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G r a n g e h u r s t Primary School

To Try Our Very Best in All We Do

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THRIVE

THRIVE is a dynamic, developmental approach to working with children that supports their emotional and social well-being.

 

 

 

 

It is based on the latest research in neuroscience, attachment theory and child development, drawing on research into the role of creativity and play in developing emotional resilience. THRIVE draws on an understanding of six ‘building blocks’ of development and growth that comes on line sequentially and remains in play throughout life.

 

 

Knowledge of the social and emotional learning that takes place at each stage supports our school in planning ‘right time’ experiences, activities and opportunities to underpin each one. It is embedded in our understanding that learning happens across the whole day, and often where less structured interactions enable pupils to apply skills that are vital for healthy development and expand their social and emotional learning.

 

Learning about power, our own identity, holding a viewpoint, understanding others, grasping cause and effect, learning to be skilful in relationships ....each one requires experiencing, modelling and teaching from adults and peers, descriptive feedback and opportunities for reflection.

 

Addressing emotional developmental needs early builds resilience, decreases the risk of mental illness, prepares children for school and equips them to be ready and willing to learn. Life events can introduce episodes which become interruptions to children’s development.

 

As well as structured ‘right time’ learning through the developmental stages THRIVE addresses ‘interruption’s that children might be experiencing. Children come to school to learn, but some are not ready or able to do so. They may move appropriately through each stage and then encounter a life experience that creates a setback, as happens to us all at times. At these times pupils may exhibit behaviours that are challenging and disruptive, restless or withdrawn.

 

Current brain science shows, for many of these children, their stress management, emotional regulation and seeking /exploring systems are not yet sufficiently developed for them to access learning, or are set back to our earliest levels of need through trauma.

 

THRIVE provides a systematic approach to the early identification of emotional developmental need so that differentiated provision to address those needs can be put in place quickly by those close to the child. As the children’s emotional and social development needs are met, they re-engage with life and learning.

 

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