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How we do the 6 principles of Nurture at Ysgol Maes-y-Mynydd

What is Nurture?

  • Nurture helps us to develop our social and emotional skills.
  • Nurture supports us as we grow.
  • Builds our resilience and helps us feel better about ourselves.

Nurture principles support the 4 more important parts of your school life.

  • To be an ambitious and capable learner.
  • To be enterprising, creative contributors.
  • To be ethically informed citizens.
  • To be healthy, confident individuals.

Children's learning is understood developmentally.

All teaching and learning experiences are planned using the Curriculum for Wales, from Nursery up to Year 6. The pedagogy very much focuses on 'stage not age'. Teachers plan a range of enriching and diverse experiences that enable the child to develop based on their needs. The curriculum is made up of six areas - Health and Well-being, Literacy and Communication, Mathematics and Numeracy, Expressive Arts, Science and Technology and Humanities. Throughout the six areas literacy, numeracy and digital competency skills are taught.

The classroom offers a safe base.

A safe classroom is one where learners feel physically, emotionally and socially comfortable. They know that their needs are taken care of and that they are protected by caring and thoughtful teachers and members of their community. Children learn best when they feel safe - an unsafe environment is not conducive to learning. At Maes-y-Mynydd, children and staff follow our 3 rules to be safe, responsible and respectful. Children are encouraged to form good relationships with the staff and peers. Adults are expected to show calm, consistent behaviour towards each other and the children. Relentless routines provide safe boundaries for the children which they adhere to.

The importance of nurture for the development of wellbeing.

At Maes-y-Mynydd we create a positive environment where individuals can thrive. All children have access to a range of indoor and outdoor spaces from quiet reading corners to our vast open spaces and forest school. Learners and staff also have access to trained adults who have their wellbeing at heart. Enhanced provision that promotes emotional wellbeing is coordinated by our Wellbeing Manager who is also a trained school counsellor. Enhanced nurture provision includes the Student Assistance Programme, Lego therapy, and the Unearthing project. Wellbeing is reviewed for all members of the school community on a regular basis.

Language is a vital means of communication.

Language is a verbal and non-verbal method of communication. All children are encouraged to communicate in a positive manner. Staff use clear, assertive communication. All children are encouraged to talk throughout the day whether it be a play activity or a work activity. Talking partners is an example of this, where children are encouraged to plan and collaborate on a range of ideas. The teachers meet and greet the children at the door everyday. Check in allows the children to share their news and demonstrate their ideas. Visual resources are used to communicate with the children such as the use of timetables and displays. Each class have representatives for school council and take part in regular meetings to ensure the voices of the children are heard. They then feed information back to their class so that all feel included. Restorative practice is key to encouraging the children to become responsible citizens who will acknowledge and communicate in a constructive manner.

All behaviour is communication.

At Maes Y Mynydd we endeavour to give attention to best conduct but we also recognise that all behaviour occurs for a reason. In each case the behaviour is a sign that the child may not have the skills to communicate their need. Through a holistic approach, staff show empathy towards every child and will attempt to understand why a child is behaving in certain way. This is then dealt with at the root to ensure a positive outcome for all.

The importance of transitions in children's lives.

Maes-y-Mynydd recognise that transitions are central to young children's development and emotional wellbeing. We see transitions as a stimulus for growth and development and will be celebrated if appropriate. Transitions are managed systematically and carefully in order to protect the child's capacity to cope with changes. Staff will be made aware of transitions the child is experiencing and support in making sure the transition is handled with care. A major transition for example is moving to high school. All year 6 children are discussed carefully and discussions with high school staff ensure this is a positive experience.