Lord Street, Colne, Lancashire BB8 9AR

01282865597

office@lordstreet.lancs.sch.uk

Lord Street Primary School

Learning to be the best we can be.

INNOVATE...INCLUDE...INSPIRE

 

The Beehive   Beehive, Yellow, Cone, Honey, Bee, BugBumblebee, Honeybees, Beehive, Hive

The Beehive is a bridge between school and home, and is intended to be a welcoming and relaxing environment.  Although academic progress is an important part of nurturing, emphasis is put on emotional and social development, with many opportunities for broader learning provided by the Beehive staff. 

Intent

At Lord Street Primary School our aim is to ensure that we provide an inclusive, creative curriculum that can be accessible to all. For a small minority of children the demands of a mainstream classroom can be overwhelming. At Lord Street Primary school we are able to provide a Nurture group called The Beehive for those children who find the daily demands of mainstream challenging.

 

Implement

All Nurture groups are based on the 6 principles of Nurture which is implemented throughout school through the following:

 1) Learning is understood developmentally

 2) The classroom offers a safe base

3) Nurture is important for the well-being of children.

4) Language is a vital means of communication

 5) All behaviour is communication

6) The importance of transition in children’s lives

Impact

The intended impact would be for the children to be able to be integrated back into mainstream classroom with little impact on their learning. Nurture group impact should have a positive outcome on the social and emotional and mental health so that they are better able to participate and achieve within a mainstream classroom.

 

 

In the Nurture group we plan activities that are similar to those in their mainstream class to support with later reintegration. Activities are manageable and achievable by all the children and where possible activities are tailored to the children’s individual needs to fill in any learning gaps.

Regular meetings with classroom teachers ensure that both settings provide the children with a consistent learning environment using the same learning resources and teaching strategies.

The adults in school model positive communication from the simplest greeting at the door to more advance communication skills such as asking each other relevant questions. In school we provide opportunities to discuss children’s behaviour through emotions. ‘I can see that you are feeling very angry today, this is because X will not share the toy.’ Explaining to children about their emotions helps the children to develop a better understanding. In school we can use many different emotion charts that help support, regulate and communicate emotions.

Each classroom layout is carefully thought out so that the children can access the room freely and independently. In each classroom children are provided with a quiet/calm area that they can access when they feel anxious.

Where possible the daily routine is kept consistent, this helps children to regulate their anxiety of change. Working alongside the classroom teachers we provide children with the same consistent visual time table to support them with the daily classroom routine.

 

As a school we have high expectations of the children’s behaviour. We all work together so that we have a whole school consistent approach to the expectations of our children. We give children the opportunity to be independent in their own thinking of right and wrong. In school we encourage children to be responsible for their actions and behaviour. As a school we believe that at Lord Street we must be READY RESPECTFUL and SAFE.  As a school we also understand that a child can express challenging behaviour. This behaviour is their way of communicating their feelings and frustrations. We work with the child to support them.

At Lord Street Primary School we understand the importance of developing children’s well-being. As a school children are involved in different activities to engage them with listening and responding. The adults in school continually model to the children how to talk with another and they engage with the children’s games and activities. The children are provided with plenty of time to complete each task/activity and are regularly reassured by the adult that they will have time to go back and finish, whether it’s finishing a model made or completing a sentence they are writing. Children are continually provided with praise and encouragement; no achievement is too small for praise.

We understand that children can find transitions difficult and become anxious. As a school we understand the importance of making a positive transition. When children integrate into the Nurture group or reintegrate into their mainstream classroom we provide a slow process that it tailored to the child’s needs. Children will make many transitions throughout the day. Where it is necessary, children are prepared for these transitions using individual timetables and the classroom visual timetables.

Miss Toomey

SENDCO

 

Miss Toomey joined Lord Street in September 2016, as Year 3 teacher. Since then she has taught across both Key Stages and is currently teaching in our Nurture room The Beehive. She became our SENDCO in 2017 and started the National Award for SENDCO course to become a qualified Special Needs Coordinator. Miss Toomey is passionate about SEN and has a keen interest in autism.  After graduating from  Liverpool Hope University in 2007 she started her teaching career in St Helens.  She has also spent time teaching in both Berlin and China, which were fantastic opportunities for her and helped shape her teaching style. 

If you wish to speak to Miss Toomey please email

sara.toomey@lordstreet.lancs.sch.uk