Fortis Academy

Why Thrive?

When Vicki Williams moved into a role leading Fortis Academy’s Key Stage 3 alternative provision, ouR-Zone, she wanted an approach that could help pupils build resilience, develop life skills and reduce classroom disruption.

Thrive was recommended by colleagues, and Vicki felt it could give pupils the emotional foundations they needed to access learning.

The Approach helped staff understand the science behind children’s brain development and recognise the barriers some pupils face before they even arrive at school.

For Fortis, Thrive offered a way to support pupils’ mental health preventatively, rather than waiting for needs to escalate. It also helped the team respond to the impact of lockdowns, as pupils’ social skills and emotional wellbeing needed more focused support.

supporting STAFF CONFIDENCE DURING THE PANDEMIC

Building Thrive through voluntary CPD

Because of the pressure the pandemic placed on both time and mental health, Fortis chose not to make Thrive CPD compulsory at first.

Instead, staff were invited to take part voluntarily. Forty-five staff signed up, learning how to screen pupils using Thrive-Online and how to create action plans to support individual needs.

Vicki wanted feedback to spread naturally through staff experience, rather than positioning Thrive as another demand.

As colleagues saw how Thrive-Online helped them understand and support pupils, interest grew across departments. Vicki says staff began telling others how well it worked, which encouraged more colleagues to find out more.

BUILDING RESILIENCE AND BOOSTING ATTENDANCE

Impact on pupils and families

Although Thrive had only been embedded for a relatively short time, staff were already seeing changes in pupils’ resilience, relationships and engagement.

Pupils were becoming more able to understand other people’s perspectives, develop empathy and widen their window of tolerance.

One pupil who had previously been excluded several times went on to receive an award for most improved pupil. Vicki says there has been “a total change in him” and that he now feels more understood. His mum is also much more engaged because she feels the school is working with both her and her child.

Other parents have responded positively too, with some asking what staff are doing in school so they can use similar approaches at home.

One pupil, who had not attended school since Year 4 because of previous trauma around school attendance, began coming into school after Thrive sessions helped him understand and manage the fear he felt before arriving. His mum was amazed by how far he had come.