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Bereavement support for children and young people
As the tragedy of Covid-19 unfolds the death toll continues to rise, it won’t be long before everyone will know of someone who has died. Children and young people can be badly affected by loss and adults often don’t have the skills or courage to talk openly about it with them.
Nurtureuk has produced a specially edited version of their Bereavement Box that helps anyone supporting bereaved children and young people understand what they may be experiencing with helpful suggestions on approaches and exercises to help children cope better with their grief.
This Bereavement Guide is available to download free of charge:
Nurture in schools: needed now more than ever
The COVID-19 outbreak looks set to have an enormous impact, not only on the health service, but on the everyday life of every single person in the UK.
As teachers using nurture approaches across the country know, for many vulnerable children schools are their only place of safety, support and security. This is why we have welcomed news that schools will continue to care for the children of key workers, and children with safeguarding and welfare needs in the response to COVID-19, while recognising what a challenging and uncertain time this will be for teachers and schools across the country. We hope this will provide the right balance between keeping people safe and giving children the support they need.
Nurture approaches already have an enormous impact on pupils across the country and they can empower teaching staff to understand and address the needs of children who have experienced trauma. Clearly, the importance of nurture is only going to increase for the two groups of pupils who will remain in schools.
For the first group, their parents and carers will be going out to do difficult, stressful and potentially dangerous jobs. The children of these vital workers will be acutely aware of the role their parents are playing and the difficult job they’re doing. Because of this it seems likely the number of children with emotional needs will increase. The emotional support nurture approaches offer will therefore be crucial to more and more children.
For the second group, vulnerable children and young people, the coming period of turmoil will lead to greater pressure on their families and further uncertainty in their lives. This will significantly increase the need for a place where these children feel safe and have their social and emotional needs met and understood.
In England, guidance specifically lists those children “with child in need plans, on child protection plans, ‘looked after’ children, young carers, disabled children and those with education, health and care (EHC) plans” as being part of this group. Yet we know there are many children with needs who fall outside these groups who need the support that nurturing schools provide and so we welcomed the government’s pledge to support schools to support “other children facing social difficulties”. In Northern Ireland, Scotland and Wales government’s have made similar announcements with some clarifications around which pupils should be given extra support to come.
We hope schools, governments and local authorities will acknowledge the need to offer support to those children who might have no formal classification of need, but who will clearly benefit from their care and support, within the category of “other children facing social difficulties”. The number of children facing difficult circumstances will increase significantly during this period, as always early intervention from schools will prevent social and emotional issues escalating.
When we emerge from this difficult time, there will be lasting impacts, on individuals, on families and on society as a whole. Nurture will have a vital role to play in helping children and young people come to terms with this and in supporting them to flourish, whatever difficulties they and their families have been through.
As a charity, nurtureuk stands ready to support the heroic teachers and other professionals who change the lives of those children most in need. The Boxall Profile Online will continue to operate 24 hours a day, seven days a week. This key tool for understanding individual children’s social and emotional needs and planning how best support to them will be of use to more professionals than ever before. We will have more updates on the support we’re able to offer, including online training and one-to-one support very soon.
Thank you for all you as teachers and other professionals do, your roles are more important now than ever. Stay safe and remember, even in this time of great turmoil, you make a huge difference to the lives of the children in your care.
Nurtureuk launches manifesto for inclusive education
We believe in an inclusive education system. Currently pupils with social, emotional and mental health needs are more likely to be excluded and are often unable to achieve their full potential in the classroom. We want to change that, so we’ve launched our manifesto for nurture with recommendations to ensure no pupil faces barriers to their education.
This year marks 50 years since the first nurture group was started in Hackney, London. Marjorie Boxall, then employed as an educational psychologist by the Inner London Education Authority (ILEA), noticed that large numbers of young children were entering primary school with severe emotional, behavioural, and social difficulties. This was leading to unmanageable rates of referrals to special schools or for child guidance treatment.
At the time, these children were considered “maladapted” but Marjorie understood the difficulties presented by most of them were the outcome of impoverished early nurturing. Nurture groups were developed to provide “restorative experiences and development experiences” to these children, many of whom came from difficult socioeconomic backgrounds.
50 years on, despite many years without resourcing or support until the establishment of a formal charity in 2006, nurture provision has endured, and is now used in over 2,000 schools across the UK to support children and young people with social, emotional and behavioural issues to access education.
Yet there are thousands of young people in the UK who are still not properly supported to engage with education. Across the UK, both formal and informal exclusions disproportionately affect the most disadvantaged students, with far higher rates of exclusion for pupils from the most deprived households.
In England in particular, recent years have seen more pupils being formally excluded from the education system, but we have also seen an increase in the use of informal exclusion of ‘off-rolling’. We know this affects children who could have been supported through nurture approaches: 1 in 4 with recognised social, emotional or mental health needs experienced at le
ast one unexplained exit during secondary school.
According to a 2017 report from IPPR (Making The Difference: Breaking the Link Between School Exclusion and Social Exclusion) excluded pupils are “twice as likely to be in the care of the state, four times more likely to have grown up in poverty, seven times more likely to have a special educational need and 10 times more likely to suffer recognised mental health problems.”
Much has been said about the need for a good behaviour culture in school. We believe a good behaviour culture is one that recognises that all behaviour is communication and that seeks the underlying causes of difficult behaviour and acts to address them. As one nurture teacher told us:
“If pupils don’t feel happy and safe within school, they won’t learn anyway, so you can carry on teaching ’till your heart’s content but they won’t take it in if they don’t feel happy, secure and their basic needs aren’t being met.”
That’s why we believe every child should have access to assessment using the Boxall Profile. The Boxall Profile is an educational psychologist-designed, teacher developed assessment tool which enables teachers to develop a precise and accurate understanding of an individual child’s social and emotional competencies and behavioural needs and the levels of their skills to access learning, in order to plan effective interventions and support activities, and monitor progress.
For more than 50 years, nurture groups have proven to be an effective intervention both in primary and secondary schools, giving vital support to some of our most vulnerable pupils to help them overcome social, emotional and behavioural difficulties. Nurture groups foster emotional wellbeing in vulnerable children, reduce aggression and incidences of withdrawn behaviour, increase educational engagement, reduce exclusions and create a more inclusive ethos in schools. We believe every child that needs it should have access to intensive support within an evidence based provision such as a nurture group.
Our whole-school National Nurturing Schools Programme is now helping schools to use the principles of nurture to focus on the emotional needs and development as well as academic learning of all students, enhancing teaching and learning and promoting healthy outcomes, resilience and improved wellbeing for all children. We believe every school should implement a whole-school approach to emotional health and wellbeing.
Nurture has momentum, but we want the benefits of nurture to reach every child in every school, and for every child who needs it to have access to the more focused intervention of a nurture group. With nurture we can build resilience, improve wellbeing and break down barriers to learning and achieving. We hope you will support us in our mission to improve the social, emotional health and behaviour of children and young people through nurture in schools.
It’s time for an inclusive education system. Through greater prioritisation of social and emotional learning and wellbeing, we can create a school system which leaves no pupil behind.
Our manifesto calls for the next government to:
- Enable universal access to Boxall Profile assessment
- Ensure there is a whole-school approach to nurture in every school
- Invest in evidence-based provisions to improve mental health and wellbeing in schools and intervene early to tackle difficult behaviour and reduce exclusions
Support our manifesto? Join our campaign by posting on social media:
I support the @nurtureuktweets manifesto for an #inclusiveeducation for children with social, emotional and behavioural needs. #nurtureforall
The nurtureuk guide to implementing Mental Health and Behaviour in Schools
Today, nurtureuk publishes its guide to implementing the Department for Education in England’s advice document regarding mental health and behaviour in schools.
In November 2018 the Department for Education in England (DfE) published its advice document Mental health and behaviour in schools. This guidance for English schools is just as relevant in other parts of the UK and in other countries because it directly confronts one of the most pressing issues in education today.
As evidence from the Boxall Childhood Project (BCP)2 clearly shows, the social, emotional mental health (SEMH) and behavioural difficulties that children and young people are experiencing has reached epidemic proportions. From the 6,800 pupils who were assessed from the primary schools that took part in the Boxall Childhood Project, the evidence shows 10% of pupils are presenting with high levels of SEMH needs, and 26% with moderate needs.
Boys in primary schools are three times more likely to experience high levels of SEMH needs. It is small wonder that teachers are experiencing what they sometimes describe as a ‘tsunami’ of mental health needs in the classroom.
The challenging behaviour this mental health tsunami produces has resulted in rocketing exclusion rates that have in turn been cited as a principle driver of anti-social behaviour, leading to violent crime, and in particular – knife crime.
The need to address these issues has never been more pressing, and implementing the advice in the Mental health and behaviour in schools White Paper can have a significant impact as the evidence shows. In this publication we look at how this guidance can be effectively implemented in the school setting and the benefits not just for the children, young people and schools, but also for society as a whole.
You can download and read the nurtureuk‘s guide to mental health and behaviour in schools in full HERE
Commenting on the Initial Teacher Training (ITT) Core Content Framework, nurtureuk chief executive Kevin Kibble said: “At a time when the Department for Education (DfE) is highlighting the issues of mental health & behaviour in schools, the newly-published Initial Teacher Training (ITT) Core Content Framework does little to help teachers address these needs.”
“This was an ideal opportunity to bring ITT into the 21st century, equipping new teachers with the skills, or at least the methodology to obtain them, to identify and tackle the mushrooming prevalence of social, emotional, mental health & behavioural needs of the most vulnerable pupils. Nowhere is there reference to what we now know about brain development and how it impacts on a child’s ability to learn. Where is the overwhelming evidence of the adverse effects on child development of early childhood trauma and how our knowledge is evidenced by neuroscience? And what about attachment awareness or the importance of the teacher-pupil relationship in building secure attachments?”
“This feels like a ‘business as usual’ approach and misses the chance to really step forward in ITT. It’s no wonder we fail to hold on to so many of our new teachers for more than a few years.”
If you’d like to find out more about how the Boxall Profile® can be used to respond to the SEMH needs of children and young people, please contact nurtureuk‘s Boxall Profile® team on [email protected].
Welsh Assembly Members mark 50 years of nurture during debate on whole-school approaches
On the 25th September Jayne Bryant, Labour Welsh Assembly Member (AM) for Newport West, tabled a debate on “Wales’s whole school approach: Supporting all children to flourish, learn and succeed in schools” in the Welsh Assembly.
Opening the debate, Bryant spoke about the importance of early experiences in a person’s life, saying that “attitudes, beliefs and behaviours learnt during these very early years are often carried into adulthood”. She then highlighted the mounting evidence that “if we get things right early on” this will have a “a positive impact on not only the individual, but on society as a whole.”
She also pointed to the conclusion that the Welsh Assembly’s Children, Young People and Education Committee came to in their ‘Mind over Matter’ report that “school settings are key to promoting emotional well-being and good mental health”.
Bryant then highlighted excellent whole-school approaches in her own constituency including Pillgwenlly Primary School, which opened its first nurture group in 2004, and Malpas Court Primary School which has been on the National Nurturing Schools Programme for one year and recently opened its first nurture group.
Our National Nurturing Schools Programme supports schools to apply the principles which have underpinned nurture groups for 50 years across their whole-school.
Bryant also praised nurture approaches for helping the most disadvantaged children and noted that nurture approaches have now been running for 50 years.
Hefin David, Labour AM for Caerphilly, then raised another school which takes a whole-school approach to nurture: Nant-y-Parc in the Aber Valley. At the school, teachers make “daily efforts to understand the emotional needs of pupils” as well as running emotional literacy groups and offering support for staff well-being. He quoted a staff member who said that: “Placing a high emphasis on well-being allows staff and pupils to feel valued. It’s allowed me to form positive working relationships and I feel motivated to give to pupils as I feel appreciated.”
Ysgol Ty Ffynnon, the first school in Wales to complete the two-year National Nurturing Schools Programme, was then praised by Jack Sargeant, Labour AM for Alyn and Deeside. Sargeant endorsed the programme for other schools and described how “the whole school has embraced the six principles of nurture” and “how nurture group sessions allow their pupils to take part in activities that develop self-awareness, build self-esteem, perseverance and positive thinking.”
Following on from this, John Griffiths, Labour AM for Newport East spoke about how important it was for children to get the best start in life and spoke about how “none of us know what life may throw at us” which means “developing that emotional resilience is so important for the whole of our life course.”
He then said how Somerton Primary, one of his local primary schools had been recognised by Estyn for their excellent nurture approach. He said that “the staff there believe it’s made a real, positive difference to the pupils in that school” and quoted a staff member who had said, “it has really helped a significant change for the better, with growing confidence and self-esteem, sharing and co-operating, and producing better strategies to cope in different social situations. Behaviour and attitudes to learning have all improved.”
Mark Isherwood, Welsh Conservative AM for North Wales region praised not only Ysgol Ty Ffynnon but also Ysgol Maesincla in Caernarfon. Isherwood has previously noted the issue of exclusions and how these affect pupils with additional learning needs and pointed to how Ysgol Maesincla has seen a reduction in exclusions since it opened its nurture groups and adopted a whole-school approach to nurture.
Finally, Education Minister and Liberal Democrat AM for Brecon and Radnorshire Kirsty Williams responded to the points raised by AMs. The minister noted that more and more schools were recognising nurture groups as a “proven means” to support both primary and secondary pupils. The minister then went on to highlight how nurture groups are effective in supporting children who’ve experienced trauma and how they can help build bridges with parents to support children’s learning, especially when those parents may not have had positive experiences of school themselves.
We were delighted to see so many AMs from different political parties praise nurture schools in their constituencies. Nurture teachers work hard to deliver the best outcomes for their pupils and we were very pleased to see their work recognised in this way.
We have welcomed much of the progress made in Wales in recent years to promote pupil-wellbeing. Wales’s new curriculum emphasizes the importance of wellbeing and the principles of the National Nurturing Schools Programme supports many of the curriculum’s elements. The Children, Young People and Education Committee, chaired by Lynne Neagle AM has been a champion of children’s social, emotional and mental wellbeing, particularly through its ‘Mind Over Matter’ report. This debate was a welcome confirmation of the Welsh Government and Welsh Assembly’s commitment to whole-school approaches to wellbeing and AMs appreciation of nurture’s role within this.
nurtureuk response to DfE leak on new policy on school exclusions
Responding to leaked government proposals for England which include plans to back headteachers to use temporary and permanent exclusions to “promote good behaviour”, Chief Executive of nurtureuk Kevin Kibble said:
“If these proposals are genuine we would be deeply concerned. Exclusions do not improve behaviour and take a harsh toll, both on the excluded child’s education and on society. Excluded young people are more likely to go to prison, be unemployed and develop severe mental health issues. Rather than see exclusions as a tool, we need to actively address the underlying causes and work to reduce them.
“Current rates of exclusion are unnecessary and unfair. We know that we can reduce difficult behaviour through understanding the underlying needs that cause behavioural difficulties, and using interventions based on assessment of needs we can be much more effective at reducing exclusions. We also know that exclusions disproportionately affect the most disadvantaged children. In cases where poor behaviour is directly linked to trauma and adverse experiences like separation from family, exposure to family conflict, parental substance abuse exposure and maternal depression, to then exclude a pupil simply confounds the problem and isolates them further.
“Exclusions have been climbing since 2012 and increasingly affect younger children. Currently, almost 6,000 pupils between the ages of five and ten are in pupil referral units or alternative provision in England, a massive increase of 85 per cent since 2011.
“It’s not just us who thinks we need to tackle exclusions: the independent review of school exclusions led by Edward Timpson called for schools to be equipped to address the social and emotional needs underlying difficult behaviour while the House of Commons Education Committee says schools should not rush to exclude and should instead be ‘bastions of inclusion’.
“We cannot repeat the approaches that have failed in the past and have led to appallingly high levels of exclusions. Instead of doubling down on failed approaches, we urge the government to support measures that will ensure every child gets the education they deserve.”
‘Theory and Practice of Nurture Groups’ course recognised by Scottish Credit and Qualifications Framework
Last month, a key course nurtureuk runs to support and train nurture practitioners was recognised by the Scottish Credit and Qualifications Framework (SCQF).
The SCQF is the only framework in the UK that credit rates training outside academic institutions and is therefore a highly sought after award that has both national and international recognition.
The ‘Theory and Practice of Nurture Groups’ was added to the framework in July. The course aims to give an education professional the training they need to set up and run a nurture group including an understanding of the theory which underpins nurture approaches alongside accurate and effective use of the Boxall Profile tool to assess children’s social emotional and mental health needs and their progression. Addition to the framework means that nurtureuk will now be able to offer a SCQF credit-rated version of the Theory and Practice of Nurture Groups.
The course has been given a SCQF level of 8 which translates into a European Qualifications Framework level of 5. Level 5 qualifications are described as involving “comprehensive, specialised, factual and theoretical knowledge” and “granting a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems.”
This also means the course is recognised across Europe as comparable to the demands and skills and knowledge developed of modules in other level 5 qualifications, such as a foundation degree, HND or DipHE.
The accreditation process is rigorous, meaning the course has been scrutinised by both a credit rater and vetter. Feedback received during this process said that the Theory and Practice of Nurture Groups “is a comprehensive and well-presented award which is grounded in current theory and related to effective, reflective practice.”
Nurture groups have been shown to help improve pupils social and emotional skills, behaviour, attendance, attitudes towards education and academic attainment. Nurture groups and programmes were recently highlighted in the Timpson Review on school exclusions for their effectiveness in improving outcomes for children. The review called for a specific fund to help support interventions, including nurture groups. This year marks 50 years since nurture groups were first started in Hackney, London.
Responding to the news nurtureuk Chief Executive Kevin Kibble said: “We are very proud that we have gained this recognition. It shows not just the quality of this course, but the value of the skills and knowledge of nurture practitioners and nurture approaches to their schools and pupils. It’s a fantastic way to start our celebrations of 50 years of nurture.”
Delegates undertake the SCQF credit rated version of the Theory and Practice of Nurture Groups course will gain 13 SCQF points.
nurtureuk welcomes draft proposals for wellbeing in the new Welsh curriculum
Nurtureuk welcomes much of the content of the new draft curriculum. We hope the Welsh Government will prioritise resources to help empower teachers to make the most of the changes.
Last week, the Welsh Government finished its consultation on the draft proposals for the new Welsh curriculum. From September 2022 all maintained schools and settings in Wales will use this curriculum.
The curriculum is composed of six areas of learning: Languages, Literacy and Communication, Mathematics and Numeracy, Science and Technology, Expressive Arts and Health and Well-being.
We welcome that the planned curriculum places health and wellbeing on par with more academic areas in this way. Given we know that poor social and emotional wellbeing has a detrimental impact on learning, prioritising support for children’s social and emotional needs will support their ability to learn.
The principles behind, and practical application of, nurtureuk’s whole-school approach supports the delivery of the health and wellbeing elements of the new curriculum. The National Nurturing Schools Programme (NNSP) is a whole-school approach that upskills teachers and other school staff to embed a nurturing culture to improve the mental health and wellbeing of all pupils and staff in a school. With one in 10 school children in the UK suffering from a mental health problems and worrying levels of stress and exhaustion among teaching staff, whole-school approaches like the NNSP offers schools a way to develop a happier, more resilient and more successful school community.
The health and wellbeing aspects of the new curriculum also include ways that progression will be measured, including children’s ability to self-regulate. Many criteria and principles laid down in the curriculum around progression are similar to the strands measured through the Boxall Profile. The Boxall Profile is a tool teachers use to help understand the social, emotional and mental health needs of their pupils. Our Now You See Us report into using it to assess the social and emotional wellbeing of all pupils found that it helped even experienced nurture teachers identify children with needs they may not have identified before, as they presented in a non-evident manner. By helping teachers understand their pupils needs, using the Boxall Profile can also support early intervention for emotional wellbeing, a focus of the Welsh Assembly’s Children and Young People Committee’s Mind Over Matter report.
We therefore believe that the new draft curriculum could be an excellent framework to help schools support their pupil’s social, emotional and mental wellbeing.
However, the Welsh Assembly’s Children and Young People’s Committee noted in their report on school funding that:
“Stakeholders, including teaching unions and local authorities have expressed real concern that insufficient provision for school budgets could inhibit the delivery of the Welsh Government’s education reform agenda and key objectives of the Education in Wales: Our National Mission action plan, including school improvement, the new curriculum and teachers’ professional learning and pupil wellbeing (including the whole school approach to emotional and mental health).”
Speaking to Welsh Assembly Members in 2017 Professor Graham Donaldson, who played a key role in designing the curriculum, noted that recognising the need to support teachers in order to enable them to effectively teach the curriculum was a key lesson from the implementation of a similar curriculum in Scotland.
To ensure Wales fully grasps the opportunities in the new curriculum, we would welcome more resources and funding in order to help schools support the whole-school approaches to health and wellbeing proposed in the curriculum.
Estyn, the Welsh Assembly and the Welsh Government have all increasingly acknowledged the importance of social and emotional wellbeing, and specifically of nurture, in education over the last few years. If properly resourced, the new curriculum could effectively support children with social, emotional and mental health needs and remove key barriers to learning for these children, giving them the education they deserve.
New figures on exclusions show the need to implement Timpson Review’s recommendations
The Timpson Review of school exclusion published in May 2019 highlighted nurture groups, saying: “they support children who have not had strong early nurturing experiences, by providing a safe and structured environment where children are encouraged to develop positive and trusting relationships with both teachers and other pupils” and that “Done well, as I have seen during this review, they can be an effective approach in reducing children’s social, emotional and behavioural difficulties while strengthening their academic performance. The Timpson Review’s Recommendation 8 called for the establishment of: “a Practice Improvement Fund of sufficient value, longevity and reach to support LAs, mainstream, special and AP schools to work together to establish effective systems to identify children in need of support and deliver good interventions for them”. One of the areas it highlighted for developing best practice is the “effective use of nurture groups and programmes”.
nurtureuk responds to Ofsted’s mental health announcement
Responding to Ofsted’s announcement of new joint targeted area inspections examining the extent to which local services respond to children’s mental health, Dr Florence Ruby, lead researcher on nurtureuk’s Now you see us report, released the following statement:
“The acknowledgement of the vital role that schools play in identifying social, emotional, and mental health (SEMH) issues among children and young people is welcome, as is its commitment to ensuring inspectors take into account efforts taken by schools to consider the support provided by schools to children with SEMH needs.
Whilst the inspections will focus on particular children such as those who are subject to a child in need or child protection plan or are looked after children, we believe this is an important step forward and is in line with our goal of all schools being properly resourced and recognised for their efforts to understand and support pupil’s SEMH needs.
We particularly welcome Ofsted’s recognition that frontline practitioners have a role in identifying mental ill health.
In our response to Ofsted’s recent consultation into its new framework, we called for “a stronger focus on what schools are doing to gain an understanding of the SEMH needs of learners, and what they are doing to address them” in their inspections. This would serve to recognise the efforts being made by teachers to understand and support their pupil’s SEMH.
The measures announced by Ofsted in its joint targeted area inspections (JTAIs) represent a welcome step towards this, however in order for them to be effective it is crucial that participating schools are able to identify to SEMH among their students.
The Boxall Profile is already the most used tool in schools to understand the wellbeing and support needs of their pupils (Department for Education, 2017, Supporting mental health in schools and colleges: Quantitative survey) and was recently highlighted in the Department for Education’s 2018 Mental health and behaviour in schools advice.
In our recent Now you see us report, we shared the findings of piloting the use of the Boxall Profile with every child in school, conducted across four terms in 25 primary schools in England. Teachers in the pilot used the Boxall Profile to assess the SEMH needs of more than 6,800 pupils, and 92% of schools that successfully assessed all their pupils using the Boxall Profile found it very valuable and would recommend other schools do the same.
Once SEMH needs are identified, it is equally crucial that schools are given the resources to put in place the support needed. Now you see us found that when support was put in place following a Boxall Profile assessment, there was a 23% increase in the number of pupils who had no apparent SEMH needs after five months had passed.
Recent figures have shown that in a primary school setting, as many as one in 10 five to 10 year olds have a diagnosable mental health disorder (Sadler et al, 2018) and our research shows that addressing the social and emotional needs of children early on benefitted their SEMH, academic success, and could prevent them from experience more serious mental health and wellbeing issues in adolescence and later in life.
The JTAI package is currently aimed at young people between the ages of 10-15. Rolling out the measures further to reach children between 5 to 10 years old would have clear evidential benefits as this would support early intervention and would help prevent SEMH needs becoming more embedded.”