# data[].attributes.body
We have been thinking about how our bodies might react when we are angry.

# data[].attributes.body
We have been thinking about our superhero qualities.

# data[].attributes.body
We made puppets to show how we are feeling today. We think they turned out great!

# data[].attributes.body
We got stuck into some sensory play with shaving foam and food colouring today!

# data[].attributes.body
We LOVE getting the bubbles out!

# data[].attributes.body
We tried water beads today. They felt funny but nice at the same time!

# data[].attributes.body
Every time we come into the Thrive Room we show each other how we are feeling by standing on an emotion. We have been thinking about why we feel that way.

# data[].attributes.body
Emotion faces using Zones of Regulation colours.

# data[].attributes.body
We have been making emotion faces using the Zones of Regulation colours.

# data[].attributes.body
The sea creatures were a big hit today.

# data[].attributes.body
We found some snow in the Thrive Room today.  It was very exciting!  The penguins helped each other in the snow.

# data[].attributes.body
We have had some great fun playing with cornflour and some of our favourite mini-figures.

# data[].attributes.body
Positive relationships are at the heart of Thrive. We will use these relationships, together with play and creative activities, to give children key experiences at each different stage of their development.

Thrive teaches the understanding of children’s behaviour as communication, improves learning skills and leads to greater attainment.

It promotes productive learning for all children.

It supports practitioners, providing them with confidence to work with more challenging and vulnerable children, and with parents and integrated teams.

It leads to better relationships at home and in school.

# data[].attributes.body
We have 5 Thrive Practitioners in school: Mrs Lewis, Miss Lewry, Ms Watts, Mrs Smith and Mrs Villiers.  They have completed training to become licensed Thrive practitioners.
Mrs Lewis and Miss Lewry are also Family Thrive Practitioners.

For more information speak with one of our practitioners or you can visit theThrive website.

# data[].attributes.attachment_link.readable_text
The Thrive Approach® is appropriate for anyone working with children and young people - such as in education (early years settings through to primary schools, secondary schools, special schools and pupil referral units), social care, healthcare, local authorities and community groups, as well as for parents and carers.

Based on established neuroscience, attachment theory and child development, the Thrive Approach provides training and an online profiling and action-planning tool to equip adults with the knowledge, insights and resources needed to develop the relationships that help children and young people to flourish and learn.

# data[].attributes.attachment_link.title
Home - The Thrive Approach to social and emotional wellbeing for children and young people

# data[].attributes.attachment_link.description
The Thrive Approach® is appropriate for anyone working with children and young people - such as in education (early years settings through to primary schools, secondary schools, special schools and pupil referral units), social care, healthcare, local authorities and community groups, as well as for parents and carers.

# data[].attributes.body
What is Thrive?

We know that children learn best in school when they are happy and settled. At Georgian Gardens we are using the Thrive Approach to help us develop our pupils’ emotional and social well-being.

Thrive helps us to check children’s readiness to learn, to identify any gaps and then plan to meet them. Through doing so, we will be able to make sure that all of our pupils have what they need to make the best possible progress in their learning.

# data[].attributes.body
We offer Family Thrive sessions for parents! This is a six week course which introduces parents to Thrive and how it works in practice.  The course covers:

The Thrive Approach

How our brains develop

How your right brain talks to your left brain!

Why play and creativity are so important to you and your child

How to support your child at times of change and difficulty

Every day trigger times and how to keep calm

How to be a behaviour detective

If you are interested in participating, please contact us at

thrive@georgiangardens.co.uk

# data[].attributes.body
At Georgian Gardens we love getting our hands messy in Thrive sessions!
We believe sensory play is important as it promotes curiosity, encourages problem solving and embraces creativity. It also helps to build nerve connections in the brain as well as supporting children with developing their motor skills.

# data[].attributes.body
We have been thinking about the parts of the brain and their purpose. We had fun by making our own brains with play dough!

# data[].attributes.body
We have been using colours to show how we are feeling.

# data[].attributes.body
Spray and play!

# data[].attributes.body
Simply add water to corn flour and the children (and Miss Lewry) love experimenting with the squishy/hard/liquid/confusing mess!

# data[].attributes.body
Water beads are very popular with the children. We add sea creatures or other toys to them.

# data[].attributes.body
To get the colours we put rice/pulses in a tray and added poster paint. We then gave it a good mix and let it dry. Once dry, give it a good mix and it will be ready to play!

# data[].attributes.body
You can even add food colouring while the spaghetti is cooking if you would like a range of colours.

# data[].attributes.headline
Thrive Practitioners at Georgian Gardens

# data[].attributes.subject
Thrive Practitioners at Georgian Gardens

# data[].attributes.body
Thrive is a way of assessing and supporting children’s emotional and social development, which can then be used to provide personalised programmes for classes, groups and individuals.

All class teachers have used a tool called Thrive-Online to screen their classes. The results will help them to plan their social and emotional curriculum and teaching will be adapted to best meet the needs that are indicated. Strategies and activities are suggested which can be built into lessons and work.