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| Titel: |
Developing the nurturing school |
| Auteur: |
Doyle, Rebecca |
| Verschenen in: |
Emotional and behavioural difficulties |
| Paginering: | Jaargang 8 (2003) nr. 4 pagina's 252-266 |
| Jaar: |
2003 |
| Inhoud: |
This article describes how establishing a nurture group in a challenging infant school had a profound effect on whole school development. Since May 2000 the nurture group has been the hub of an evolutionary process, which the author was able to experience at first hand as the nurture group teacher. Under her guidance, all mainstream classrooms became increasingly nurturing and the impact of the nurture group practices became entrenched in the policies and practices of the whole school. This has had a significant, positive impact for a number of the most vulnerable pupils with social, emotional and behavioural difficulties and their mainstream peers. The mainstream application of these principles supported the school's evolution from special measures in 1997 to its current position, judged by Ofsted as a good school, representing good value for money and very effective in helping pupils with special educational needs. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 6 van 7 gevonden artikelen
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