Subtheme 3c: Communication

Highlighting different ways of communicating and the effectiveness of

communication across the school system was a common theme discussed for many of the participants. Participants all discussed how they felt they were able to communicate formally and informally with members of staff within school, as well as reflecting on the effectiveness of communication across the school system. For this reason, communication has been identified as a subtheme.

For P4, contending with different systems within a school and lack of communication between them was a challenge for them:

“…lots of different people would come in and you’d put things in process… but actually to put them in the process of a big school environment doesn’t always work so I would kind of get frustrated because we’re trying to do this and then

the child’s gone into here doing that…”

(P4, 131-135)

Similarly for P7, a lack of communication between NG and senior management regarding the needs of pupils was challenging. P7 reflected on the lack of understanding from senior management about the nature of an NG, the work that is carried out as well as the need to communicate their decisions with NG in order for them to know what they will need to focus their work on and if the pupil is appropriate. The researcher also interpreted P7’s comment as a lack of collaborative work between systems within the school and in this sense sees NG and senior management as us and them:

“decisions might be made about children who can...who they feel, management might feel need to be in Nurture and um...they don't quite understand how it should be done and how it should work and they don't quite understand about

explaining to us about the needs of that child”

(P7, 198-201)

In discussing the close work they are able to carry out with teachers, P5 highlights how collaborative work and open communication between systems can create positive change for pupils which P5 sees as supporting them and the work that they do:

“…the fact that we can work really closely, we've got teachers who are willing to…to take things on board; are willing to try and put strategies in place; talk to

us; communicate with us. It just feels like we're working together…”

(P5, 317-319)

For P2, being able to go and speak to senior management without having to make an appointment helped them to feel supported.

“I do feel like I could just go to either of their offices and just talk to them if I needed to. Like I wouldn’t need to make an appointment or like I could just turn

up there and either of them would be happy to talk…”

(P2, 112-114)

This description suggests that P2 felt comforted and reassured in the

knowledge that if they needed time to speak with someone, they could and they would be given the time they needed.

Similarly, P8 described feeling comfortable being able to approach senior management if they needed to as well:

“…management they are approachable that you know, that you can go and if you're not happy about something and speak to them about it.”

(P8, 444-446)

P6 also felt comforted and reassured that senior management were open to communication and invited their staff to feel as though they could talk to them if they needed to. P6’s description of senior management having daily check ins with staff to ensure they are okay suggests that for P6, they feel that staff are cared for and cared about:

“…you have, you have people you can talk to. You have um...the Head and the Deputy Head they go around every day to find how you are doing, how you are coping and they give you that reassurance that 'okay if this is not going right

then we are here and come and talk to us'…”

(P6, 59-62)

The researcher interpreted participants’ feelings of being able to approach senior management as one of open communication.

In addition, P6 discussed open communication between key members of staff for pupils and being a source of support as it enabled them to prepare

themselves for the day and any eventuality that may have occurred. For P6 it was important to have open communication with staff in order to not be caught off guard and it also helped them to plan for possibly challenging situations:

“You have people who we can talk to as well and we liaise with...so everybody knows what is happening, because you have the class teachers who you know,

the children are coming in so they sort of give you that feedback so if he or she is not in that place that they normally are, then you know what to expect. So you

prepare yourself”

(P6, 81-85)

Summary of theme – Communication

• Lack of communication across systems is a challenge to resilience

• Lack of communication can lead to a lack of understanding of NGs

• Collaborative work with class teachers leads to positive change for pupils and support NG work

• Senior management having an open door leads to staff feeling comfortable to seek support

• Communication between systems on pupils helps NG staff plan ahead