Our Approach

Pupils at Nigel Bowes Academy have a complex range needs and our approaches are tailored to meet the needs of all young people at our school.

The support we provide enables our pupils to achieve their very best through celebrating success, developing self-esteem, resilience and mutual respect by dispelling any anxieties and concerns. Within class pupils’ care and welfare is the responsibility of their teachers and teaching assistants. The work of the teachers is co-ordinated by Senior Leaders who work alongside our Learning Support Team to provide a nurturing and safe environment for all our pupils. School should be an enjoyable time and the fundamentals of nurture create an environment in which pupils can flourish. We are guided by the six principles of nurture;

1. Children’s learning is understood developmentally
2. The classroom offers a safe base
3. The importance of nurture for the development of wellbeing
4. Language is a vital means of communication
5. All behaviour is communication
6. The importance of transition in children’s lives

Our practice is underpinned by the graduated Assess, Plan, Do, Review approaches outlined in the SEND code of practice. All of our pupils have a detailed Personal Development Plan (PDP) which tracks the small steps of progress towards long term EHCP outcomes and informs future provision during the annual review cycle.

We meet pupils needs by;

• Utilizing THRIVE; a developmental and trauma-sensitive approach to meeting the emotional and social needs of children. https://www.thriveapproach.com/about-thrive/the-thrive-approach/

• Taking an attachment aware approach and using PACE in our interactions with pupils. https://ddpnetwork.org/about-ddp/meant-pace/
• Understanding need. Staff take time to understand our pupils’ individual needs and act on the advice and support of other agencies including Educational Psychologists, Speech and Language Therapists, Occupational Therapy and CAMHS professionals. Continuing Professional Development is carefully planned to ensure staff are informed of latest research and guidance.
• Facilitating appropriate intervention. Where appropriate, pupils access therapies such as speech and language, music, art, drama and/or Lego.
• Enabling pupils to develop emotional and sensory regulation strategies. The Zones of Regulation is a whole school approach used to support children recognise emotions and identify and use calming tools and techniques https://www.zonesofregulation.com/learn-more-about-the-zones.html
• Using the SPELL framework, which comprises of five principles of best practice developed by the National Autistic Society. Whilst not all of our pupils are on the autism spectrum, the principles of the SPELL framework successfully support the structure of our teaching and learning. https://www.autism.org.uk/advice-and-guidance/topics/strategies-and-interventions/strategies-and-interventions/spell