aep_inset_day_-_broadlands_-_presentation_oct_2018.pptx

Bandas

1. What are the Benefits for children? Better social interaction with peers/adults Switched on to life and learning Fewer referrals and exclusions Higher academic attainment

2. …. for staff? Deeper understanding of children’s needs Growing confidence in own ability to help children with emotional and behavioural problems Permission to do what we knew instinctively was right Improved health/ reduced stress Growing job satisfaction in managing more ‘ difficult’ children A common language across agencies – working in partnership

3. Vital Relational functions (VRFs) Attunement Validation Containment Regulation (soothing or stimulating)

4. Detailed Output from Class Screening

5. Individual Profile Summary

6. Review and progress monitoring Progress can be monitored by re-profiling a class every 6 months e.g. in Term 2 and Term 6 Individual action plans and profiles should be reviewed every 6 weeks Reports can be generated to share with parents or to send to other professionals or agencies

7. Thrive training and IMPACT 114 Thrive Lead Practitioners in B&NES have successfully completed the accredited training over the last 4 years   65 B&NES Schools are now using the Thrive Approach ( 51 primary, 11 Secondary and 3 Special schools) Approximately 60% of these schools, to date, have delivered whole staff Thrive training. Others are planning training during 2018-19  

8. Thrive data from Bath Primary schools 24 out of 25 Bath primary schools are embedding the Thrive Approach During 2017-18 90% of children in Bath Primary schools were profiled using Thrive online , of which 210 were identified for targeted support.   95% of targeted children have made progress on their Thrive scores   95% of targeted children have made progress with behaviour 85% of targeted children have made significant progress in their emotional social development and academic progress

9. Outcomes for Bath Primary Schools since Thrive started 2014

10. Thrive Scores NURTURE OUTREACH SERVICE 2016-18 Cohort of 26 vulnerable children across B&NES primaries (blue) Comparison to class average (orange) provides evidence of ‘closing the gap’ for this vulnerable group. Most children moved from ‘BEING’ to ‘THINKING’ over one year