At Salisbury Manor Primary School, we strongly believe in the Thrive approach. Thrive is a dynamic, developmental approach to working with children that supports their emotional and social wellbeing. It is based on the latest research in neuroscience, attachment theory and child development, drawing on research into the role of creativity and play in developing emotional resilience. Thrive is used at our school to help support children with their emotional and social development.
The Thrive approach offers practical strategies and techniques and is built around assessments which identify children’s emotional development and provides action plans for each child’s individual needs.
Research has shown that how we behave is linked to how we feel, and our emotions are linked to how we learn. By supporting children to recognise and notice these feelings and emotions it can help with their development and learning. People sometimes need some additional support with their emotional growth, which can be temporary or over a longer time frame. Thrive promotes their emotional and social growth by building positive relationships and helps children to explore and understand their feelings through various activities.
Thrive is a whole school approach. We all believe that behaviour is communication, and the communication needs to be understood and supported. Thrive feeds into everything that we do and although not all children will have individual Thrive sessions, all children will be participating in Thrive activities throughout their school day.
Teachers are trained to use Vital Relational Functions ‘VRFs’ which are tools used in Thrive to address and support a child’s emotional state.
This is where we show we are alert to how the child is feeling. We connect with the child and match how the child is feeling through our pitch, pace, volume and body language.
This is when we let the child know that it is okay to have their feelings. (“I'm wondering if you might be feeling ____. If that had happened to be I would be feeling ___ too.)
This is where we catch and show that we understand the pitch, intensity or quality of their feelings. We break things down into manageable chunks. (First, we will...)
This is where we must demonstrate emotional regulation by soothing and calming the child. The children must experience being calmed before they can begin to calm themselves.
Our current Thrive practitioner is Miss Ward. If you have any questions, please do not hesitate to contact Miss Ward via the school office to ask for more information.
Tips for parents and carers.pdf
Wellbeing Kit- up to 11 years.pdf
Wellbeing Kit- up to 7 years.pdf
Everyone has a unique window of tolerance. When we are within our window of tolerance, we are at our personal best! When we feel pushed out of our window of tolerance our cortical brain gets disconnected from the rest of our brain and we can feel distressed. Watch this video to find out more about our window of tolerance.
oin in with this video to help stimulate your endorphins and feel good! Can you copy the hippo or the dog?
Part of United Learning. United Learning comprises: UCST (Registered in England No: 2780748. Charity No. 1016538) and ULT (Registered in England No. 4439859. An Exempt Charity). Companies limited by guarantee. VAT number 834 8515 12.
Registered address: United Learning, Worldwide House, Thorpe Wood, Peterborough, PE3 6SB. Tel: 01832 864 444
Financial Accountability and Freedom of Information
Website Terms, Cookies and Privacy