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Thrive

 

The Thrive Approach: The Bewbush Academy ethos


Thrive 1                  Thrive 2

What is Thrive?

 

  • Supports children with their emotional resilience, social skills and ability to attribute meaning and words to feelings.

  • Helps children engage, or re-engage, with learning and life through right time social and emotional developmental work and activities.

  • Supports the emotional health and wellbeing of all children.

  • Explores interrupted emotional development, which if not explored may lead to troubling behaviour, under-achievement, mental health difficulties in later life and social isolation

 

A few interesting brain facts

  • Strong and secure neural pathways are created through consistent and repetitive experiences.

  • Our brains regularly re-wire - meaning they keep the pathways that are strong and get rid of the ones we use less often.

  • Positive experiences create the chemicals that we need to make these pathways strong, secure and helpful.

 

The Bewbush Academy believe and recognise that

  • Every child deserves the best life chance and we will support children to develop the social and emotional skills they need to succeed in life

  • Children and families may have experienced, for various reasons, social and emotional difficulties/hurdles in life. We will support children and families in overcoming these.

  • Life is tough! Things may happen that we can’t fully control. We will support children in developing the skills, language and resilience they need to manage the challenges they may come across in their life.


 

What do we do?

All children are different and have different responses and emotions to the things they experience in life. Thrive allows us to identify areas for development for individual children, building an action plan and series of sessions with a pastoral approach that will support them in understanding and naming their thoughts and feelings. 

 

Some examples of what we do are:

  • Meet and greets

  • Group sessions - often with a creative or outdoor focus

  • 1:1 for children, if appropriate

  • “Time out” AND “Time in” - to re-regulate and to talk about our dysregulation

  • Whole class activities to name feelings, build  relationships and develop mental health awareness (we call these brain science lessons!)








 

We also work with a school counsellor, the Mentally Healthy Schools Teams and a number of external counselling and therapeutic services (for example, CGL and Paragon).