We've embraced Thrive in our Setting

What is Thrive?

Thrive is a systematic approach to early identification of emotional developmental need in children and young people so that differentiated provision can be put in place quickly by adults working most closely with the child or young person. It is preventative, reparative, pragmatic and easy to use.

The Greater Horseshoe School uses Thrive to support its Therapeutic Approach. The Thrive Approach has been developed over a 15-year period by a team of experts with backgrounds in social work, education, psychotherapy and psychology. It is used in early years settings, primary and secondary schools, independent schools, special schools, social care, healthcare and in many agencies across the UK.

The Thrive Approach is a specific way of working with all children that helps develop their social and emotional well-being, enabling them to engage with life and learning. It supports them to become more self-assured, capable and adaptable. It can also address any adverse behaviours, providing a firm foundation for academic knowledge.

It changes perception of behaviour in children and truly makes it a whole school approach in which all staff can see they have a role to play.

It changes perception of behaviour in children and truly makes it a whole school approach in which all staff can see they have a role to play.


What do we do in Thrive? (‘what don’t we do in Thrive!’)

We do everything. From making slime, to playdough, going on nature walks, going to the beach, making sand castles, paddling in the sea, going crabbing, exploring the world around us, connecting with the world, being present, being open, and experimenting with new things.

We think it is so important to build relationships with the children and young people at The Greater Horseshoe School in Thrive. Connecting the Neuropathways before trying to access any other form of learning is prominent within the Thrive Approach.

We want to help all our children and young people to:

  • Feel good about themselves and know that they matter
  • Increase their sense and security
  • Increase their emotional well-being
  • Improve their capacity to be creative and curious
  • Increase their self-esteem and confidence to learn
  • Learn to recognize their feelings
  • Learn to think about behaving in a certain way
  • And much more!

Holly: Blended Childhood Thrive Licensed Practitioner

Hello, my name is Holly. I began working at the school in February 2019 and my job role is an LSA. I am currently in the process of finishing my Childhood practitioner course for Thrive. I feel very passionately about the role Thrive plays within the school and each individual child’s wellbeing. I believe that if we look after the child’s social and emotional wellbeing, we are helping to reduce anxiety and stress and help produce a calmer and healthier person and environment. I also enjoy working on visuals and ensuring that sensory needs are met within the school environment.

Katie Lobb: Adolescent Thrive Licensed Practitioner

Hi, I’m Katie and I became a Thrive practitioner to help support the varying needs of the Young People that I work with.  I originally trained in a mainstream school setting and found that many of the young people needed to be able to access this therapeutic approach, and I have since strived to support the young people that I work with to the best of my ability.

Being part of the schools Thrive team enables me to think about completing tasks with our young people that may be of interest to them as an individual, enabling them to feel comfortable in the tasks that we complete and generate a rapport so that they can see that I am there to listen and help build upon their qualities and nurture them into becoming even more amazing individuals.

April Hewings: Early Years and Childhood Thrive Licensed Practitioner

April has had 6 years’ experience working with families, children and young people within various different settings such as, Holiday clubs, Breakfast and After School Clubs, Nurseries, Schools, Support Groups, and 1:1 support.

April is an Early Years and Childhood Thrive Practitioner and applies the Thrive therapeutic practices throughout the school. Her Foundation Degree in Early Years and her top-up BA Hons degree in Education, Society and Development enabled her to understand children from a very young age and understand how they grow and develop.

April believes that children should be children, and is an advocate for children’s Play. Children use their creativity while developing their imagination which is emphasised through Play. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them which is so important for the children here at The Greater Horseshoe School. To be able to support their play in a safe, nurturing environment is really important. It is important that children and young people’s Social and Emotional needs are met before their Academics. April believes that children are learning all the time, whether they are going for a walk or a drive in the car, they are curious and this will help fulfil their Social and Emotional needs more than ever. In or outside a classroom, they will learn life skills and learn how to be independent when they are ready to. April would like to give children and young people an opportunity to have a voice, to listen, to keep them reassured and to keep them safe.

April wants to give young people and children the opportunity to learn life skills, develop into a unique individual and flourish in the future. She Thrives from giving children and young people this skill and driven by excitement and challenges.