THRIVE

We are proud to put children's well being at the heart of what we do at Hallam Fields and to be a Thrive School.

We are also delighted to have been awarded with the Thrive Ambassador School with Excellence in Relationship 2022 award. 

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THRIVE AT HALLAM FIELDS JUNIOR SCHOOL

We are very proud to define Hallam Fields Junior School as a THRIVE school. For us this means that we have the aim to have THRIVE within our whole school ethos, demonstrate THRIVE approaches across our whole setting and have THRIVE embedded into our curriculum.

 

AN INTRODUCTION

THRIVE is a dynamic, developmental approach to working with children that supports their emotional and social wellbeing. It is based on the latest research in neuroscience, attachment theory and child development, drawing on research into the role of creativity and play in developing emotional resilience.

The programme was created by a multi-agency team, with experience of being teachers, advisors, Ofsted Inspectors, social workers, family therapists and foster and adoption specialists across education and care settings. They have drawn together their experience with theories and resources to create this rich resource.

THRIVE draws on an understanding of six ‘building blocks’ of development and growth that comes on line sequentially and remains in play throughout life, see below.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Knowledge of the social and emotional learning that takes place at each stage supports our school in planning ‘right time’ experiences, activities and opportunities to underpin each one. It is embedded in our understanding that learning happens across the whole day, especially at times where less structured interactions enable pupils to apply skills that are vital for healthy development and expand their social and emotional learning. Learning about power, our own identity, holding a viewpoint, understanding others, grasping cause and effect, learning to be skilful in relationships… each one requires experiencing, modelling and teaching from adults and peers, descriptive feedback and opportunities for reflection. Addressing emotional developmental needs early builds resilience, decreases the risk of mental illness, prepares children for school and equips them to be ready and willing to learn.

 

Life events can introduce episodes which become interruptions to children’s development.

‘Promoting Children and Young People’s Emotional Health and Wellbeing’ Public Health England, March 2015:

In an average class of thirty fifteen year old pupils:

  • Three could have a mental disorder

  • Ten are likely to have witnessed their parents separate

  • One could have experienced the death of a parent

  • Seven are likely to have been bullied

  • Six may be self harming

Public Health England exists to protect and improve the nation’s health and wellbeing and reduce health inequalities.

 

As well as structured ‘right-time’ learning through the developmental stages taught in every class at Hallam Fields Junior School, THRIVE addresses ‘interruptions’ that children might be experiencing with a 1:1 practitioner.

Children come to school to learn, but some are not ready or able to do so. They may move appropriately through each stage and then encounter a life experience that creates a setback, as happens to us all at times. At these times, pupils may exhibit behaviours that are challenging and disruptive, restless or withdrawn. Current brain science shows, for many of these children, their stress management, emotional regulation and seeking/exploring systems are not yet sufficiently developed for them to access learning, or are set back to our earliest levels of need through trauma.

THRIVE provides a systematic approach to the early identification of emotional developmental need so that differentiated provision to address those needs can be put into place quickly by those close to the child. As the children’s emotional and social development needs are met, they re-engage with life and learning.

The practice of THRIVE is underpinned by THRIVE Online, an assessment and extensive activity planning resource. THRIVE Online ensures a systematic approach with measurable outcomes.

Individual THRIVE Action Plans

At Hallam Fields Junior School, if any child is identified as experiencing a need, which might be raised by parents and carers or by school, we will work together to explore what might be happening and how best to respond. Permission will always be gained from parents and carers for deeper, individual work and action planning. Partnership, mutual respect and confidentiality are vital.

Whether it is used age appropriately in Early Years Foundation Stage, developmentally in Key Stage One and Two or in a reparative intervention, THIRVE supports emotional and social development.

 

‘Promoting Children and Young People’s Emotional Health and Wellbeing’ Public Health England, March 2015:

The National Institute for Health and Care Excellence (NICE) advises that primary schools and secondary schools should be supported to adopt a comprehensive, ‘whole school’ approach to promoting the social and emotional wellbeing of children and young people. Such an approach moves beyond learning and teaching to pervade all aspects of the life of a school, and has been found to be effective in bringing about and sustaining health benefits.

DfE also identifies a whole-school approach to promoting good mental health as a protective factor for child and adolescent mental health. The report of the Children and Young People’s Mental Health and Wellbeing Taskforce (2015) identifies a National commitment to “encouraging schools to continue to develop whole school approaches to promoting mental health and wellbeing.”

At Hallam Fields Junior School we have four licensed THRIVE practitioners, providing support to staff and 1:1 intervention, and one THRIVE course leader, delivering Family THRIVE six week courses to parents and carers. All staff throughout the school are trained in the approach.

Our licensed staff include:

Mr Brown -–       Headteacher and Licensed THRIVE Practitioner

Mrs Carr -–         Assistant Headteacher, Licensed THRIVE Practitioner and THRIVE Course Leader

Mrs Gomm -–    Teaching Assistant and Licensed THRIVE Practitioner

Mr Hussain -–     Attendance and welfare officer and Licensed THRIVE Practitioner

 

Should you have any questions we would be more than happy to share our approach with you, please don’t hesitate to ask!

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Click to download a leaflet with further information from Thrive.

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