Using a nurturing approach to manage conflicts

Information about the school

Somerton Primary School is in the city centre of Newport.  There are 185 pupils on roll aged from 3 to 11 years of age, including 20 part-time nursery pupils.  They are taught in six mixed-age classes with a few pupils spending part of their day in nurture provision.

The three year rolling average of pupils eligible for free school meals is around 45%, which is well above the national average of 18%.  The school identifies around 30% of pupils as having additional learning needs.  Just over a quarter of pupils come from an ethnic minority background and around 24% speak English as an additional language.  A very few pupils speak Welsh at home. 

The interim executive headteacher took up her post in September 2016 and is also the substantive headteacher of Eveswell Primary School.  The local authority has opened a consultation into the possibility of creating a permanent federation between the two schools.

Context and background to the effective or innovative practice

Somerton Primary School serves an area in Newport where many families face challenging circumstances.  The school aims to ensure that provision meets the needs of their most vulnerable pupils to enable them to achieve success and improved wellbeing.  Three years ago, pupils were frequently excluded from the school and a very few pupils were disengaged from learning. Overall, the school believed that pupil behaviour had deteriorated and staff morale was low.  Leaders believed that they needed to change the culture urgently.

Description of nature of strategy or activity

Leaders engaged the staff, members of the local community centre, local authority educational psychologists and governors.  The aim of this was to evaluate the school’s current position in terms of its strengths and areas for development and opportunities to improve through engaging the whole community in planning for change.  Two very honest sessions led to ideas for action and the need for a new vision and sense of purpose.  In a following meeting, ideas for their mission statement, and a set of whole-school objectives and the overarching aim ‘Respectful, Safe, Successful’, were developed.  

The school used current theory and best practice to develop conversations and strategies to support pupils with challenging behaviour.  The school developed four simple rules and a common language to help pupils remember them.  It used restorative techniques to encourage pupils to repair harm and to keep themselves and others safe.  These scripts helped staff and pupils to manage conflict without heightening the emotion in the situation.  

The school considered how best to meet each pupil’s individual needs.  This resulted in the development of a dedicated ‘nurture’ provision, available to all pupils who need it.  The provision enables pupils to experience success in a small group situation.  There are opportunities for pupils to cook, work in the garden and undertake activities to help them to learn about managing conflict and their own emotions.  Importantly, they also complete the work they would do in their class.  Up to 12 pupils access the nurture provision at any time.  Most access the provision for a set period of time, which is reduced until they need very little support.  Others access because they are going through a difficult time, such as a bereavement or a change in their lives.  These pupils may only occasionally spend an hour or so in the provision as required.

Staff liaise regularly with parents, and all pupils receive phone calls or notes home for positive behaviour.  Parents know about the school’s respect policy, restorative practice and expectations of pupil behaviour.  Communication with parents and outside agencies has improved notably.  This is enhanced by the work of the family engagement officer, who has recently been trained in adult mental health first aid.  She works successfully with various agencies to ensure that families get the support when needed.

What impact has this work had on provision and learners’ standards?

The school has adopted a consistent, calm and nurturing approach to all pupils and their needs. Nearly all pupils now make good or better progress academically.  Exclusions are extremely rare and vulnerable pupils, including those with additional learning needs, achieve well in relation to their age and ability.  Pupils are mostly resilient and most cope well with disappointment, should this arise.  They have very positive attitudes to learning and nearly all feel safe at school.  Parents have good relationships with staff and together are able to support children well during times of need.

How have you shared your good practice?

The school have welcomed many staff from other schools to share their nurturing approaches.  The school discusses progress in school cluster meetings and with the local authority.  It has shared the practice in detail with a nearby local school.