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The Ladybird Room

Our Ladybird Room supports social, emotional and mental health needs (SEMH)

Mrs Chamberlain and Mrs Bull run the Ladybird Room and work closely with the Inclusion Manager – Miss Docherty to provide:

  • A safe, secure structured environment
  • A response to children’s needs
  • An emphasis on social and emotional development
  • Working together with a variety of activities, including art, cookery, games, feelings box, Lego therapy, sharing food and thoughts together at the table.

As a school we offer a number of interventions to support SEMH

  • Nurture sessions (5 afternoons per week)
  • Invitation Lunch (3 lunchtimes per week)
  • Drop in Lunch – available to the whole school (Monday/Friday Lunchtimes)
  • 1:1 Mentoring

Reasons Children might attend a Nurture Group

  • Find it hard to settle in class
  • Low Self esteem
  • Friendship difficulties
  • Family illness or break up
  • Bereavement
  • Quiet, shy or withdrawn
  • Find it hard to share and take turns
  • Find it hard to accept losing a game

We follow the six principles of the Nurture network

The Nurture Group Principles:

  1. Children’s learning is understood developmentally
  2. The classroom/school offers a safe base
  3. Nurture is important for the development of self-esteem
  4. Language is understood as a vital means of communication
  5. All behaviour is communication
  6. Transitions are significant in the lives of children

 

The team work closely with teachers, assessment takes place before children attend and progress is assessed each term.

 

If you need more information about what we offer, or if you have any questions please contact Miss Docherty, Mrs Chamberlain or Mrs Bull.

 

Lego Therapy

 

Lego therapy helps to develop communication and social skills.

 

It encourages the following skills:

 

Taking Turns

Using eye contact

Develops language verbally and non-verbally

Asking for help and assistance

Working in a team

Listening

Solving problems

Giving and taking instructions

 

The group take on the roles of builder, supplier and engineer, other roles could be created.

The role of the adult is to suggest compromise, support positive behaviour and keep the group on task.

 

The builder is given a picture with instructions and asks the supplier for pieces needed.

The supplier will prepare the correct pieces, using the instruction from the builder.

The engineer will give the builder instructions of where the pieces should go.

 

The group always get time to play with their creation at the end of the session.

 

 

 

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