ABSTRACT
Chapter 8 discusses the security of the setting for insecure children, but it is particularly about having a secure relationship as a base. This comes from Bowlby’s attachment theory and originates in the secure relationship that good-enough mothers have with their children – giving children an internal secure base from which to explore and learn through experience.
The chapter considers the importance of such a secure base for openness to learning, behaviour and relationships and looks at the practicalities of creating a secure base for insecure children through employing and allocating sensitive, secure, resilient staff; through attuned trusted relationships; a safe, nurturing environment; and consistent familiar structures. Support around transitions such as thoughtful planning and curriculum work and thoughtful use of language are also discussed.
Finally the value of attachment-based training, personal support and clinical supervision is discussed in relation to the children most difficult to reach and teach. This is not something normally available in schools, but if offered on a regular basis it will bear rich fruit for children, staff and learning. Appreciative, supportive management with this sort of knowledge and understanding will be a great foundation for a secure nurturing school.
