Cubs
Cubs is our nurturing, supportive group designed to help children develop the social, emotional and communication skills they need to feel happy, secure and successful in school. Through small-group activities, structured play, discussion, and positive relationships with trusted adults, Cubs provides a safe environment where children can build confidence, resilience and a sense of belonging.
Who may benefit from Cubs?
Cubs may be beneficial for children who:
- Find it difficult to manage their emotions or behaviour.
- Lack confidence or self-esteem.
- Experience anxiety, worries or separation difficulties.
- Struggle to build friendships or engage positively with peers.
- Need support with communication, turn-taking or social interaction.
- Have experienced significant changes, challenges or adverse experiences.
- Require additional support to access learning and routines within the classroom.
- Are in receipt of Pupil Premium funding.
Benefits of Cubs
Children attending Cubs have opportunities to:
- Develop emotional literacy and learn to recognise and express their feelings appropriately.
- Build positive relationships with adults and peers.
- Improve confidence, independence and self-esteem.
- Strengthen communication and social skills.
- Learn strategies to regulate emotions and cope with challenges.
- Develop resilience, problem-solving skills and a positive attitude towards learning.
- Feel valued, understood and connected to the school community.
Impact on Children
By participating in Cubs, children are supported to become more emotionally secure, socially confident and ready to learn. This can lead to:
- Increased engagement in classroom activities.
- Improved attendance and participation.
- Better relationships with peers and adults.
- Greater independence and self-regulation.
- Enhanced wellbeing and sense of belonging.
- Improved outcomes across both learning and personal development.
At Brockwell Nursery and Infant School, Cubs helps ensure that children receive the right support at the right time, enabling them to thrive both socially and academically, and to develop the foundations they need for future success.
How are children identified for Cubs?
Children may be identified for Cubs through a range of observations, assessments and discussions that help us understand their social, emotional and developmental needs. Identification is based on a holistic view of the child and may include:
- Observations by staff of a child's emotional wellbeing, behaviour, relationships and engagement with learning.
- Concerns raised by parents or carers regarding their child's confidence, emotional regulation, friendships or wellbeing.
- Assessment outcomes that indicate social, emotional or communication needs which may be affecting learning or school experience.
- Attendance patterns, anxiety-related difficulties, or challenges with settling into school routines.
- Discussions within the school's SEND or safeguarding processes where additional emotional support is identified as beneficial.
- The child's own views and experiences, where appropriate, highlighting worries, difficulties or a need for additional support.
Children are not required to have a specific diagnosis or identified special educational need to access Cubs. Our aim is to identify children who may benefit from additional nurturing support, ensuring that barriers to learning, wellbeing and social development can be addressed before they become more significant challenges.
Parents sign consent when children first start school and at the start of each academic year so children can access Cubs as well as other interventions as and when they need it.