National Nurturing School Award
The National Nurturing School Award team created a celebratory video for us to watch and enjoy. Please see media box above view the video.
I am delighted to announce that we have been awarded the prestigious and nationally recognized ‘National Nurturing School Award’. The award recognises the efforts to embed nurturing principles across the whole school community and our dedication to children’s mental health and wellbeing. This is a fantastic achievement for our staff team who have worked incredibly hard to develop and embed a nurturing culture throughout the school and promote healthy outcomes for children and young people, all by focusing on their emotional needs and development.
Here are some of the highlights from the accreditation assessment report:
Addingham Primary School is a community Primary School for children between 4 and 11 years of age. The school has embraced the NNSP journey as an additional tool for their self-evaluation and continuous improvement approach. The assessment visit, detailed folders of evidence, self-evaluation audits and application for the award displayed their knowledge, understanding and application of nurture as an educational approach. From pupils, families, staff and wider partnerships Addingham Primary School have made impressive progress during the two years of the NNSP process.
There is a commitment and passion to place the needs of the pupils at the heart of school practice. The school places a very high importance on listening to the pupil and encouraging pupil voice through means appropriate to everyone. A wide range of interventions are used. Children are respected and given a means to communicate their needs, wishes and feelings.
Staff are open and welcoming and feel part of a team. There is clearly an unwavering, supportive ethos within the school. The school leadership team has a clear vision that the nurturing approach is central to all their work. The staff understand the importance of having a holistic approach towards the children in their care and within their community. There is a clear vision for the future at Addingham Primary School.
The environment is creative and stimulating with displays of children’s work and multiple examples of wellbeing, nurture, growth mindset, planned transitions, clear expectations and consistent approaches.
A variety of assessment tools are used to assess and track pupils’ social, emotional health and wellbeing needs (SEMH). This includes pre and post assessments as part of the Jenby’s in Schools work created by Dr Natalie Jewitt. There is a clear referral pathway for monitoring and tracking pupils SEMH through this project of which the school is a big advocate.
Improving the health and wellbeing of children is a key priority in the School Improvement Plan. The school provides support for children to develop their self-esteem, confidence, social collaboration, and expression. Ofsted reports from both 2016 and 2020 highlight how the children are at the ‘centre of the school’ with regards to planning and delivery.
Safeguarding for the pupils, staff and community is a priority. Repeatedly during the visit with staff at all levels and partner agencies it was clear that there was a safe and welcoming atmosphere at the school. During the assessment and through the evidence provided it was evident that the children felt safe and secure in the setting.
There is a focus upon the quality of relationships. The staff are aware of the diverse nature of the pupils needs. There is a focus on how best to support all pupils. This is flexible and adaptive to meet specific needs. It was clearly evident that there was a clear commitment to do the best for all children, their families, staff and other stakeholders at the school.
The behaviour policy outlines the expectations of all staff, children and parents. Restorative approaches and language are to be employed by all staff. A variety of positive reinforcement strategies are used including Restorative Practice. Regular staff meetings allow time to discuss, plan and share strategies and develop practice.
I would like to thank the school in going ahead with the accreditation at a time when the school and staff are coping with the challenges of the Covid 19 lockdown. Their optimism and enthusiasm shone through. Wendy Roden, Assessor National Nurturing Schools Award.
“Congratulations to Addingham Primary School for achieving the National Nurturing Schools Award. It has been a pleasure to work with the school over the past three years implementing the Jenby’s in Schools Project, to promote and improve children’s emotional and mental health. I am very proud of what we have been able to achieve together so far and look forward to continuing this important work in the future.2 Dr Natalie Jewitt - Jenby's
Mental Health - Jenby's in School
Dr Natalie Jewitt is a chartered clinical psychologist who specialises in children's emotional and mental health and a parent at our school. Working with Jenby's in Schools helps us provide a unique preventative package which allows us to better equip children throughout their primary years and beyond!
The Jenby's in Schools project is a whole school approach to promoting and improving children's emotional and mental health. We do this through whole school staff training and a bespoke curriculum which focuses on being healthy in every aspect. Children need to know that our feelings and worries are 'normal' and as a result know how to manage them. The Jenby's in Schools project creates a powerful platform for us to empower the next generation with the knowledge, understanding and tools to look after their mental health.
We benefit from continued supervision of two, fully trained group facilitators who provide the sessions to children throughout the year. There is such a buzz from the children about the sessions delivered so far which have focused on: Big Emotions and Managing Anxiety. Children have even signed themselves up to the programme because they have heard such good things.
Our aim is that every child in school will be able to access both the worry and anxiety and big emotions units during their time here, as everyone needs to learn how to look after their mental health.
Parent / Carer Online Workshops
Parent/carer involvement is crucial to the success of the Jenby's in Schools project. We have worked hard to ensure parents/carers can play an active role in their child's experience of attending a Jenby's in Schools group. A series of online parental workshops are available to access free of charge throughout the involvement in a Jenby's in Schools group. We provide a link to access these workshops.
Pre and post assessments are completed by the group facilitators for each group of children to examine the impact. In addition to this, each child is asked for their feedback as well as their parent/carer who completes a questionnaire. For the last group we ran, the results speak for themselves:
Jenby’s and Addingham Self-Regulation Chart
Emotional self-understanding and emotional self-regulation are important skills for us all to learn. Emotions can be confusing and overwhelming for many children, so it is important that we help children to understand their emotions and develop the ability to think about, monitor and control their behaviour both at school and home. The Jenby’s in schools project works on doing this through our facilitated groups, staff training and parent/career online workshops within the primary schools we are partnered with.
We believe that ALL children want to have positive relationships and interactions, it is our responsibility as the adults around them to help them to develop self-understanding and emotional self-regulations. Children do not exist in isolation they are constantly interacting with many different environments and relationships and therefore it is important for us to create opportunities to see beneath challenging behaviour and consider what this behaviour may be communicating to us. “Do they need additional support with learning” “Are they having friendship issues” is there a problem at home/after school club/at break” etc.
As part of our self evaluation we have been looking for a more compassionate behaviour system as an alternative to the traditional traffic light behaviour monitoring system. We have developed a new system that aims to come away from primarily monitoring and controlling behaviour to a system that helps pupils and teachers work together to make a more positive learning environment for all. The new system focuses on equipping children with the understanding and tools to feel more in control of their behaviour. Throughout the development of this project it has been hugely important that we are able to work together to create a behaviour policy / system that encourages a positive learning environment whereby pupils feel understood, valued and supported.
We have therefore developed the “train regulation chart” which we hope can achieve these aims. The train regulation chart is a visual system that has 4 stages: At the station; On track; Wobbling; and Off track. Under each stage there is two prompts that look at supporting pupils to identify what they feel using Jenby’s feelings flashcards and what they need (to get back on track/or stay on track). All classrooms will also have a “tools box” in their classroom to make it easy for pupils to access the tools they need.
Below is a brief summary of each stage along with some of the illustrations that will be used. The charts allow each class to work together to decide which feelings and tools should go in each stage – the 'I feel and I need' sections are attached by Velcro making them a tool that can be made bespoke for each class.
Children's Mental Health Week 2020