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Chowbent Primary School

"Never be less than your best"
Home Page

Chowbent Primary School

"Never be less than your best"

Hush Room

The H.U.S.H Room


The room has recently relocated to the former Family room and provides a comfortable, safe, home from home environment for the children to learn in. The room is split into areas including a kitchen, eating area, living room and a safe space (quiet area with a pop up tent, cushions, blankets and sensory toys for when children need a break from the group)


The H.U.S.H Room provides the ideal setting for various Social and Emotional groups. This term the groups running include:


  • Nurture
  • 'Good to Be Me' (Self-Esteem)
  • Lego Group
  • 1:1
About the groups:

Nurture Group

An afternoon in Nurture


Nurture takes place during the afternoons.  Usually the interventions last for 6 weeks. The group is structured to follow a set routine each session as follows:

  1. Children are collected from class following registration by the learning mentor.

  2. Children self-register on the feelings board in the H.U.S.H Room

  3. Relaxation: This is a time to unwind and settle following lunchtime play with dimmed lights, relaxation C.D and scented candles

  4. Circle time: We say and sign Good Afternoon and share our news with the rest of the group.

  5. Snack time: The children take turns to prepare toast with the support of staff. We all sit at the dining table to eat and engage in conversation.

  6. Group work: We work together focusing on supporting areas from the Boxall. This can include baking, listening skills, completing tasks, working as a team and problem solving.

  7. Choosing time: Children have free time to engage in activities to support sharing, turn taking skills and conversation.

  8. Story time: This is a time to relax, listen and share stories with others.

  9. Star of the day: the children earn gems during Nurture for all instances of positive behaviour. At the end of session these are counted up and each child receives a sticker. The child with the most gems gets to take our Nurture Dog Benji home until the next session.


Nurture group takes place in the H.U.S.H Room for KS1 children led by Miss Devers


What is the purpose of Nurture Group & its Philosophy?


Nurture Group is a small class of pupils (6-8). Its composition is carefully well thought-out to create a balanced and functional group. The Nurture Group is part of the school's Inclusion and PSHE (Personal, Social and Health Education) provision. Its purpose is to offer children opportunities to re-visit early learning skills and promote and support their social and emotional development. There is much research evidence that children's learning is most effective when they have a sense of emotional well being, good self esteem and a feeling of belonging to their school community. The H.U.S.H Room provides children with this opportunity and so helps to develop their maturity and resilience. The H.U.S.H room is a place of learning.

The philosophy of the Nurture Room is drawn from the principles established by the work of Marjorie Boxall and others, and exemplified by 'The Nurture Group Network' (

The Nurture Group Principles:

• Children's learning is understood developmentally
• The classroom offers a safe base
• All behaviour is communication
• The importance of transition in children's lives
• Has an adult/child ration of 1:3, and provides lots of opportunities for speaking and listening activities
• Builds a child's self-esteem and confidence
• Builds skills for classroom learning
• Has daily crafts, games, a 'mini-tea' and more!
• Language is a vital means of communication

'Good to Be Me Group' (Self-Esteem)


What is ‘Good to be me’ Group?


‘Good to be me group’ is a short intervention which helps children and young people to develop their self-esteem skills. The group consists of 4-6 children and the Learning Mentor. During group we engage in activities and tasks which involve challenges, working as a team, problem solving, social skills games, completing journals, relaxation and solving scenarios.


How will the ‘Good to Be Me’ Group help?


  • Cognitive: Students will learn how to recognize that the way they see themselves is the beginning of their own self esteem creation and expansion.

  • Affective: Students will feel the effects of positive and negative behaviors on themselves and others.

  • Behavioural: Students will be able to list positive attributes of themselves and of others and be given the task of taking positive comments to bolster the self-esteem of others throughout the day.


What is Self-Esteem?

Expert's definitions:

  • Self-esteem is a confidence in our ability to think, to cope with the basic challenges of life and confidence in our right to be successful and happy. ~Nathaniel Branden

  • Self-esteem means having a positive image of self. ~Don Simmermacher
  • Self-esteem is an evaluation of the emotional, intellectual, and behavioral aspects of the self-concept. ~Diane Frey & Jesse Carlock
  • Self-esteem is a state of mind. It is the way you feel and think about yourself and others, and is measured by the way you act. ~Connie Paladino
  • To trust one's mind and to know that one is worthy of happiness is the essence of self-esteem. ~Nathaniel Branden


Tips for strengthening Self-Esteem.


  • Take pride in your achievements. Even small accomplishments can build your self-respect

  • Learn to deals with mistakes. We all make them and we all need to be able to cope with them. When a mistake is made, try to fix it, and try to learn from it. Forgive yourself and move on.

  • Take safe risks. Accept a new challenge and develop new abilities. If you don’t try, you can’t grow.

  • Avoid being judgmental, put downs, criticising others and complaining. For some people, a judgmental attitude comes from low self-esteem, which they try to overcome by criticising others. Work on viewing others more positively

Lego Group

What is Lego Group?


Lego Group is a social development programme which helps children and young people to develop social and communication skills. The group is based on a highly structured, systematic and predictable nature of LEGO play. Children are found to be particularly interested in this type of intervention due to the appeal of Lego!


How Lego Groups began


Lego Therapy was pioneered by Dr Dan LeGoff a clinical neuropsychologist in Philadelphia USA. The idea came to him when he observed children with social difficulties engaging more with each other when playing Lego.


How Lego Groups work


Lego Play is a multi-sensory and versatile experience, which means it can be tailored to suit each child’s individual needs.

Each child has a clear set of rules and Lego building skills

They work in small groups of 3

Everyone child is assigned a role, engineer, parts supplier and builder

The group works together to build the Lego structure (each child has to stay within their role)


The Lego Group provides


  • A safe and secure environment


  • A structured and predictable routine


  • A comfortable place where children can engage in a small group


Who benefits from Lego Group?


  • The children in the group

  • The whole school

  • The parents/carers of the children




  • Children develop social and communication skills


  • Lego groups are supportive of families


  • Lego Groups have a positive impact on the child and the school as a whole