Archive for 2023

Our first relationship with our carers acts as a lifelong template, moulding and shaping our capacity to enter into and maintain successful subsequent relationships.

Advances in neuroscience and the development of early brain scanning have shown that feelings, empathy and emotional understanding are hard-wired into our brains through our relationships in the first years of life. So our early experiences with the people who first look after us are vital in shaping our long-term emotional wellbeing. 

A safe, secure and stable relationship with a significant adult is needed to develop self-esteem and stress regulatory systems in the brain and body. They are also needed to create capacity for empathy, exploring and learning about the world around them, and fulfilling relationships later in life, as well as asking for help when troubled. 

Behaviour and learning can be affected if our attachment with our primary carer(s) has been disrupted or distorted. 

Secure attachment takes place when the adult is readily available, sensitive to the child’s signals, and responsive when the child seeks protection or comfort. They need to be consistent, reliable and predictable, providing a secure base for the child to explore from and return to. This will build confidence in the child that their parent/carer will be available, responsive and helpful should they encounter adverse or frightening situations. 

A securely attached child learns:

• Internal models of how adults are predictable, responsive and interested in them
• Internal models of themselves as worthwhile, interesting, loveable and loved
• Exploration is safe (the child knows the adult will check on their wellbeing and safety so they don’t have to worry)
• Learning is interesting

Difficulties in the attachment process become apparent when the care-giver is not consistently available to the child or responsive to their needs. The child becomes uncertain that their needs will be met, and so begins to learn defences that give them protection from disappointment or hurt. 

The insecurely attached child learns:

• Internal models of adults as unpredictable, unreliable and not interested in them
• Internal models of themselves as worthless, uninteresting and unlovable
• Exploration is not safe as the child has to look after themselves without knowing the risks
• Learning is risky as the child has not learnt through appropriate risk taking 

Children who are securely attached are better able to learn and will be able to make new attachments more readily. They will be ready and willing to seek help when experiencing difficulties, both academically and socially, and will be willing to share the attention of significant adults with their peers.

By contrast, children who are insecurely attached may feel lost and unnoticed in a large and complex organisation such as school. If their internal model of themselves is of worthlessness, they may set out to prove this is the ‘right’ model each time they meet new adults, as a self-fulfilling prophecy. They may provoke unresponsive or hostile reactions in the teacher, thus reinforcing their feelings of self-doubt and insecurity. 

Insecurely attached children generally require reliable adults who have time to respond to their needs, at whatever developmental stage is required. They need predictable interactions and routines, or when change is required, it needs to be explained clearly and well in advance. Clear boundaries and limitations, specific attachment figures, and adults who challenge their negative internal models through sensitive interaction are also crucial. 

Nurture practice is heavily influenced by John Bowlby’s attachment theory research (1951), as well as related research by Mary Ainsworth (Ainsworth and Bell, 1970; Ainsworth et al, 1978) and Main and Solomon, 1985, which helped identify different attachment ‘styles’. The types of behaviour that pupils with social, emotional and mental health (SEMH) challenges sometimes display, such as clinging, attention seeking, panic, anger, restlessness and low self-esteem, can be understood in the context of this research. 

Nurture offers a proven way to address these challenges, helping to create calmer classrooms, improve behaviour, attendance and attainment and reduce exclusions – all by supporting children’s wellbeing and ensuring they are ready and able to learn. 

Recommended reading:

The trauma and attachment aware classroom – Rebecca Brooks

Attachment for teachers – Marie Delaney 

What about me? Inclusive Strategies to Support Pupils with Attachment Difficulties Make it Through the School Day – Louise Bomber 

The Teacher’s Introduction to Attachment – Nicola Marshall 

Children and young people are dealing with social, emotional, and mental health (SEMH) issues like never before. In the UK, the need for better support was widely recognised even before the outbreak of Covid-19, but the crisis has deepened. Cost of living pressures, compounded by the continuing impact of the pandemic, mean increased stress and anxiety for many children and families. We know that 75% of children and young people who experience mental health problems aren’t getting the help they need and this severely limits their ability to learn. Pupils facing SEMH challenges can be withdrawn and isolated, suffering in silence, others display hugely challenging and disruptive behaviour that significantly affects those around them. Exclusions and persistent absenteeism are now regular features of school life. Increasing numbers of children are arriving at school distracted and distressed, if they even make it into school at all.

So why is nurture important?

What is nurture?

Nurture is a tried and tested way of helping children develop vital social skills, confidence and self-esteem, ensuring they are able to learn. It encourages pupils to take pride in achieving – addressing the social and emotional needs that can hamper learning. 

There are six principles of nurture:

Why is it needed?

We’re seeing a dramatic spike in anxiety and absenteeism levels due to the impact of the pandemic and broader socio-economic challenges. This makes it incredibly hard to give children and young people the education they need and deserve. But there are proven ways to tackle this crisis and more and more schools are turning to nurture programmes to help.

Teachers need support to create safe environments that enable all pupils to build healthy relationships, and develop the confidence and resilience they need to succeed both academically and in life. We know nurture is the way to achieve this. 

“The police were always round our house – my mum was really bad on drugs at that time. My mum was never there. I was a good kid in primary school really… I started high school, and I’ll never forget, a teacher brought me and my cousin in and said “I’ve been warned about you two.” That was like a step back already, there’s already this image of me and I’ve only just started. I realised talking wasn’t doing anything so I started to live up to this name that people were giving me – “Oh you’re a fighter, you’re a badd’n.” So I started fighting and the more I fought the better I felt about myself. A few of the teachers could see I wasn’t a bad person. They took me to one side and said “What you’ve been through and your experiences in life – if you could change yourself now, it shows other kids they can do it too.” So they said to meet Michelle [the nurture teacher] and talk to her, and the way she did it was you never realised you were expressing yourself or telling your story, but you always left with a feeling of “I feel a lot better now, I’m not as angry.” It really really helped. Now I can talk to anyone and get on with anyone, but at one time I wouldn’t speak – I’d give them a stern look and leave it at that. I’m a completely different person because of nurture.” – Shane, former nurture group pupil

Nurture supports all children and young people to be able to learn, and enables teachers to identify, understand and address pupils’ social, emotional and mental health needs. A nurturing approach helps to improve attendance, behaviour and attainment, whilst creating calmer classroom environments and reducing exclusions. The outcomes can be dramatic, for children, their parents and for teachers. 

At nurtureuk, we are dedicated to improving the life chances of children and young people, by promoting nurture across the whole education system and beyond. We equip educators with the proven tools they need to deliver the right support for each pupil, ensuring they are able to thrive. For more information on nurture and how you can implement it in your school, check out our range of training courses or resources. 

King Charles coronation is a perfect opportunity for some interesting, creative, fun learning and we know in your settings you will be already planning exciting events to celebrate our new King.

This is a perfect opportunity to focus on many statutory curriculum links such as literacy, history, RE, art and design, geography, design and technology, music, in fact, with creativity and imagination, any subject you wish!

We have found some absolutely brilliant free resources online to share with you to help you create a fun-filled session for your pupils to celebrate and learn about King Charles III and his coronation. Included in these resources are ideas for all kinds of activities including subject-based learning and our favourite form of learning: cooking! Snack time is such an important part of the nurturing approach and in no small way contributes to the creation of trusting bonds. You can learn more about the importance of snack time in our new Snack Time Bundle. We’ve included a variety of recipes in our resource recommendations, including some from the Nurture Recipe Book which has all kinds of recipes fit for a coronation party feast!

When creating lesson plans for pupils needing a nurturing approach, it’s helpful to keep in mind the importance of developmentally appropriate practice. Whether it’s for a mainstream classroom or nurture group setting, primary or secondary, the guidance below helps practitioners to understand the needs of their pupils. 

• The Boxall Profile® – using the Boxall Profile® for each of your pupils highlights their individual strengths and any difficulties that may be affecting how they learn. It can be used in a nurture group setting or for the whole class or school and gives teachers insights to know what will help their pupils engage with lessons in a meaningful way. 

• The Six Principles of Nurture – a nurturing approach to teaching and learning should always take into account the Six Principles of Nurture. Here are some reminders of ways to reflect upon your approach:

Children’s learning is understood developmentally: How do you identify needs? How do you incorporate a variety of experiences in the class that meet the social and emotional needs? Consider the whole child, not just academic achievement.

The classroom offers a safe base: Consider psychologically as well as physically safe, classroom organisation, how pupils are welcomed/seated/dismissed, boundaries, rules, and routine, and fostering positive relationships. 

The importance of nurture for the development of wellbeing: Are small achievements recognised? Do teachers give and maintain eye contact, using facial expressions and varying tones of voice? Knowing the child and valuing their input is key, as is the importance of social wellbeing – fostering positive peer to peer relationships.

Language as a vital means of communication: Understand the importance of early communication and language, the levels of language development, and the importance of vocabulary development at all stages and areas of the curriculum. Use emotional language to express feelings, and consider the importance of non-verbal communication such as body language, tone of voice, proximity to speaker.

All behaviour is communication: Behaviour is understood not judged – seeing the child not the behaviour. Feelings are acknowledged, and undesirable behaviour is responded to firmly but with an understanding of how this relates to underlying issues. Consider support strategies that are aimed at addressing the child’s needs.

The importance of transitions in children’s lives: How are changes in routines managed in school? Understand the significance of micro-transitions in class, and make sure children are able to talk about out of school transitions. Are bereavement, family break up or other major changes supported?

• Developmentally appropriate approaches – these are crucial to ensure each pupil is learning at their own pace and level. When we teach at their stage not age, we break down the barriers to learning and focus on things they respond to, leading to renewed confidence and engagement with learning. When looking at the resources below, consider the following points:
  • Could all my pupils access this activity as it stands?
  • Can I differentiate this for each of my pupils?
  • How can I simplify this? (For example, short achievable steps)
  • How can I make this more challenging? (Some pupils who need a nurturing approach may be academically strong and enjoy being challenged)
  • What are my pupils’ strengths, how can I make sure I utilise them in this activity?
  • Can I build their interests into this activity?
  • Using this as inspiration, have I got any ideas like this myself which I can build into further lessons?
  • How can I make this fun? (fun, laughter and joy are key for engagement with you and your lessons)
• Relationships are key – one final point for reflection is how teachers interact with pupils during lessons. The role of the key adult, and the trust and rapport that you build with your pupils is vital for opening up the world of learning to more vulnerable pupils. When trusting bonds are created, the limbic system deep within our brains responds and creates a feeling of warmth and connectivity. It can help pupils grow in confidence and self-esteem, leading to a sense of feeling safe enough to take the risk of learning something new. Always remember the most important resource in any nurturing setting is you!

We hope the resources below help engage your children and young people, and support you in your coronation lesson planning!

Resources for primary:

• Classroom display pack from Plazoom
• Royal crown craft from Twinkl
• Introduction to coronations from Westminster Abbey
• King Charles III daily newsroom pack from Twinkl
• Coronation presentations from Historic Royal Palaces
• Union Jack sensory box from The Fairy and the Frog
• King Charles III presentation from Twinkl
• Coronation crafts from Baker Ross
• Crown colouring sheet from Twinkl

Resources for secondary:

• Coronation presentations from Historic Royal Palaces
• Union Jack mason jars from It All Started With Paint
• Coronation values and symbols from Historic Royal Palaces

Resources for snack time:

• Nurture Recipe Book including flapjacks, pizza, smoothies, cakes and biscuits.
• Union Jack biscuits from The Gingerbread House
• Crown biscuits from Twinkl
• Coronation sponge cake from Baker Ross

At nurtureuk, we are dedicated to improving the social, emotional, mental health and wellbeing of children and young people. We’ve been at the forefront of the nurture movement for over 50 years and we know first-hand the positive impact that the nurturing approach has on children and young people. 

We are delighted to release the Snack Time Bundle providing a pre-recorded webinar and two e-books: Snack Time and the Nurture Recipe Book.

The webinar focuses on the sharing of food in nurture settings and considers why it is such a vital part of nurture curriculum. It aims to explain the theory and research behind the snack time routine and will be helpful to nurture practitioners and those working with children with social, emotional, behavioural, mental health and speech and language difficulties to ensure that there is a whole school understanding of the rationale.

The accompanying publication Snack Time links to the webinar and has practical tips for making snack time a structured and meaningful event for children and young people. The final section collates anecdotal evidence courtesy of nurture leaders from groups around the UK and evidences important moments experienced at snack time and how they affected the child’s progress.

The Nurture Recipe Book contains a variety of tried and tested recipes shared by nurture practitioners, providing a bank of delicious delicacies to make in your nurture provision or at home with friends and family. The recipes are fuss-free, easy and fun to make in any nurture or school kitchen.

You can purchase the Snack Time Bundle via our website by clicking here. We hope you enjoy using your recipes and developing your snack time, and don’t forget to share your experience and pictures on our Facebook group!

Nurture as a practice means relating to and coaching children and young people to help them form positive relationships, build resilience and improve their social, emotional and mental health and wellbeing. When used in school, nurture improves attendance, behaviour and attainment, and ensures every child is able to learn. A solid understanding of The Six Principles of Nurture is crucial for education professionals looking to implement nurture in their settings. 

1. Children’s learning is understood developmentally

Children are at different stages of development – socially, emotionally, physically and intellectually – and need to be responded to at their developmental level in each of these areas. Responding to children ‘just as they are’, with a non-judgemental and accepting attitude, will help them to feel safe and secure. 

Social, emotional and behavioural development tools such as the Boxall Profile®, help staff to assess and track a child’s needs and put strategies in place to support positive development.

2. The classroom offers a safe base

A classroom environment is inviting and nurturing for all. The classroom offers a balance of educational and social, emotional and mental health experiences aimed at supporting the development of children’s relationships with each other and with staff. Adults are reliable and consistent in their approach to children and make the important link between emotional containment and cognitive learning.

Where possible, predictable routines are explained and practised, and there are clear expectations and positive models of how all adults in school relate to children and young people, both in and out of the classroom. Consider whether your setting is a safe place – physically and emotionally – for your pupils, staff, parents and carers. How do you promote structure and predictability? It is also important that your classroom or nurture space has quiet zones and reflections of home. 

3. The importance of nurture for the development of wellbeing

Nurture involves listening and responding; everything is verbalised with an emphasis on the adults engaging with pupils in reciprocal shared activities. Children respond to being valued and thought about as individuals. In practice this involves noticing and praising small achievements – nothing should be hurried.

Provision and strategies should be put in place that promote the welfare and wellbeing of children and young people, as well as staff welfare and wellbeing. Consider how achievements and attainments are celebrated, and what structures are in place to promote the pupils’ voice. 

4. Language is a vital means of communication

It is important for children and young people to be able to understand and express their thoughts and feelings. It is also crucial for adults to understand the importance of their own language towards children and young people, and how this can impact them. Children often ‘act out’ their feelings as they lack the vocabulary to name how they feel. Informal opportunities for talking and sharing are just as important as more formal lessons teaching language skills. This enables words to be used instead of actions to express feelings, and imaginative play can be used to help children understand the feelings of others. 

It is helpful to provide opportunities for pupils, parents and staff to express their views, and that adults model how to share feelings and experiences. Pupils’ voices should be valued, and language should be assessed, developed and embedded in all aspects of the curriculum at the appropriate level for the child or young person.

Consider how children are taught to recognise emotions and name them in your context. Are they taught to recognise early warning signs of anger or anxiety and use strategies to de-escalate? How do daily routines allow for conversation and sharing of experiences?

5. All behaviour is communication

People communicate through behaviour. It is the adult’s role to help children and young people to understand their feelings, express their needs appropriately, and use non-threatening and supportive language to resolve situations. Our first responsibility in dealing with difficult or challenging behaviour, after safety, is to try to understand what the child is trying to tell us. 

The outward behaviour is often the ‘tip of the iceberg’, and so it is important to consider the immediate environment and what occurred just before the incident happened. School events, the time of year, and home circumstances can also give us clues. Adults need to be calm and consistent, and understand that children may communicate their feelings in different ways. Children and young people need to be encouraged to reflect on their behaviour, and understand how to express their emotions appropriately. 

This does not excuse the behaviour, but helps us to ask why the behaviour is occurring. Given what we know about this child and their development, what are they trying to tell us? It helps staff to respond in a firm but non-punitive way by not being discouraged or provoked. Having a quiet area to help students to become calm, and giving them time before a discussion can often help, as well as recognising potential triggers and anxieties that could be avoided or reduced. 

6. The importance of transitions in children’s lives

Children and young people experience many transitions throughout their lives, and on a daily basis; transitions from home to school, between classes and teachers, from breaktime to lessons, or moving from primary to secondary school. Changes in routine are invariably difficult for vulnerable children and young people, and school staff need to help the child to transition with carefully managed preparation and support. 

Pupils should be included in the planning of support, as well as parents and carers where possible, and information should be shared at key transition points. Staff need to understand the emotions that may be triggered by both small and large changes, and children should be pre-warned or reminded about changes in routines, using visual timetables to emphasise this. 

Consider periods of transition for your children; is there inexplicable behaviour just before the end of the day? Do staff feel frustrated by pupils who cause disruption as they move around the school? Children and young people may feel calmer if time can be made to discuss how they feel when things change, in an open and honest way, to help them put coping strategies in place. 

These six principles help staff to focus on the social and emotional needs and development of children and young people, ensuring all pupils are ready to learn. They form the basis of nurture groups – a short-term intervention for pupils with social, emotional and behavioural difficulties which make it harder for them to learn in a mainstream class – and can also be applied through a whole-school approach. 

Want to know more, or need help implementing nurture in your school? Take a look at our range of training courses. 

Since the Covid-19 pandemic, there has been a significant rise in the number of mental health issues that children and young people are facing. According to the Mental Health Foundation, 75% of children and young people who experience mental health problems aren’t getting the help they need. It is impacting their learning, with many children and young people experiencing social, emotional and mental health difficulties. This is why it is more vital than ever that we shine the spotlight on the importance of children and young people’s mental health and to look at ways we can support them.

Today marks the start of Children’s Mental Health Week. Since it first launched in 2015, Children’s Mental Health Week has become a nationally recognised event with hundreds of schools, colleges, children, parents and carers taking part across England, Wales and Scotland. The awareness week is run by Place2Be and it runs until Sunday 12th February. The theme for this year’s Children’s Mental Health Week is “Let’s Connect”. 

Building positive connections with others can help children and young people to adopt healthier thinking habits, reduce stress and manage anxiety. These connections make children and young people feel good, and as a result they are more likely to stay connected by continuing to communicate with others and joining in with classroom discussions. The more children and young people communicate with friends and family, the more they feel loved, appreciated and valued. There are plenty of ways we can help children and young people to feel good about themselves and encourage them to stay connected with others; one of these methods is to set up a nurture group at school.

At nurtureuk, we are dedicated to improving the social, emotional, mental health and wellbeing of children and young people. We’ve been at the forefront of the nurture movement for over 50 years and we know first-hand the positive impact that the nurturing approach has on children and young people. Nurture groups in particular, have helped children and young people to develop vital social skills, confidence and self-respect. The environment in nurture groups is warm and accepting, which helps pupils to develop meaningful connections with both teachers and peers.

First and foremost, nurture groups focus on supporting pupils to form attachments to loving and caring adults at school. This unconditional positive regard is the most powerful mechanism for change and it can help to improve children and young people’s mental health and wellbeing. The relationship between the two nurture practitioners, always nurturing and supportive, provides a role model that pupils observe and begin to copy. In nurture groups, pupils are given ample opportunities to understand and manage their emotions, reflect on their behaviours in a non-judgmental way, and develop positive friendships. Food is shared at ‘breakfast’ or ‘snack time’ with much opportunity for social learning, helping pupils to attend to the needs of others, with time to listen and be listened to. 

Nurture groups led by trained practitioners offer an effective intervention both in primary and secondary education. They have been powerful in enabling emotionally vulnerable children to develop their skills and resilience to engage in, and benefit from, mainstream education. It is evident that nurture groups have positive mental health outcomes across a wide range of areas, for pupils themselves and also for teachers, the school community and beyond.

We know that a nurturing approach can have an incredible effect on the lives of children and young people, and we love to hear about the real-life impact it has in the schools we work with. The following case study was from a school on our Nurturing London Violence Reduction Unit Programme which finished in 2022. The storyteller is a Senior and Safeguarding Lead of a large secondary and sixth form community school situated in North-East London.

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Before we joined the programme, nurture practice was not really recognised as a legitimate approach. Normal school processes – assessments, data, numbers, results and targets – guided teachers’ decisions more than a pupil’s wellbeing needs. We never gave the time to meaningfully ask a pupil how they were and want to know the answer. The Covid-19 pandemic helped to change this prevailing attitude as it demanded a wider societal recognition of trauma and meeting needs. All levels of society were made to reflect on what really matters to people and schools had no option but to witness the partial breakdown of society and social norms whilst we were all being affected by the pandemic.

At the start of the programme, my knowledge of nurture practice was quite good, but now it is completely embedded in my practice. All decisions affecting a young person in our school are now made with a nurture focus, and relationships with staff and the way I frame conversations with them has also changed. Since adopting a more nurturing approach I feel that I have more support from our local authority services around social, emotional and mental health and I think that since the pandemic, there is a greater recognition of these needs from other agencies too. We may have arrived at this point regardless, but the programme allowed us to embed nurture practice earlier so that we could respond to the needs created by the pandemic at an earlier stage.

The school leadership recognised that if we continued our previous approach, we would continue to see the same results, so our school completely changed our behaviour system at the start of this year, moving away from exclusions and moving towards creating a space where young people build and rebuild relationships with staff across the school. We have numerous pupils who have not been excluded because nurture has changed the way we meet their needs. Now we check-in more, make space for them to voice their needs and make more reasonable adjustments and we find that we are managing them, they are managing themselves and they are staying in mainstream education. The unseen work of the nurturing approach is reaching across the school and our pupils are aware that things have changed. They have more faith in the system in which they find themselves in, and if they have made a mistake or are in trouble for something, now they don’t question that they aren’t punished or excluded – they trust that there will be a conversation or a reflection, rather than a sanction.

The PATTERN partnership programme afforded us the opportunity to have inspiring young people come in and work with our young people. Having adults that pupils could relate to, speak to and be honest with became such an important outlet for these vulnerable young people who were on the cusp of exclusion or big educational changes. They were made to feel secure and at ease which made them want to turn up! The pupils attending were at risk of truancy, but they attended consistently each week and enjoyed the sessions. I was constantly asked each week if the sessions were taking place and what the topic of discussion might be! These pupils already have excellent English teachers, but I think they got so much more from the PATTERN sessions than they were from their English classes.

The staff training offered by the programme really resonated and has helped us to spread the message of nurture and the importance of building relationships across staff teams. The networking meetings that I attended were excellent and really valuable for my own development. The toolboxes we received were well used during lockdown and have now been embedded into the curriculum for next year.

We will continue to move the school further in the nurturing approach because of the impact of the programme. The small things we have done and changed as a result of this programme – those small things have moved mountains for our young people and for the school.

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We are delighted to have been commissioned by the London Violence Reduction Unit to deliver a new programme alongside delivery partners Tender. The Inclusive and Nurturing Schools Programme aims to tackle school exclusions across 70 schools in seven London Boroughs. For more information, please visit our website.