“Our children do not come from a place of safety and security”
Penygarn Community Primary School in Penygarn, Wales
Penygarn Community Primary School work closely with their community in Wales to cater to families’ individual needs. They understand that children will not and cannot learn if their emotional wellbeing is not fulfilled first.
Since implementing nurture across the school, Penygarn found a reduction in the number of exclusions among their pupils and reported improved staff wellbeing.
“We know that happy teachers teach, and happy children learn.” - Teacher
The impact of nurture
Nurture was already a big part of Penygarn Community Primary School when we met them. They began working on the National Nurturing Schools programme in 2018 to consolidate and expand their nurture practice into a whole-school approach, building on their existing ethos.
“Children are good at masking, we understand when things are going wrong, we catch them before they fall.” - Teacher
Pupil wellbeing
Pupil wellbeing is a key focus at Penygarn Community Primary School, as well as encouraging more parental engagement.
Many of the children in the community do not come from safe and stable homes so Penygarn have worked hard to establish the school as an alternative safe space. Staff here know their pupils extremely well and meet the children where they are at.
All staff are Emotionally Available Adults for the pupils, especially those who may not have access to these adults at home. School learning environments facilitate this through consistency of spaces, layouts, and approaches.
The Boxall Profile® is used as a universal provision throughout the school to support emotional wellbeing. Staff use the tool for nurture interventions and targets for development plans.
Nurture groups
With our support, Penygarn set up a nurture group for year six pupils struggling in their mainstream classes. Trained nurture staff focused on strengthening their social, emotional, and mental health, implementing provisions such as gardening club, therapy dogs, and play therapists.
Each week they noted that “extreme and difficult” behaviour decreased, and cited improvements in self esteem, positive self talk, relationships with peers, staff and parents.
“We are very positive, nurturing, warm and we know each child and family individually, and know what they need from us and how we can support them to grow.” - Teacher
Parent and community engagement
Improving relationships with parents and carers was another priority for Penygarn Community Primary School. The school previously found families were difficult to reach and engage, and carried with them negative perceptions of school, influenced by their own experiences.
Penygarn have found creative ways to engage and support families. They made strong connections by providing a food and uniform bank so that families know that they can come to the school for support if they need it. From reading cafés and picnics to celebration days and gardening clubs, staff are committed to providing safe, accessible opportunities for parents to come into school and feel part of the extended school family.
The relationship between the school and the families is much improved, and parents now feel reassured they can speak to any member of staff and be met with warmth and support without judgement.
The school is now seen as a central hub of community, rather than just a place children go to school.
Pupil journeys
The school set up a nurture provision specifically for a group of year 6 pupils who were struggling to engage in a mainstream setting. One pupil in particular had a remarkable transformation due to this intervention.
By the end of the year, this pupil was acting as a helper to nursery and staff, and was a fantastic role model. He was thoroughly engaged, participated in all activities, and the children adored him.
Exclusions for the other pupils also greatly decreased.
“Our voices are heard; we are listened to.” - pupil voice