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Presented by
Ursula Andrew -SENDCO and DT – Chessbrook ESC
and
Jan Hegerty -Education Adviser for the Virtual School
(Hertfordshire CC)
The Boxall Profile and the
concept of nurture at CESC
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Aims
Explain Nurture Group practice in an ESC for YP
with social, emotional and mental health needs
Show how we use a variety of assessment tools to
gain a holistic view of the YP
Discuss the use of the Boxall Profile when working
with YP with attachment and SEMH needs
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Claire Cameron, co-author Education Children
and Young People in Care: Learning
placements and caring schools.
“For children to thrive and flourish and realise their
potential, and particularly where they have had very
difficult early childhoods, they need to be cared for in
school and educated at home.”
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National Statistics for CLA
Theory of Nurture
Nurture at CESC
Boxall Profile
Assessments
Overview
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Table 1
Percentages of looked after children, all children and
children in need who had at least one fixed term exclusion
(FTE) 2011 to 2015, England.
Source: CLA- NPD, Outcomes for Children looked after by 31
March 2016
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Table 2:
Percentages of looked after children, all children who were
permanently excluded, 2011 to 2015, England.
2011 2012 2013 2014 2015
Permanently excluded
All children
0.07 0.07 0.06 0.06 0.07
Children looked after
0.24 0.15 0.13 0.12 0.14
(Source: CLA- NPD, Outcomes for Children looked after by
31 March 2016)
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Looked after children more likely to have social,
emotional and mental health needs
Looked after children and all children by primary special
educational need, 2016, England.
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Maslow’s hierarchy of basic human
needs f
experiences to the students participating but a key feature of the breakfast is that it ensures that the physiological needs of the students are met should
any students have missed the opportunity for sustenance that morning.
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• Centred around attachment - “emotional bond”
with primary care giver.
• Children become insecure when their care giver
is not consistently available
• 12 out of 30 children have insecure attachment
• Children develop an internal working model (IWN)
Theory of Nurture
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Insecure children
Feel unloved, worthless, uninteresting (IWM)
See adults as unreliable and not interested in
the school situation
Hostile towards care givers, unresponsive
See learning as risky
Push teachers to provoke reactions-get a
thrill in confirming self worth (IWM)
Theory of nurture
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SEMH becoming increasing challenging
We need to bridge this gap and address YP’s
individual needs
Aim of nurture is to “recreate developmental
patterns by identifying gaps”
Nurturing can provide a safe base and support
for these learners as a stepping stone to
independent, effective learning
The relevance of nurture
to YP
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Colley, D., 2009 Nurture groups in secondary
schools (thesis)
“…nurture …
1. fully embedded into …
2. the school …
3. within a flexible learning area (FLA)
4. that offers a range of support …”
Based on the findings of this study, the Boxall
Profile for Young People was published in 2010
The ‘classic’ nurture group in the context of
a mainstream setting
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Assessment Profile-Boxall Profile and other
assessments
Student Nurture and Assessment Plan (SNAP)
Monitor interventions through the SEN Code of
Practice-Assess/Plan/Do Review
Regular meetings with YP,DT/SLT/key adult (KA)
with parent/carers, mainstream school, alternative
providers
1. KS3 meeting - every 4 weeks
2. KS4 – every term (at least)
How do we do this at CESC?
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What is the Boxall Profile?
A diagnostic and developmental
assessment tool designed to assess the
specific areas of need for learners through
two questionnaires.
It suggests an order in which to address the
identified developmental needs and
negative behaviours.
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Two strands - Developmental, Diagnostic
Series of questions centred about 5 clear cluster
areas:
Blocks (Developmental Strand )
Organisation of experience
Internalisation of controls
Barriers (Diagnostic Profile)
Self-limiting features
Undeveloped behaviour
Unsupported development
Boxall Profile
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Framework for the precise assessment of YP who have
SEMH and/or attachment BP report gives teachers insights and suggests points of
entry into a YP’s life Report helps all teachers plan focused intervention for
YP; decide what they are already doing or have in place, and assess impact so far
Teachers identify their priority area of need for the YP
and plan for using suggested interventions and
After 6 weeks (every half-term) assess the impact of
changes made
Boxall Profile at CESC
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Findings: BP’s use in
mainstream schools
6 week reviews – staff have found this helpful to have a
deadline and a focused plan of support
Small steps to progress are needed which the profile helps
break down; it is clear when the YP is not ready to access
an intervention
It has been useful to allocate specific tasks to 1:1 support
staff, and ensure all key staff are clear about the YP’s
needs
Schools have found different ways to record impact of
interventions
Schools have used review to inform new targets for IEPs
etc
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Repeat Boxall every half-term- comparison
Careful preparation for transition back to
mainstream/group
Teacher will receive several strategies to
implement which may help the child.
Continued support, communication when re-
integrated
Re-integration back to
mainstream/groups -Outreach
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Timeline
Boxall Profile
Role of the Key Adult
Student Nurture and
Assessment Plan (SNAP)
Student A
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Emotion coaching and how it worked for a
Secondary Teacher and a student with
challenging behaviour
https://vimeo.com/88339296
https://vimeo.com/88339296
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Address SEMH and other needs with a systematic
approach
A view to EHCP application if needed
Importance of a consistent team effort by
KA/DT/SLT/teachers/support staff
Keep theory and principles of attachment and
nurture at core of daily interactions with YP
Be a reflective practitioner
Summary
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Presented by
Ursula Andrew -SENDCO and DT –Chessbrook
ESC
and
Jan Hegerty -Education Adviser for the Virtual
School (Hertfordshire CC)
https://nurturegroups.org/evidence/impact-and-
evidence/nurture-groups-secondary-schools
The Boxall Profile and the
concept of nurture at CESC