What is Thrive?

How does Thrive help us in school?

• Thrive teaches us the understanding of children’s behaviour as communication, improves learning skills and leads to greater attainment.
• It promotes ways that enable us to be productive in supporting the learning of all children.
• It proves us with practical strategies and action plans that can be implemented in our whole class, small group and 1:1 sessions.
• It supports and empowers us to provide the confidence and competence to work with challenging and vulnerable children, and with parents and integrated teams.
• It has allowed us to create and continue to have better relationships with all members of our school community.

Thrive at Life Skills Manor School

All staff at Life Skills Manor School access CPD to support their understanding of the Thrive approach, enabling embedment across the school.

Thrive Whole Class Approach

The class team and Thrive trained practitioner work together to profile the pupils and formulate action plans to embed into weekly class lessons. From learning a new sport, making a music video or completing team challenges, Thrive enables pupils to develop emotionally and socially as a group, by encouraging relationships to build, teamwork skills, creative and active learning.

Thrive Targeted Small group Approach

When pupils have been profiled, the Thrive trained practitioner works in collaboration with the teaching team to identify pupils who would benefit from small group targeted intervention based around the ‘strand’ they are working on.

Thrive Individualised Approach

The focus and objectives for Thrive 1:1 sessions are completely individualised to the young person we are working with, based on the emotional development stage they are working at. Therefore, the specific interests of the young person are incorporated, meaning every Thrive intervention is unique! From fantasy dress up play, to making slime, dancing and singing….. the approach enables young people to explore and connect with the world, be present, open, and curious learners.

Want to know more?

Please see further information below:

• Thrive website at www.thriveapproach.com
• Parent & Carer Flyer
• Thrive Strands

Thrive Road Map

Term 1	Term 2	Term 3
CPD Thrive journey implemented on the school development plan. Thrive introduction to parents (coffee morning 29th September 23) Whole School CPD- Thrive Induction (2nd and 6th Oct 23) Thrive SLT Training (October 23)	CPD Whole school CPD - Thrive re-cap training on terminology and approaches (24th Nov 23) Thrive plan shared at governors meeting (23rd Nov 23).	CPD Whole School CPD: deeper understanding of profiling, how to group profile (8th January 24) CPD: Therapy Assistant induction to Thrive
Environmental Set up of a designated Thrive Room	Environmental Implement Thrive across the school environment. Designated Display Board Thrive Action Plan Board Thrive Resource Box for each class Pastoral room inclusive of Thrive concepts and resources.	Environmental Provide opportunities for Thrive practitioner and SLT Lead to visit another school to observe good practice and review environmental set up at Life Skills Manor School. Therapy Assistant role introduction to environmental set up
School Embedment Thrive ‘universal’ in class provision once weekly trialled. Thrive Practitioner 1:1 sessions embedded in TT.	School Embedment Thrive ‘universal’ groups are trialled. Thrive practitioner 1:1 session capacity increase in TT. Thrive designated space for pupils at break and lunch times introduced.	School Embedment Thrive specific ‘strand’ groups are trialled within weekly class sessions. Saturn and Jupiter – thrive to become more targeted.
Data Tracking Thrive practitioner completion of pupil baseline profiles and initial set up of group profiles in class.	Data Tracking Thrive practitioner continuation of pupil baseline profiles Thrive practitioner/class teacher set up group profiles.	Data Tracking Thrive baseline profile data to be complete and stored in therapy clinical files. System set up of group profiling 3 times a year.
Term 4	Term 5	Term 6
CPD Sharing of Thrive best practice CPD updates in operational meeting	CPD Thrive implementation review meeting between SLT, Practitioner and Therapy Assistant (18th April 24)	CPD Thrive implementation review meeting between SLT, Practitioner and Therapy Assistant (13th June 24)
Environmental Therapy House: Thrive/sensory friendly garden implementation Therapy House: Animal care spaces Apply for Thrive self-assessment environment award – ambassador school	Environmental Therapy House: Thrive and sensory friendly garden implementation Invite other schools to view LSM thrive environment	Environmental Thrive practitioner and SLT review environmental spaces Invite other schools to view LSM thrive environment
School Embedment Thrive specific 1:1 and strand groups to continue implementation and review	School Embedment Thrive specific 1:1 and strand groups to continue implementation and review Brain development and emotional regulation approaches to be integrated into curriculum	School Embedment Increase parent engagement: trial home action plans for targeted pupils and review/assess impact after summer Student voice to reflect and provide feedback on Thrive
Data Tracking Thrive case studies to be produced for 1:1 sessions	Data Tracking Thrive case studies to be produced for group sessions Thrive feedback from pupils – questionnaires	Data Tracking Review systems in place

School Profiling

Types of profiles:

Baseline Profile	Behaviour Profile	Group Profile
Thrive Practitioner	Thrive Practitioner	Teaching Team
All pupils will be baseline profiled when they first join the school. A baseline profile will take place during Term 2.	Pupils can be referred for a further profile of need through a ‘behaviour profile’.	A profile of the whole class (group) will take place 3 times a year. This will indicate what group the pupil will access as part of class sessions.
A baseline profile will indicate what ‘strand’ the pupil is working at socially and emotionally.	A behaviour profile will indicate what additional support/strategies can be implemented to support the child’s need in the context of the difficulties they are facing.	A group profile will indicate the allocated group for the pupil to access Thrive intervention.