Presented by

Ursula Andrew -SENDCO and DT – Chessbrook ESC

uandrew@chessbrook.herts.sch.uk

and

Jan Hegerty -Education Adviser for the Virtual School

(Hertfordshire CC)

janet.hegerty@hertfordshire.gov.uk

The Boxall Profile and the

concept of nurture at CESC

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

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.”

National Statistics for CLA

Theory of Nurture

Nurture at CESC

Boxall Profile

Assessments

Overview

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

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)

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.

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.

• 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

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

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

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

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?

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.

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

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

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

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

Timeline

Boxall Profile

Role of the Key Adult

Student Nurture and

Assessment Plan (SNAP)

Student A

Emotion coaching and how it worked for a

Secondary Teacher and a student with

challenging behaviour

https://vimeo.com/88339296

https://vimeo.com/88339296

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

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