles our consultants advise, support and work with educators and senior leadership teams to ensure that children and young people receive quality-first teaching within a nurturing climate and ethos.

Your key consultants will work with you to identify areas of development and training needs. Your consultancy days (number depends on package) can be used for bespoke training. All courses can be delivered within your school, tailored to suit your school specific needs.

Examples of bespoke workshops in your setting:

• The National Curriculum, it can be Nurturing

• Foundations for Maths/English skills

• Nurturing Talk

• De-escalation through the six principles

• Nurturing lunchtimes

You will have an entire network of experienced and well respected consultants to work with you in your setting.

For more information and up-to-date details of bespoke workshops on offer see our websites:

www.nurtureuk.org www.norfolknurturehub.org

14

NURTUREUK AND INCLUSION SUPPORT SOLUTIONS CONSULTANCY SERVICES

‘ Very interesting and fantastic trainer’

‘The consultant is approachable, enjoyable and so knowledgeable’ ‘AMAZING!!!’

‘Excellent insight and hands-on advice’

15

• A child/young person-centred approach to achieving their potential.

• Support and challenge to facilitate quality first teaching in all classrooms.

• A whole-school approach towards raising the academic achievement of all pupils, ‘bridging the gap’.

• Continued Professional Development to support all staff to affect positive change and culture.

• Robust measurement of impact of cognitive social and emotional development across the whole school.

• Qualititative data evidence for Ofsted and other agencies.

• A framework to support school improvement through the graduated nurture approach.

• A staff wellbeing audit tool.

• An initial audit tool that informs a bespoke inclusion action plan. This includes strategic guidance on behaviour engagement, learning environments and inclusive strategies for all school stakeholders.

• Value for money.

TEN GOOD REASONS TO INVEST IN INCLUSION SUPPORT SOLUTIONS

ASSESS – PLAN – DO – REVIEW

‘ The nurturing ethos that is at the heart of Marsh Green Primary is tangible throughout the school. You have created a culture where everyone is welcomed and respected, with pupils’ wellbeing at its core. Pupils flourish in this very caring environment.’

Ofsted: Marsh Green Primary, National Nurturing Schools Award

Nurtureuk is a registered charity working tirelessly to promote access to education for all. With rising levels of mental health problems and increasing numbers of children and young people affected by social, emotional and behavioural difficulties that inhibit their progress and limit their life chances, nurtureuk is at the forefront of combatting barriers to learning and development. Our charity has developed a range of evidence-based interventions and support, delivered in schools and other educational settings, that give disadvantaged and vulnerable children and young people the opportunity to be the best they can be.

Whether it is delivering certified training for professionals, supporting whole-school nurturing approaches, providing accurate assessments of need, or promoting rigorous research-based evidence, nurtureuk is providing the quality support and resources that make impactful, nurturing, education provisions a reality for children and young people throughout the UK and beyond.

ABOUT NURTUREUK

If you need further information, please get in touch:

Nurtureuk National Office t: 020 3475 8980 e: info@nurtureuk.org Nurtureuk East of England Office Norfolk Nurture Hub t: 01603 928140 e: hello@norfolknurturehub.org @nurtureuktweets /nurtureuk www.nurtureuk.org UK registered charity number: 1115972. Scottish registered charity number: SC042703.