Stanford Junior and Infant School
Living together - Learning together
The Nurture provision we offer, with our Learning Mentors, is a main focus in our school, offering support, strategies and programmes to help develop behaviour and self- esteem and reduce anxiety and manage stresses.
As our recent Ofsted report (January 2019) states:-
‘Pastoral support is strong, and the school has a very caring ethos.’
‘(Parents) praise the school for the links it has with the community and the pastoral support their children receive.’
We have recently developed a space and area which provides pupils with new resources that they would benefit from using to support games, activities and strategies to help ensure their health and well- being needs are addressed.
Pupils helped design the new space with furniture, resources and equipment. Such resources have been specifically chosen to ensure the strong culture, vision and ethos at Stanford is represented as we work to ensure positive well-being continues to be an important aspect our school life.
These areas of the SMSC curriculum are key themes Ofsted will be monitoring, under the new Ofsted framework (from September 2019.) Amanda Spielman, Chief Inspector of Schools, has said that she “agrees that mental health and well-being are important issues” which is why personal development will be one of the four judgments proposed in the new framework.
Pupils, parents/carers and staff will benefit directly from this new space. A quiet and calming space will be used for calming down opportunities, pastoral support sessions, parent/carer meetings etc. The needs of the school community are varied and there is an undeniable increase in the need for extra provision. We have, for example, an increasing number of pupils who are on the SEN (Special Needs) register for SEMH needs (social, emotional mental health.)
Our Learning Mentors at Stanford School are Mrs Fielding and Mrs Jones.
AT Stanford School we believe that good pastoral support focuses on nurturing and supporting the individual needs of each child. We ensure that the support needed is recognised and implemented, with all teachers and support staff working cohesively together with the school’s inclusion team. We support a range of children who are having emotional difficulties that can impact on their learning. Supporting children’s well-being and helping reduce barriers to learning.
We provide a range of interventions to support emotional well- being;
We aim to develop positive relationships with children and their families, responding quickly as possible to any issues to ensure difficulties are discussed and resolved.
Our Learning Mentors work with parents and carers on a daily basis. If you ever need to speak with our Learning Mentors please feel free to see them in school and disucss any concerns over a cup of tea and biscuits!
We work across school with children from Foundation to Year 6, supporting children with their emotional, social and behavioural learning. We can provide 1:1 sessions, group sessions and support during break and lunch times. We work with children for different reasons so the help we offer depends on the need of the child, but includes:
Another important part of the pastoral team’s role is to provide support and information for the parents and carers at the school. We have information on a range of issues, agencies and support services and we can give advice and support in accessing these different services as well as referring to other agencies that can offer more specialist support if needed.
A Learning Mentor helps to support children in school to overcome any difficulties that might be stopping them from engaging in school and with their learning.
Children benefit from the opportunity to talk to an adult other than a parent/carer or a teacher, someone who is not directly involved in their everyday lives. Common reasons for us to work with children range from: friendship issues, boosting self-esteem and confidence, promoting positive behaviour, developing appropriate social skills, understanding and managing emotions and supporting a child through life events and challenges both in and out of school.
Teachers, school staff, parents/carers and children themselves can ask for Learning Mentor support. The Learning Mentors will then decide what this support will look like and make contact with the family. You can ask the school office or Learning mentors for a referral form.
If you have any concerns about your child in or out of school or would like to have a chat with the Learning Mentors about what we can offer, please don’t hesitate to get in contact with us.
It depends on each child. Children come for as many sessions as they need ranging from one or two sessions, to more long term mentoring that could last a term. The work is reviewed regularly to see if it is still required.
At Stanford School, every child matters and all children need to feel safe, valued, special, appreciated and included. We want every child coming to our school to feel happy, content and confident, ready to embrace the day in our secure, caring and friendly environment.
However, some children face many challenges, which means that some of their social and emotional needs may be greater than those of others. By using elements of The Thrive Approach, we will help support and guide the children in our care to allow them to develop emotionally and distinguish between their feelings to help them manage these appropriately.
The school is very proud of its dedicated Learning Mentors and the Pastoral team that is able to offer support to both children and families with behaviour, special needs, attendance and emotional stability.
Lego Therapy is a social development programme for children that aims to develop social communication skills in children, such as sharing, turn-taking, following rules, using names and problem solving. It uses children's love of playing with Lego to help them develop communication and social skills.
'Happy to be Me' is a 6-12 session programme aimed at KS1 & KS2 children who may be experiencing low self-esteem, lack of confidence, attachment problems and /or feel insecure.
Six session intervention programme designed to encourage, children to communicate about their emotions in a more effective way. It helps them to understand the reasons why anger occurs, how to recognise it and how to manage their feelings in an effective way but also provides coping strategies for children to use.
Stop Bugging Me is a six session programme that helps children to understand how thoughts, worries and concerns can happen for different reasons, to different people at different times and how we can focus on our worries in a positive way.
Theraplay is a child and family therapy for building and enhancing attachment, self-esteem, trust in others, and joyful engagement. It is based on the natural patterns of playful, healthy interaction between parent and child and is personal, physical, and fun.
In outdoor settings, children are more motivated to work together in groups, which can improve their social skills. They learn to manage conflicts, communicate, and cooperate with their peers in a more effective manner. Outdoor learning provides children with hands-on experiences in nature; develop reflective and inquisitive thinking along with problem-solving approaches in 'real' situations. Outdoor learning also encourage holistic development of children and develop resilience and adaptability in occasionally adverse circumstances.
Art therapy is a form of expressive therapy that uses the creative process of making art to improve a person's physical, mental, and emotional well-being.
Emotional Literacy is the term used to describe the ability to understand and express feelings. Emotional Literacy involves having self-awareness and recognition of one's own feelings and knowing how to manage them, such as the ability to stay calm when angered or to reassure oneself when in doubt.
Spending time in the kitchen and cooking new recipes helps children to develop a positive connection to all different types of foods including fruits and vegetables. Forming a positive experience with fresh foods is so important because healthy foods are the foundation for good nutrition. Children will learn how to work as a group, communicating, measuring and also following instructions to complete a recipe. Children will also learn basic cooking skills that they can use for the rest of their lives.
A series of 10 fun, short stories, with discussion questions, about characters who live on Friendship Terrace, including Fitzroy First, Bragging Bradley, Manisha Mine and Rough Ryan. The stories and scenarios are especially relevant for children with difficulties in forming relationships and friendships. This programme helps children recognise ‘friendship blockers’ and ‘friendship builders’.
Thrive is a therapeutic approach to help support children with their emotional and social development.
The Thrive approach offers practical strategies and techniques and is built around identifying children’s emotional development and looks at their individual needs.
Research has shown that how we behave is linked to how we feel and our emotions are linked to how we learn. By teaching children to recognise and notice these feelings and emotions it can help with their development and learning.
Children sometimes need some extra support with their emotional growth and this can be temporary or over a longer period of time.
Thrive promotes their emotional and social growth by building positive relationships between a child and their peers and helps them explore and understand their feelings through various activities.
Many children experience difficulties during their time at school. These may include:
These situations can lead to many different feelings which may seem overwhelming at times. They might include: anger, frustration, sadness, loneliness, confusion or anxiety.
All these feelings are very normal and happen to a lot of children. The sessions our Learning Mentors provide are to help children learn to manage their feelings and teach them strategies that will help promote their learning at school.
The session may be on an individual basis or as part of a small group of children. During each session there will be an activity which may include:
Childhood trauma has a massive impact on the life chances of children. Trauma has an impact on the brain and how the child perceives and interacts with the world around them. It is vital that staff understand this in order to fully embrace the therapeutic approaches we aim to provide at Stanford School.
Staff have recently received training on attachment, trauma and ACE’s with Ashley Lucas. Staff have gained knowledge on how the brain works and strategies to help support children who may have or have had trauma in their life and understand reasons for children’s behaviour.