The Thrive Approach is a dynamic, developmental, trauma-sensitive approach to meeting the emotional and social developmental needs of all children. It is informed by recent developments in neuroscientific research and is underpinned by a theoretical base in child development theory, attachment theory and research into creativity, play and the arts.

The Thrive Approach provides a powerful way of responding to the increasing rates of mental distress in children and young people because it actively develops the resilience and emotional wellbeing of ALL children – equipping them to cope more effectively with the challenges they are facing so that they can recover from difficulties rather than becoming overwhelmed. At the same time, the Approach provides a way of identifying those children with poorly developed stress-regulation systems who are most vulnerable to stress and offers practical strategies for working with them in a targeted way to rebuild their stressregulation systems. Over time, this gives those children the resilience they need to cope better with challenges so that they can begin to re-engage with life and learning. Children’s progress through the developmental phases has a huge impact on their academic performance, as well as on their ability to thrive socially and emotionally during childhood and later in life. Achieving competence in the developmental tasks of each phase sets a child up to learn effectively and provides them with the relational skills they need to engage with their peers and teachers.

Parents and carers - Introduction to Thrive

Lego Therapy

LEGO®-based therapy aims to develop social competence through the development of social skills. Children will be motivated to participate in group tasks involving this product, due to the highly organised and predictable nature of brick building play. This makes it appealing to children with social communication difficulties who are particularly attracted to structure.

Groups are run by a trained facilitator and children are encouraged to build together within set roles. Each child plays the role of an ‘engineer’, a ‘supplier’ or a ‘builder’ and together they follow pictorial instructions to build a model.  Groups can be either two or three children.

The “engineer” gives verbal descriptions of the pieces needed and directions for assembling them

The “builder” follows their directions, collects and puts the pieces together

The “supplier” sorts the bricks for the builder to collect

Emotional Literacy Support Assistant (ELSA)

Pupils experiencing social and/or emotional difficulties are referred for ELSA support within schools. The referrer (often the teacher) identifies an area in which the pupil needs emotional literacy support and, with the ELSA, sets a SMART target around the skill(s) the pupil will be supported to develop.

Sessions are planned by the ELSA to teach the pupil new skills to meet targets related to their emotional wellbeing.
Targets and outcomes are reviewed regularly, and progress monitored.

ELSAs work with children weekly for around 30-45minutes, on an individual and group basis in a separate, private space.

​In these sessions the adult leads the session

Targeted support

We recognise some children and young people are at greater risk of experiencing poorer mental health. For example, those who are in care, young carers, those who have had previous access to CAMHS, those living with parents/carers with a mental illness and those living in households experiencing domestic violence.

We work closely with school nurses and their teams in supporting the emotional and mental health needs of school-aged children and are equipped to work at community, family and individual levels. Their skills cover identifying issues early, determining potential risks and providing early intervention to prevent issues escalating.

We ensure timely and effective identification of pupils who would benefit from targeted support and ensure appropriate referral to support services by:
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Providing specific help for those children most at risk (or already showing signs) of social, emotional, and behavioural problems;

Working closely with Hampshire CAMHS and other agencies services to follow various protocols including assessment and referral;

Identifying and assessing in line with the Early Help Assessment Tool (EHAT), children who are showing early signs of anxiety, emotional distress, or behavioural problems;

Discussing options for tackling these problems with the child and their parents/carers.

Providing a range of interventions that have been proven to be effective according to the child’s needs.

Ensure young people have access to pastoral care and support, as well as specialist services, including Hampshire CAMHS, so that emotional, social and behavioural problems can be dealt with as soon as they occur;

Provide young people with clear and consistent information about the opportunities available for them to discuss personal issues and emotional concerns. Any support offered should take account of local community and education policies and protocols regarding confidentiality;

Provide young people with opportunities to build relationships, particularly those who may find it difficult to seek support when they need it; and 

The identification, assessment, and support of young carers under the statutory duties outlined in the Children & Families Act 2014.