The Six Principles of Nurture at Queensbridge

The Six Principles of Nurture at Queensbridge

The Six Principles of Nurture are at the heart if everything that we do at Queensbridge.

Learning is understood developmentally

Here at Queensbridge children’s learning is understood developmentally.  As a staff team we focus on the stages that our children are at, not the ages.  We understand that development looks different in different children.  Our curriculum is modified wherever needed to allow all children to be able to access learning and make progress.  Throughout the whole curriculum we use various scaffolding tools such as; Widget, Colourful Semantics, modelling, working walls and target specific interventions.  As a school, our aim is to measure the progress of individual children based on their own developmental targets.  Targets and interventions may be academic but often also include Boxall related targets.  As a staff team we have all been trained and understand the link between academic progress and Nurture/wellbeing.  We use Boxall assessments to identify areas of need in each strand which informs staff how best to support each individual child and give them the tools needed to access the wider curriculum.  By understanding where each child is developmentally, and tailoring their targets to their Boxall profile, we have seen the positive impact that the Nurture approach has had on the progress – academically and Boxall – of a number of children at Queensbridge.

Families are invited and welcomed into school throughout the school year, to various events and parents’ evenings, to celebrate their children’s successes and achievements.  We celebrate and showcase successes and achievements consistently throughout the academic year, following our three core values: Respect, Believe, Achieve.  Every classroom had a Respect, Believe, Achieve display which allows the children to share and showcase their proud moments – these could be related to academic, Boxall or extra-curricular achievements at home.  All stakeholders throughout school can see, share and celebrate every child’s triumph.

Safe Base

As a staff team at Queensbridge we have embedded a whole school approach by creating an environment where children feel safe, valued and understood.  Our whole school rules are ‘Be Caring’, ‘Be Ready’, ‘Be Safe’ and our school vision is ‘where every child has a champion’.

Staff provide children with a warm welcome on the door each morning, consistent routines and clear expectations.  Adults spend time in developing positive relationships with all children, listening to them and sharing in their interests and celebrating achievements.  At lunch times adults share meals with the children and some children enjoy to sit and eat in a small group with the head teacher.  Classrooms environments are well organised and of a neutral theme minimising overstimulation and creating a calm learning space. Each classroom also has a dedicated calming corner where children have been taught to self-regulate. At Queensbridge we also have a nurture room which is set up like a home environment with a kitchen for focussed group learning, play, and developing social skills and life skills for an identified small group of children on a short term basis.  This is led and managed by a consistent team of adults- the nurture team.  In addition we have an outdoor classroom and forest school area which is accessed regularly by all children from mainstream school and the resourced provision.  School works closely with parents and families and they are invited into school regularly to share and celebrate their children’s learning and achievements and take part in stay and play sessions.  The impact and benefits of this have shown to be reducing barriers to leaning including improving attendance, supporting families and addressing underlying concerns with social, emotional and mental health.  Feedback from parent questionnaires and pupil voice show that children feel safe at Queensbridge.

The Importance of Nurture for the Development of Wellbeing

The wellbeing of all members of Team Queen is central to creating a safe, secure environment where everyone feels a sense of belonging. This shared commitment to nurture is what makes our community strong and successful.

Pupils

Every child is welcomed into school each morning by a member of staff and offered a soft start to help them settle. Breakfast bagels are available to all. Each classroom has a dedicated calm corner, equipped with resources to support emotional regulation throughout the day. Pupils who find mornings challenging receive additional support from the pastoral team, allowing time to regulate before entering class.

Targeted afternoon group activities are planned to meet needs identified through the Boxall Profile. These include Lego therapy, small-group interventions and forest school sessions. Forest school is a valued part of the week for many pupils, offering purposeful outdoor learning where children can thrive. Our pond area provides further opportunities to engage with nature. For pupils who find the dining hall overwhelming, a calmer lunch option outside the hall is available.

Our curriculum is inclusive by design, recognising children’s varied interests and starting points while keeping English and Maths at its core. We provide a wide range of trips and experiences to broaden pupils’ understanding of the world, alongside opportunities to participate in sports beyond PE lessons to promote wellbeing. The Den is our bespoke nurture provision for pupils needing additional support to access learning, placing wellbeing at the heart of both personal and academic development.

Staff

Staff wellbeing is equally prioritised. All staff are entitled to a wellbeing day during the academic year, and weekly recognition is given through Staff Star of the Week, with an early Friday finish. Teachers can work from home during PPA, receive planning support, and are given additional time where needed. Workload is carefully managed, with an emphasis on live, purposeful marking. Staff have access to counselling services and a comprehensive CPD programme. Following staff surveys, senior leaders respond through a clear “you said, we did” approach.

Language as Communication

At Queensbridge, we embrace the principle of “Language as Communication” by recognising the pivotal role language plays in supporting children’s emotional, social and cognitive development. We understand that language is not only a tool for expressing thoughts and ideas but also for fostering strong relationships and emotional regulation.

One of the ways we support this is through restorative conversations during “Reflection Time.” This gives children a chance to reflect on what happened in a situation, how they’re feeling and how they can make things right. These conversations help children develop their emotional literacy. We recognise the diverse needs of our learners and have visual aids (Widgit symbols) to support these conversations to be inclusive to every child.

All staff have received CPD focused on the importance of using positive, clear language, asking open-ended questions and modelling emotional vocabulary so our children can effectively express their thoughts and feelings. Staff have also received training on Zones of Regulation to support children in learning how to express their feelings appropriately in different situations. This is an intervention that has been used for a long period time by our Behaviour Support Team for individual children but will now be used as a school wide approach.

We recognise that 90% of brain development occurs before age 5 and have therefore made EYFS a priority in our school development plan. Staff have received CPD on high-quality interactions and we’ve increased our adult-to-child ratio in EYFS to maximise interactions. To strengthen the team, we’ve appointed a Lead Practitioner of Inclusion/Nurture to ensure a robust communication and language curriculum incorporating the principles of nurture.

We use the BOXALL tool to identify those children who require more targeted support with using language to communicate. This includes interventions such as Lego Therapy to strengthen relationships and support social skills. We have a Nurture Provision “The Den” which is a language-rich environment that prioritises calm, supportive communication. We have seen that children returning to their mainstream classrooms are demonstrating improved ability to express themselves clearly and confidently.

At Queensbridge we have high expectations of behaviour where praise is public, specific and promotes desired behaviours. Every child has a champion, meaning all children have an adult they feel comfortable talking to, especially when feeling anxious or angry. Our school rules are clear and regularly acknowledged. Visual symbols remind children of instructions and expectations. Staff use language that is specific and positive, narrating the desired behaviours and giving specific instructions followed by ‘thank you’. For most children, this is everything they need to understand expectations, regulate themselves, communicate their feelings and learn.

All Behaviour is Communication

We recognise that all behaviour is communication and for some children, when experiencing heightened emotions, these may be expressed through inappropriate behaviours. In these instances, staff respond calmly and firmly. Children can make use of our calm areas to regulate – there is one in every classroom. Conversations regarding behaviour take place in private, once calmed and ready to talk. Feelings are named and acknowledged. Acceptable behaviour responses are modelled and discussed. Expectations are made clear. This all aids the child in developing language tools to communicate their thoughts and feelings and the strategies needed to manage them. A small group of children benefit from an individual behaviour plan, which specifies familiar adults and suitable strategies to be used consistently. In addition, a small group of children access our ‘Den’ – a nurturing space where children benefit from more specific support to develop effective strategies to communicate and manage their emotions and behaviours.

We support families well, developing supportive relationships and offering parenting courses. Parents work with school, informing us of any changes in their child’s life so we can support the child.

This ensures our school is a safe, calm place, where children are in an optimum environment to learn, where disruption is at a minimum.

The Importance of Transitions in Children’s Lives

At Queensbridge, transitions are a constant feature of the school day, and for children they play a vital role in emotional wellbeing, learning readiness, and behaviour. Well-managed transitions help children feel secure, understand expectations, and move confidently from one activity or environment to another.

Visual timetables are a powerful tool in supporting transitions. By clearly showing the structure of the day, they help children anticipate what is coming next and reduce anxiety, particularly for younger children and those with additional needs. Knowing when lessons, playtimes, and changes will occur allows children to mentally prepare and feel more in control.

Transitions from inside to outside, such as moving from the classroom to the playground, are significant moments. These changes in noise levels, space, and activity can be overwhelming if rushed. Calm, structured routines and clear guidance help children adjust and make the most of both learning and play opportunities. Similarly, moving between different areas of the school, such as classrooms, halls, or specialist rooms, requires consistency and support to maintain focus and positive behaviour.

Daily transitions from home to school and school to home are equally important. A softer start to the day, where children are greeted warmly and offered breakfast, helps them settle emotionally and physically. This gentle beginning supports children who may arrive feeling anxious, tired, or unsettled, ensuring they are ready to learn. Feeling welcomed and cared for builds strong relationships and promotes a sense of belonging.

Transitions also occur across key stages, particularly the move from Year 6 into high school. This is a major change involving new routines, environments, and expectations. Preparing children gradually through discussions, visits, and reassurance helps build confidence and resilience.

Overall, thoughtful and consistent transition practices at Queensbridge create a supportive school environment where children feel safe, valued, and ready to succeed.