Helping children feel safe, settled and ready to learn from the very start.
Before children can learn, they need to feel safe.
Our Practices
In the early years, regulation is not a bonus skill. It is the foundation of everything. Young children are still developing the capacity to manage big feelings, settle after transitions, share attention and feel safe enough to explore and learn. When a child is overwhelmed or overstimulated, they cannot access play, connection or learning in the same way. NAAVA supports that foundation first - through simple, embodied practices that help children return to calm, connection and readiness. Every session ends with a simple Daily Tool staff can repeat between visits.
Regulation through play
Story based breathwork
Sensory and proprioceptive grounding
Animal and nature inspired movement
Emotional expression
Co-regulation modelling for staff
End-of-session calm-down rituals
How Children Develop From Our Practices
EARLY EMOTIONAL AWARENESS
BETTER SETTLING AFTER TRANSITIONS
ABILITY TO RECOGNISE "BIG FEELINGS"
EARLY SELF SOOTHING TOOLS
STRONGER CONNECTIONS WITH PEERS AND ADULTS
We meet children where they are - with warmth, safety and adaptability.
Suitability
This programme is carefully designed to support both children and staff across a variety of early years settings, making it suitable for Nurseries, Reception classes, Early Years departments, and SEN Early Years environments.
KS1/KS2
NURTURE GROUPS
BEHAVIOUR SUPPORT TEAMS
MULTI-ACADEMY TRUSTS
What a Session Looks Like
Gentle, playful and designed for the rhythm of an early years setting. Sessions are short, engaging and flexible enough to work within the flow of the day morning settling, post-lunch reset, transition support or dedicated wellbeing time. Every session ends with a simple Daily Tool staff can repeat between visits.
What You Will Notice
CALMER TRANSITIONS
IMPROVED READINESS TO ENGAGE
EARLY EMOTIONAL LITERACY
GREATER CLASSROOM CALM
Safeguarding Trained - Enhanced DBS Checked - Public Liability Insurance Held - GDPR compliant
Aligned to Your Curriculum
United Kingdom
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PSHE
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Statutory KS1 and KS2
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Managing feelings, mental wellbeing, physical health
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Ofsted - Personal Development judgement
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Keeping Children Safe in Education
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SEND Code of Practice - fully adaptable
Aotearoa New Zealand
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2027 HPE curriculum
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Mandatory Years 0-8 from Term 1, 2027
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Managing Self and Relating to Others key competenices
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Hauora - all four dimensions
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ERO review - documented evidence
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Ministry of Education PLD funding eligible
Full mapping and Impact Reports included. Developed by Puravi Joshi - MSc Psychology and Neuroscience of Mental Health, King's College London
Calm bodies. Clear minds. Happier learners.
Also Available
PARENT WORKSHOPS
WHOLE-SCHOOL WELLBEING DAYS
SMALL GROUP INTERVENTIONS
HOLIDAY WELLBEING SESSIONS
'Participants arrive tense and leave visibly calmer, lighter and more at ease. Over time, many begin using the techniques independently, which speaks to how practical and empowering the approach is.'
Treetops Day Centre, Community Support Service
How We Work With Your Setting
CALM CLASSROOM RESET
Single Session. A one-off 60–90 minute embodied neuroscience session for a class or group.
To settle, regulate and refocus. Perfect for new terms, exam periods, high-anxiety classes or after a difficult incident. Includes: personal Calm Toolkit card for every pupil + written facilitator observation report.
CALM CLASSROOM CYCLE
Monthly Ongoing One session per month, embedded into the rhythm of your school year.
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Each session builds on the last; tools deepen month by month. Includes a two-minute Daily Tool for teachers to use independently between sessions. Termly Insight Summary Report included suitable for governor or SLT reporting.
CALM CLASSROOM JOURNEY
Complete structured programme., embedded alongside the school curriculum
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A 6 week facilitated programme, giving students a growing toolkit. Includes pre and post wellbeing measurement and student voice evidence. Full Impact Report included suitable for governer or SLT reporting.