Northcroft is proud to have embraced Thrive to support students' social and emotional wellbeing. The developmental model separates childhood development into six key blocks with each building growing from the previous. All of our students have a thrive assessment on entry to the school which we believe informs the care and support they need to access learning and a classroom environment successfully . 

Our intention is to develop students emotionally so they are able to recognise and manage their emotions as well as to develop skills that enable them to participate fully in school and social activities. Our Thrive approach provides students with a safe and calm environment in which to regulate their emotions. Specialist therapeutic work also allows students to take pride in their achievements and strengthen their self-esteem.

Thrive is a dynamic and developmental play-based approach which supports all students  across the school.As we grow and develop from infancy we encounter many different experiences which can alter our emotional growth. Instances such as separation, house moves or death of a loved one, create gaps in our emotional building blocks called developmental interruptions. Everyone faces these types of interruptions. However, the impact on our lives varies. students  who have secure foundations are able to manage these changes, with support, and continue to successfully develop however for some children this is not the case. In circumstances where a child has significant developmental interruptions, especially at being, doing and thinking strands, children struggle to regulate or manage their emotions due to a poorly developed regulation system. This can impact on all areas of their lives, socially, emotionally and most commonly seen in schools, academically. We recognise that life changed for everyone during and after COVID resulting in more children who struggled to manage their emotions and needed additional support. This was a large factor in our decision to invest heavily in Thrive for our school.

Purpose

• A fair and consistent approach towards requests for support
• All school staff to be aware of the theory, underlying principles and assessment procedures of Thrive
•  All staff to either use Thrive techniques and strategies on a daily basis when encountering children and young people or be able to refer then to appropriate Thrive Practitioners
• Designated time slots throughout the week for group and/or 1:1 work with the Thrive practitioners.
• A developing bank of resources for activities agreed in the action plan
• Identify vulnerable pupils to Thrive trained staff or pupils raised as a concern on a whole class screening
• Online Assessment and Action Planning Tool used based on observations and/or class teachers views
• Action Plan created (if possible with parents and key workers) based on assessment outcomes
• Sessions carried out on a weekly basis
• Review Action Plans (approx. every 6 – 8 weeks / half term)

Thrive

• Relational strategies to meet the needs of children and young people when they are experiencing change, loss or significant life events.
• It uses targeted reparative work to fill the gaps where children’s needs have not been met at the right time in their earlier development.
• Supports right time development.

 

Thrive in Practice

Level 1: Delivered in the classroom through strategies that will benefit all pupils in the class but in particular the pupil who requires Thrive. These will be built into daily routines, tutor time and when supporting the pupil with learning. Strategies for the teacher will be provided by the Thrive licensed practitioner.

Level 2: Small group interventions led or overseen by one of the Thrive Practitioners. Groups will be made up of pupils who have the same ‘interruption’.

Level 3: Mix of 1:1 sessions and group sessions. Pupils receiving 1:1 sessions will be given strategies to use outside of the Thrive sessions by the practitioners.

Level 4: Entirely focussed on offering a pupil 1:1 sessions with the aim of working towards Level 3 when deemed appropriate.

The progress of pupils at levels 2 and 3 and 4 is reviewed on a 6-8 week basis and action plans will be adjusted accordingly.

More Information

For more information about the Thrive approach, see the website: www.thriveapproach.co.uk