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.
Guide forParents & Carers
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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
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
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’
and supporting access to
additional help with wider agencies.
. Looking at a particular
difficulty and working together to find solutions, develop understanding and
strategies to support change.
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.
Language therapy can be accessed and all our staff have regular training from
preferred professionals to ensure excellent day to day supportive practice. .
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.
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.