At Eastchurch C E P School we know that we have significant challenges on our hands in terms of the wellbeing of our young people and a disadvantaged group related attainment gap. Overall, we recognise that well-being and attainment are inextricably linked, and we know that teacher/pupil relationships and school/teacher “connectedness” are hugely important for good outcomes. We also know that children from disadvantaged and vulnerable groups are at risk of a low sense of well-being and academic success.
Nurture is founded on sound psychological principles and helps us take a holistic approach to the child. The Curriculum for Excellence, as well as GIRFEC, and the promotion of health and wellbeing as the responsibility for all, ensures promoting good “affective” outcomes for children is a high priority and we cannot lose sight of that as we search to close the disadvantaged attainment gap.
At Eastchurch C E P School the children start the day at 8.30 by entering the class and choosing a pre-selected activity that they wish to engage in. These activities will promote social interaction, language, relationship skills and independence; alongside a calm and safe atmosphere to begin their day.
The staff will then proactively teach, shape and model social and emotional learning, focussing on the communication and language they use. This means that all children feel:
• they belong here
• they are welcome here
• we like them
• they are safe here
• they can explore and learn
• their feelings are okay with us
• they can work with us on this problem that is getting in the way right now
• we will be thinking about them and keeping them in mind
Adults will model social interactions and behaviour for learning alongside enabling pupils to self-select activities of their choice. Adults will provide enabling environments where there is a choice of different activities; some of which will be linked directly to current learning within the class and others which are around mindfulness and emotional regulation.