The Nest

The Nest

I am Rachel S and I have along with Jo Williams been part of the MHWB team since the start. My main role is The Nest which I love. I work both in the nest rooms, classrooms and on occasions mobile where ever a pupil may need me.

I do 1:1 sessions, small group session made up of pupils with similar needs or who communicate in similar ways.  I also work in classes doing MHWB/emotions sessions.

We do a mixture of adapted programs, for example Zippy and Friends, Story Massage and Mindfulness. We use a wide variety of resources to help all pupils to learn about emotions and feelings in themselves and those around them and how to communicate their emotions and feelings and helping them to use these skills throughout their school day and beyond.

What I love most is being someone else they can turn to for support, a safe calming space and most of all a chat (in whatever form that takes) I am always happy to catch up with parents and families and help whenever it is needed.

 

Hello! I am Magda. My passion is in supporting the mental health and wellbeing of students with emotional regulation challenges.  I began working in the MHWB team by leading on the ‘Cocoon’ which focused on the Mental health and wellbeing needs of pupils in reception and year 1 and included emotional story times, a relaxation session, an emotional classroom display and parent workshops. This project gave me the opportunity to be an active member of the MHWB team.

From September 2019, the “Cocoon” was merged with the “NEST” and I started to support our lower school pupils across the lower school classes.

I support pupils on a one-to-one basis, in small groups and I also support in class.  I consider the child’s family and the staff an essential part of my intervention. I love to learn from the pupils and their caregiver and I work with them to design specific support that the pupil may need.

My work covers essential emotional regulation development that includes:

–  Recognition of feelings in themselves and others

–  Learning to listen to their bodies

–  Recognition of triggers

–  Learning emotional regulation strategies with another support (mutual regulation)

–  Building step by step, the pupils independent ability to self-regulate (self-regulation)

In addition to direct pupil support, this year I have worked with Jo to implement ‘Zones of Regulation’ across the school.  This is a really exciting project where I will be working with pupils, staff and parents to ensure everyone has a knowledge and understanding of what we are aiming to achieve in terms of supporting our pupils in their emotional regulation.

 

You are rightly proud of your work around pupil wellbeing, and ensuring pupils are ready for learning.  This has enabled you to establish a calm and purposeful learning environment for pupils with considerable needs.

Ofsted 2018

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