#ThriveImpact: A school that has transformed into something 'truly magical'

26th May 2022 2 minute read

Blogs

Share this post:

 
#ThriveImpact: A school that has transformed into something 'truly magical'

By Gemma Adams, Thrive Licensed Practitioner at On Track Education, in Cambridgeshire, which has recently become a Thrive Ambassador School with Excellence in Environment.

I learnt about the Thrive Approach through my school after my senior colleagues had undertaken the Thrive Licensed Practitioner course. They came back full of knowledge, ideas and enthusiasm which intrigued me and I wanted to know more. Being offered the chance to attend the course by my headteacher was something I had wanted for a long time; I was excited and grateful for the opportunity. 

My whole experience of the course was positive; I remember arriving slightly late on my first day. I felt flustered, stressed and overwhelmed because of the long journey and then having to sit in a room with people I had never met whilst feeling that way. It was on this day I experienced the Thrive Approach first hand and realised the importance and the benefits of Thrive’s Vital Relational Functions. 

Last year On Track made huge investments by building a purpose-built nurture block in addition to our already amazing school. So, embedding Thrive in our school felt natural and with such a supportive and willing staff team, it has developed into something truly magical.

 

"Embedding Thrive in our school felt natural and with such a supportive and willing staff team, it has developed into something truly magical"

 

Things which have worked exceptionally well are the Thrive trays in every room filled with feathers, pipe cleaners and bits and bobs that could be made into something or nothing. These are brilliant to use as an immediate break from a tricky topic or question for the students. All the rooms also have Thrive boards, they include photos of staff and students enjoying extracurricular activities together, positive quotes and funny things. The boards are a reminder that good things happen and are great focal points to aid conversations. The environment is a reflection of how much we care and it shows our students that they are worth it and deserve somewhere that is welcoming, nurturing and safe; they deserve the best! 

Being awarded our first ambassador award is something we are incredibly proud of. When we got the confirmation that we had achieved it, the students cheered with the staff team, it was a wonderful moment to be a part of. 

 

"When we got the confirmation that we had achieved our first ambassador award the students cheered with the staff team, it was a wonderful moment to be a part of"

 

 

Pass it on

Small actions can lead to a big ripple effect. If you enjoyed this post or found it helpful, please consider supporting us in our mission to help every child and young person feel safe, supported and ready to learn by sharing it using the social media buttons below.

Want to join a like-minded community of senior leaders and classroom staff benefitting from insights and strategies to improve attendance, behaviour and attainment? Add your email address below. (It’s easy to unsubscribe).

 

Sector updates delivered straight to your inbox

Subscribe to the Thrive newsletter and receive our latest sector advice direct to your inbox

Subscribe today

 

Related content

Five signs your early years setting is moving from reactive SEND support to proactive inclusion

25th August 2026 | Blogs

Five signs your early years setting is moving from reactive SEND support to proactive inclusion

Many early years settings are working hard to support children with emerging and additional needs, but how do you know if inclusion is truly embedded in everyday practice? This reflective blog explores five signs your setting is moving from reactive SEND support to proactive inclusion, covering enabling environments, relationships, staff consistency, behaviour as communication and early intervention. It also offers practical questions to support team discussions and strategic reflection.

Read full article →

Why inclusion starts with understanding need: using school data to inform inclusion planning

20th August 2026 | Blogs

Why inclusion starts with understanding need: using school data to inform inclusion planning

Many schools already have the evidence they need to strengthen inclusion. Learn how attendance, behaviour, SEND and pupil voice data can help identify barriers, improve belonging and inform effective inclusion planning.

Read full article →

Beyond the Grades: Supporting Young People on Results Day

11th August 2026 | Blogs

Beyond the Grades: Supporting Young People on Results Day

Results matter, but relationships matter more. Learn how to support young people through the emotions, decisions and opportunities that results day can bring.

Read full article →

CONTACT US