In the second of our blog series to mark the publication of Thrive’s new ImpactEd report, Thrive’s Tom Preston explores Thrive’s impact on SEND and inclusion.
SEND education stood at something of a crossroads last month, with the publication of a long awaited SEND consultation alongside a new Schools White Paper.
The clear emphasis is on early identification of need, with the ambition of moving towards a world where only the children most in need of high level support will qualify for an EHCP.
ImpactEd’s recent evaluation of Thrive support chimes with the plans contained in the White Paper and consultation, showing particularly strong outcomes for pupils with additional needs in Thrive schools.
The evaluation reveals that pupil wellbeing in Thrive schools is higher than national averages, with the strongest outcomes observed for pupils with SEND.
Average SEND wellbeing scores in Thrive schools increased by around 5% over the 2023/24 academic year, despite wider national declines in pupil wellbeing.
For Chris Dixon, SENDCo and ASD Lead at Acklam Grange School in Middlesbrough, the impact on inclusion for both SEND and non-SEND pupils is tangible.
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The school, which serves a disadvantaged area and is one of the top performing schools in the North East, is using Thrive in a range of ways to improve student wellbeing, behaviour and attendance, particularly for SEND pupils.
The programme helped Chris and his colleagues foster a greater sense of belonging for students joining the school from primary.
“We delivered the ‘Safe Harbours’ activity within these Thrive sessions and identified these pupils,” he explains. “As a result they’ve all developed relationships with a staff member who they probably would have never met. Now they have a safe place to go – a safe person to talk to.”
This has had a positive impact on students’ sense of belonging, which he says is the foundation for improved attendance and behaviour. “Without that sense of belonging you probably won't get the attendance or the behaviour you want because the trust isn't there,” he says.
The early signs are that this is having an impact on pupil wellbeing in that crucial transition period, and this is in turn making a difference to behaviour and attendance: the school’s data indicates that attendance at Acklam Grange is currently .2% above national averages and the ambition is for .5%, says Chris.
Thrive is also used within “Reflect”, a space used by students who have had big challenges during the day. They’ll spend the rest of the day in the Reflect space and then attend the following day to take part in reflective activities. This is also having a transformational impact on students, says Chris. “They are very respectful when they’re in Reflect, almost different students,” he explains. “Now I want to translate the impact we’re achieving in this small group engagement into the classroom.”
He adds: “The transition conversations and the Reflect work have had a really positive effect on our SEND pupils - especially around emotional regulation, feeling prepared for change and developing more confidence in discussing their needs.”
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Read the Thrive Evaluation Report
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