THRIVE is a dynamic, developmental approach to working with c that supports their emotional wellbeing. It is based on growing evidence that the brain develops through personal and social development. Relationships we have with significant adults is fundamental to who we grow up to be. The brain is built up of many brain-cell neuronal pathway connections made by sight, sound, smell, touch and movement. 

It is a therapeutic intervention approach to help support children with their emotional and social development which uses practical strategies and techniques which form action plans for individual needs. 

It was created by a multi-agency team who could draw on their experiences as teachers, advisers, OFSTED inspectors, social workers, family therapists, and foster and adoption specialists. It uses six ‘building blocks’ of development and growth that works sequentially throughout life. 

By using a systematic approach to the early identification of emotional development need of individuals interventions and provision can be put into place so that those pupils who are not yet ‘ready to learn’ have their needs addressed to help build resilience, decrease mental illness and can help address challenging behaviours which often relate back to early childhood trauma and anxiety. 

The THRIVE online assessment tool allows for targeted action plans to be developed to help progress the pupils through the six building blocks of development   

At the Lifehouse we use THRIVE throughout the faculties and across the whole school as an underpinning approach and as an intervention to develop and embed a ‘positive behaviour for learning’. It provides a measurable improved behaviour, attendance and learning.

Family Support

Depending on the child we will use the appropriate lens to explore difficulties and develop different strategies ranging from Attachment and Trauma informed support, CBT, Strategies for children with ADHD, Autism and Mental health support strategies. Different methods for different needs that take into consideration the uniqueness of every child. 

Initial Family Support Meetings

After a pupil has been with us for their induction period an ‘Initial family support meeting’ is organised. Through these meeting we can offer support to parents, meeting them were they are with their challenges. This can involve the following: ·        

A listening ear , simply hearing and talking through worries and anxieties to build a confident and supportive home-school relationship..

The therapeutic diary , a tool to offer space between the impact of a child’s behaviour and the parent response, to support change in perspective with a reflective solution based response. ·

The zones of regulation , developing a common language to express emotions and a process of developing a ‘tool kit’ to support regulation for the child and adult. Often using the technique of ‘How big is the problem’ and ‘Stop opt Go’ 

Sign posting and supporting access to additional help with wider agencies.

Focused support . Looking at a particular difficulty and working together to find solutions, develop understanding and strategies to support change.

Ongoing Family Support

The door is always open. We develop strong relationships with our parents and as their child progress through school there can be times of difficulty, a series of support meetings are on offer for additional help and a space to explore, support and develop strategies and approaches for the child and family.

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Speech and Language therapy can be accessed and all our staff have regular training from preferred professionals to ensure excellent day to day supportive practice. .

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Occupational Therapy

We have access to an Occupational Therapist who helps devise individual sensory diets and also advises on how to integrate sensory activity into our day to day timetables.

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Trauma Informed

Being trauma Informed helps us to be considerate of a child’s needs not only day to day but moment by moment and respond appropriately when they become overwhelmed.

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