Introducing The Thrive Approach
Introducing theThrive Approach
Thrive."Thrive has completely changedour school. We know now that ourchildren love to come to school;they like learning. That's had amassive impact on attainmentbecause children can now accesstheir thinking brains."Teacher, South West"The Thrive training I have had isgenuinely the best CPD I have hadsince qualifying as a teacher."Teacher, East Midlandsa specific way of working with all children that supports healthy social and emotional development.The Thrive Approach teaches you how to be and what to do, in response to young people’s differing andsometimes challenging behaviour, providing targeted strategies and activities to help them re-engage withlife and kEducationadvisoryEducation160Teachingyears of collectiveexperienceDeveloped over a 25-year period and first pilotedin Devon schools, the Thrive Approach draws onthe collective experience of more than 160 yearsin teaching, education, social work, family therapy,psychotherapy, education advisory and inspectionwork, general practice and child psychology.PsychotherapySocialworkTo date, more than 34,000 staff have receivedThrive training in the UK and beyond, ensuringapproximately 400,000 children and young peoplehave access to the Thrive Approach.They are supported by more than 4,000 LicensedPractitioners and more than 10,000 staff, who useThrive-Online for class or group screening.Thrive is in overMore thansettings"The Thrive training was veryenlightening. It showed mejust how powerful the practicaltasks can be when working withteenagers."Teacher, London2 Fronting the Challenge Projects Ltd 2019. 19013010,000use Thrive-Onlinefor screeningThe Thrive Approach is nowaccessible to approximately400,000 Fronting the ChallengeFronting theProjectsChallengeLtd 2019.Projects190130Ltd 20183
What difference does Thrive make?What do we do?Thrive’s vision is of a world in which children’s socialand emotional needs are better understood and met.Created to support this vision, the Thrive Approach is adynamic, developmental and trauma-sensitive approachto meeting the emotional and social needs of children.We now know more than ever before about what helpsto develop healthy curious minds and happy confidentand creative children. We wish to share this knowledgeand work with you and your setting, to enhance theunderstanding of your staff in how to support childrento become more socially and emotionally confident andmore engaged with their learning.The Thrive Approach is informed by establisheddevelopments in neuroscientific research. It isunderpinned by a theoretical base in child developmenttheory, transactional analysis and attachment theory,creativity, play and the arts. At the heart of the Approachlies the understanding that children’s behaviourrepresents a form of communication – of their underlyingneeds. If we can recognise and meet these needs,children are able to flourish and learn. However, if weneglect or ignore these needs, children’s developmentis likely to be stunted and their learning inhibited. Thrivedoesn’t ask what has happened in a child’s past. Thriveasks what they are telling us about their developmentalneeds and how to address them. The Thrive Approachis designed to equip you with the training and tools youneed to help children become ready to learn.Central to the effectiveness of the Thrive Approach isThrive-Online, an online assessment, action-planning andmeasurement tool. Thrive-Online enables you to clearlyand systematically identify the social and emotionalneeds of the children and young people you are workingwith, and to select targeted actions from a wealthof suggested strategies and activities. Importantly,the action-planning resource allows you to tailorinterventions to meet group and individual needs, givingyou suggestions on how to be and what to do in order tomeet those needs.The Thrive Approach provides targeted and measuredoutcomes for children and young people through:21Skills and/or behaviourprofiling4Measuredoutcomesand progressmonitoringIdentificationof underlyingneeds3TargetedactionplanningThe impact Thrive has on children and the communities around them has been evidenced in anumber of studies. These include:1. Thrive helps to develop resilience in young people. (Hart and Heaver 20151).2. Thrive closes the gap for vulnerable children across a range of measures including attainment, behaviour,relationships, self-confidence and attendance (McGuire-Snieckus et al 20152). A supplementary evaluationwas carried out in early 2018 that further supported these findings.3. Staff using the Thrive Approach feel more equipped to manage behaviour and better able to support morevulnerable children. (Office for Public Management 20133).Schools that have adopted the Thrive Approachhave reported many benefits. These include fewerdisruptions in class, reduced exclusions and improvedacademic results. The knock-on effect of this can bebetter parent-school relationships and improved staffmorale. A few case studies have been included in thisbrochure, with further case studies available on theThrive website (thriveapproach.com).The impact of Thrive has been picked up by Ofstedduring school inspections. Inspectors havecommented on the use of Thrive to help managebehaviour more effectively, in particular when used forearly intervention, helping students to become opento learning.The Department for Education is focussed onsupporting schools to build whole school environmentsand develop approaches within which all students canachieve their full potential. A recent review of publishedpolicies and information – Mental health and wellbeingprovision in schools – was commissioned in responsethe Green Paper ‘Transforming children and youngpeople’s mental health provision’. This review includedThrive as an initiative that supports and promotespositive mental health. (DfE 20184).In addition to building a bank of case studies to showthe impact of the Thrive Approach, we are committedto a programme of ongoing research. One study commissioned by Thrive looked at the potential social return oninvestment (SROI). This SROI research indicated that for every 1 spent the short-term return was 9, rising to 16-22 over the longer term. (Courtney 20135).Hart A, Heaver B (2015). Resilience Approaches to Supporting Young People’s Mental Health: Appraising the Evidence Base for Schools andCommunities. Brighton: University of Brighton/Boingboing.1McGuire-Snieckus, Rose, Wood (2015). Independent Impact Report. Bath: Bath Spa University.2Office for Public Management (2013). Therapeutic early interventions to prevent school exclusion and truancy: evaluation of three contemporaneousprojects. London: Office for Public Management.3Department for Education (2018). Mental Health and wellbeing provision in schools, October 2018. London: Department for Education.4Courtney P (2013). Thrive: A Forecast Social Return on Investment (SROI). Exeter: White Sail Consultancy.54 Fronting the Challenge Projects Ltd 2019. 190130 Fronting the Challenge Projects Ltd 2019. 1901305
How does Thrive work?Thrive offers an integrated approach for all thosewho come into regular contact with children andyoung people. This includes professionals such asheadteachers, teachers, teaching assistants, socialworkers, youth workers, counsellors and medical staff,as well as parents and carers.The Thrive Approach is delivered through a flexiblepackage designed to suit your needs and setting,including: a range of training options access to Thrive-Online – the assessment andaction-planning tool ongoing professional development and mentoringsupport.Thrive-OnlineDepending on the package you choose, you will beequipped to implement the Thrive Approach withindividuals and/or groups of children and youngpeople, in order to support their social and emotionaldevelopment at varying levels of intensity.If you work within a school, you are in a particularlystrong position to use Thrive to support the socialand emotional development of your pupils - becausechildren spend a third of their time in school. You canincorporate the Approach into the curriculum to meetthe social and emotional needs of all your pupils, andyou can use Thrive skills and activities to work one-toone and in small groups with children who need moretargeted support.Underpinning all Thrive practice is the screening, assessment and action-planning tool – Thrive-Online.Through its intuitive and easy-to-use interface, Thrive-Online helps you to:Identify emotional needsUsing the profiling function, you can screen allchildren and young people against age-relatedexpectations. You will produce an emotional/social profile for each class in school and beable to identify those that wouldbenefit from additional support,either as a group or individually.13What difference doesThrive make for your staff?Katie Meyer is a Licensed Practitioner and Deputy Headteacher at PaddockJunior, Infant and Nursery School. This is her perspective:Paddock began its Thrive journey six years ago whenour learning mentor, Helen Kermani, found out aboutThrive training and decided it would be a fantasticway to support our children with their emotionalchallenges. Since then, she has been running oneto-one and group sessions to help children overcomea range of difficulties from extreme behaviour tobeing withdrawn and not engaging with any aspect ofschool life.The training itself is really enjoyable with a great mixof theory and practical activities. It enables traineesto really get inside the heads of the children they aretrying to support and to understand how to attune tothem and support them appropriately. The trainingis also enlightening; it totally changed our approachto the way we teach our children so that we supporttheir emotional wellbeing alongside their academicdevelopment.As members of the Senior Leadership Team, wehave been able to really drive the Thrive Approachin our school. This year we have a Thrive sectionon our School Improvement Plan and a ThriveSchool Improvement group, consisting of our ThrivePractitioners. This helps to shape the way we would6 Fronting the Challenge Projects Ltd 2019. 190130like Thrive to develop withinour school. We have runstaff meetings and organised training for lunchtimesupervisors and individual sessions for staff whowanted support in adapting their practice. We nowhave a shared Thrive language that every memberof staff is using when dealing with children in theschool. The change in our children around schoolhas been fantastic, with noticeably happier andmore confident children.As Thrive has developed, each Key Stage has beenrunning Thrive afternoons. These focus on givingchildren more opportunities to access specificactivities targeting their developmental stage.Each session we teach now has a Thrive objectivealongside a learning objective. We are really excitedabout these changes and hope to see an evengreater impact on the children through this newapproach to learning.I feel totally blessed to have discovered Thrive andbecome a Practitioner. I will work tirelessly to ensurethat our school enables our children to becomehappy, confident, independent and emotionallyliterate learners.Create an action planThrive-Online's extensive action-planningresource helps you to create an action planthat identifies the strategies and activities thatwill help the child or group you areworking with. Thrive-Online enablesAction Planyou to create a shared approachStrategiesto supporting classes, smallActivitiesOutcomesgroups or individuals to meet theirdevelopmental needs.Select targeted interventionsThrive-Online suggests a range of simple,effective strategies and activities for youto choose from that are targeted to meetthe child or group's identified needs.These strategies and activitiesfoster positive relationships and arecreative and arts-based.Chart progress and measure outcomesYou can chart and measure the progress ofindividuals, groups, classes or the wholeschool over time through a review andre-assessment process. This cyclecan be repeated many times.The goal is to bring children to anage-appropriate stage of socialand emotional development.24Benefits of Thrive-Online for headteachers and other leadersWhatever improvements they are making in children’s lives, schools are under pressure to provide clear data toevidence their outcomes. Thrive-Online enables you to gather and apply data relating to pupils’ social and emotionaldevelopment in a range of ways to help you meet your needs.Here are just some of the ways you can use data from Thrive-Online in your school: Identify which classes have pupils who need an extraadult to provide support and monitor progress Develop termly whole-class action plans to pitchpersonal and social education at the right level Create action plans and activities to improve thewellbeing of particular groups and individuals Link Thrive results to other measures, such asacademic achievement, attendance or exclusions Evaluate the impact of Pupil Premium and Early YearsFunding by profiling and reviewing pupils with Thriveaction plans Demonstrate the impact of the Thrive Approach acrossthe school or on specific groups, such as those not yetmeeting age-related expectations Provide evidence for reviews and funding for lookedafter children and Early Help Assessments, childrenwith special educational needs (SEN) and Education,Health and Care Plans (EHCPs) Provide impact data for different audiences, includingparents, governors, local authorities, academy trustboards and Ofsted, or to feed into the Whole SchoolSelf Evaluation and Whole School Improvement Plan. 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Your journey through ThriveThe most rewarding explorations start with a single step. The first step on your Thrive journey is simple.Watch our online Awareness session, which you canfind on the homepage of the Thrive website,thriveapproach.com. Once you have completed this,there are a number of steps to introduce and embedStep 1 - Introducing theThrive ApproachTraining for senior leadership teams,showing how the Approach can be introducedacross your organisation to enhance theage-appropriate development of all children.Step 1 - Everything You Need toIntroduce Thrive to All Children inYour School (Key Stages 1/2 or3/4/5)A two-day training that equips seniorleadership teams with the skills, knowledgeand understanding they need to take astrategic approach to embedding Thriveacross their setting and to train staff insupporting age-appropriate social andemotional development.Thrive-Online 8 Fronting the Challenge Projects Ltd 2019. 190130Thrive across your organisation. How far you go throughthe journey and the time that it takes will vary accordingto the particular needs of your setting.Step 2 - Training for PractitionersStep 3 - Embedding ThriveStep 4 - Evolving ThriveTraining key staff, such as those involved withinclusion and/or pastoral support, so they areable to profile students and develop strategiesfor one-to-one or group interventions.Broadening the impact of Thrive by sharing theprinciples and language of Thrive with all staffin your setting.Developing and extending the skillsof Thrive Licensed Practitioners,ensuring they remain effective andup-to-date with their practice.Step 2 - Licensed Practitionertraining (Early Years, Childhoodor Adolescence)Step 3 - Thrive InductionStep 4 - Continuing professionaldevelopment coursesand conferencesAn extensive training that equips staff withthe skills, knowledge and understandingneeded to support the social and emotionaldevelopment of all children, and to workreparatively with children in difficulty to helpthem to re-engage with life and learning.Underpinning all Thrive practice.An introduction to the Thrive Approach forall staff, enabling a shared understandingof the principles of Thrive. This will help toembed Thrive across the setting, creating aconsistent framework.E-inductons, two-hour, three-hour and full-daytraining options are available.A selection of short courses andconferences run throughout the year, on avariety of topics to deepen understandingand practice.Licensed Practitioners are required toattend one CPD event per year to maintaintheir licence.A screening, individual profiling, action-planningand progress-monitoring tool. Fronting the Challenge Projects Ltd 2019. 1901309
Adopting a whole-school approachHow I used Thrive to change our whole schoolHeadteacher Craig Prichard of Penywaun Primary School in Wales usedThrive to embed a whole-school approach to making sure each child hastheir emotional needs met.Why did Thrive appeal to you?In our school, 50–70% of children have freeschool meals, and many have suffered substantialemotional trauma. We have looked-after children,as well as children who have experienced domesticabuse, physical abuse and neglect. When I joined theschool, it was immediately apparent that we neededto put something in place to address this.We started running nurture and emotional literacygroups. These groups did impact positively on thechildren who took part, but I can’t honestly say theyhad a massive impact on the school as a whole.I went to a Thrive event held by the local authority,and I immediately thought, ‘This is it! This is whatI’ve been looking for!’How did you introduce Thrive to the school?For me, if Thrive was going to work then it had tobe led from the top. So, I did the 10-day trainingmyself. I wanted to get a better understanding of theApproach and I felt that if I was asking staff to do itthen I needed to be able to ‘walk the talk’.The course completely changed the way I think aboutchild development, the way I talk to children, theway I approach confrontation. I'd been teaching formore than 20 years and I hadn’t had training likethis before. It totally changed me. My staff see howpassionate I am about it. I roll up my sleeves andget stuck in. I’m now thinking of doing the ‘Train theTrainer’ course as well so we can train our own staff.How has Thrive affected your pupils?There are so many success stories. One of our boysin Year 6, from a very troubled background, was selfharming in school, head-butting and punching walls,hurting others and running off. His needs weren’tbeing met and his self-esteem was at rock bottom.I did a Thrive assessment and then worked with himonce or twice a week on the activities suggested byThrive-Online. Our first activity was a trust-buildingexercise that involved eating doughnuts while tryingnot to lick the sugar off our faces. I would say, ‘It’s sogood to see you laughing; you've got a lovely smile!’and make him feel good about himself. Gradually,after a few months on the Thrive programme, thelevel of incidents dropped. If he felt he was going to10 Fronting the Challenge Projects Ltd 2019. 190130explode, he would cometo me. By the end of the year, he had startedfeeling special. He was smiling and had stoppedrunning off. But he also exceeded his end-of-yeartarget, reaching Level 4 instead of Level 3. Now,don’t tell me that Thrive doesn’t impact on learning.The work we did put him in a position where he wasready to learn.How have you used Thrive-Online?Being able to assess and monitor the progressof individual children and whole classes throughThrive-Online has been invaluable. I’m challengedconstantly to show the impact of my spending, andnow I can easily collate and share the hard data withthe local authority and other bodies. I’m currentlytracking our children who have had individual Thrivesupport and comparing their attainment to the restof the class. So far, we’re seeing that the childrenwho have had Thrive are actually overtaking theirpeers. When I get data like that, it excites me! Thisis the proof that Thrive is working.In what way is Thrive a whole-school approach?When other teachers and headteachers have visitedour school, they’ve noticed that our staff have acertain manner when they i
3Office for Public Management (2013). Therapeutic early interventions to prevent school exclusion and truancy: evaluation of three contemporaneous projects. London: Office for Public Management. 4Department for Education (2018). Mental Health and wellbeing provision in schools, October 2018. London: Depar
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