Phoenix nurtures young learners in adjusting to their school day

The grade three pupil is one of Phoenix P-12 Community College's first children to be part of the school's Nurture Room program. The room offers a small group of pupils structured space and time to transition into the school day.

Nurture Room has been a concept 18 months in planning for Phoenix College, before COVID hit, and one principal Karen Snibson said was important to get right in terms of location, resources and specially trained staff.

"We had to make it a priority to ensure a high-quality, pure experience," Ms Snibson said. "We had to be content to track a small group and see positive outcomes in more secure learning, vocalising emotions and how they connect with learning. We couldn't be prouder of the students."

The program is based on the Nurture UK model, which has been operating for more than 40 years. Phoenix staff spent months researching how to best adapt the model to suit their pupils' needs. This included looking at existing spaces at Warrnambool East and Darley primary schools.

Phoenix's initial intake has four pupils from the same age group, each meeting assessed criteria for needing extra social and emotional support.

Each school day starts with an emotional check-in, grounding exercises, breakfast and cleaning their teeth together, oral literacy in line with their classroom work, sensory activities and mindfulness before moving back into their classroom by recess.

Mikaela's favourite activities include card game Uno, the cubby dome and she likes the twinkling lights around the roof.

Phoenix College social worker Mary Bourke said the idea was about replicating a home base feel for pupils on the school ground when they need.

Time spent in the nurture program will vary from one term to one year, depending on a pupil's needs but the aim is to reinforce resilience and emotional control to build pupils back into the classroom full-time - but the room will always be a safe space where they can return after graduating the program.

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Ms Bourke said the program reproduced a sense of nurture pupils might have missed at home for a variety of reasons, such as an ill parent or family split.

The program relies on close partnerships with classroom teachers and parents to reinforce messaging and to smooth transitions.

Ms Snibson said putting resources into the space, thanks to community support, helped send a message to children and their families this matters and, in turn, pupils had started taking ownership in the space.

"It's also being clear this is the right program for the right needs and the same goes for extending a VCE student, or mentoring," Ms Snibson said. "...Our long-term view for the community is these children will become outstanding men and women of Phoenix College when they're in year 12."

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