Posts by Cressida Wyer
Building community in your classroom
Creating a strong classroom community is essential for fostering a supportive, collaborative, and emotionally nurturing environment where students can thrive. At the heart of this is relational practice, which emphasises the importance of the relationships between students, educators, and the wider school community. Grounded in mutual respect, trust, and understanding, relational practice aligns closely with the Six Principles of Nurture.
We've created these free lesson plans to support your work building a strong classroom community. Click below to download.
Keep reading to find out why cultivating a classroom community is key to student success.
10 reasons to invest in community-building
We've linked suggested activities which can be adapted to suit the strengths and needs of your students in your context. These community-building activities are linked to the Six Principles of Nurture.
1. Fosters a sense of belonging
Feeling part of a supportive community enhances engagement, resilience, and confidence. A sense of belonging empowers students to face challenges, contribute positively, and thrive academically and socially.
2. Creates a positive and secure learning environment
A nurturing community fosters safety, respect, and focus. Classrooms guided by relational practice minimise disruption, allowing students to concentrate on learning and personal growth.
3. Enhances engagement through connection
Students who feel connected to peers, teachers, and staff are more motivated to participate in learning. Relational practice can assist in building trust and support, encouraging students to take risks, ask questions, and engage actively in their education.
4. Supports emotional wellbeing
A nurturing classroom can provide safety and security. Students who feel connected are less likely to experience anxiety or isolation. Positive behaviours such as kindness, empathy, and collaboration are reinforced, supporting emotional development.
5. Fosters collaboration and shared responsibility
By recognising each student’s strengths, relational practice promotes teamwork. Structured group activities allow students to problem-solve together, share responsibility, and value each other’s contributions.
6. Encourages inclusivity and celebrates diversity
A relational classroom values all students’ backgrounds, perspectives, and identities. Celebrating diversity fosters empathy, understanding, and a genuine sense of belonging for everyone.
7. Supports social-emotional skills
Regular, positive interactions help students develop key skills such as communication, conflict resolution, and empathy. These social-emotional competencies enhance relationships and support academic success.
8. Strengthens adult-student relationships
Teachers who prioritise relational practice build trust through respect and care for students’ emotional and academic needs. Strong teacher-student relationships encourage engagement, confidence, and willingness to seek support.
9. Promotes accountability and responsibility
In a supportive school community, students learn to take responsibility for their actions and learning. Understanding the impact of their behaviour on peers encourages cooperation and a harmonious classroom culture.
10. Develops skills and friendships
Long-lasting friendships and essential life skills such as teamwork, empathy, and communication can emerge naturally in a relational classroom, preparing students for success beyond school.
Integrating relational practice and the Six Principles of Nurture builds classrooms where students feel supported, connected, and motivated. By focusing on relationships, inclusivity, emotional well-being, and clear expectations, educators can cultivate the skills students need to succeed academically, socially, and emotionally.
Top tips
Keep it authentic: If an activity doesn't feel like "you," adapt it. Students respond best to genuine interaction.
Start small: You don't need to do everything at once. Relational practice happens in the small moments such as a greeting at the door and remembering an interest.
The goal: We aren’t just managing a room; we are building a culture where students want to learn and where you want to teach.
Join our next cohort of nurture group training and become a qualified nurture practitioner
Nurture group practice: A strategic lever for school improvement
In today’s schools, the challenge is no longer solely about raising attainment, it is about removing the barriers to learning that pupils experience in the first place. Increasingly, these barriers are social, emotional, and developmental rather than purely academic. For school leaders preparing for Ofsted inspections, the message is clear:
Outcomes improve when schools create environments where pupils feel safe, understood, and ready to learn.
Nurture group practice, when positioned strategically, offers not just targeted support, but a measurable and sustainable route to whole-school improvement.
The foundation: Relational practice
At the heart of effective nurture lies relational practice. This is not an add-on strategy, but the foundation of how adults interact with pupils across the school. Relational practice is built on the understanding that:
- Behaviour is a form of communication
- Regulation is developed through relationships
- Consistent, attuned adult responses create psychological safety
In practice, this means:
- Predictable routines and clear structures
- Calm, regulated adult behaviour
- Co-regulation before expectations of self-regulation
- Repair and restoration following difficulty
When embedded, relational practice shifts the culture from reactive behaviour management to proactive, relationship-driven support.
The framework: Six Principles of Nurture
Relational practice is operationalised through the Six Principles of Nurture, which provide a clear, evidence-informed framework for both targeted provision and whole-school culture:
- Children’s learning is understood developmentally
- The classroom offers a safe base
- The importance of nurture for the development of wellbeing
- Language is a vital means of communication
- All behaviour is communication
- Transitions are significant in the lives of children
These principles can guide decision-making at every level from classroom practice to leadership strategy ensuring consistency, coherence, and clarity of approach.
Join our next cohort of nurture group training and become a qualified nurture practitioner
From intervention to strategic infrastructure
Nurture groups are often viewed as a targeted provision for a small number of pupils. However, effective schools position nurture as part of their core inclusion infrastructure. Nurture is not about fixing pupils; it is about addressing the conditions that make learning possible. When pupils are dysregulated, anxious, or disconnected, traditional strategies often fail to secure engagement. Nurture addresses this at the source.
Importantly, it also provides a model of practice that can be scaled, shifting adult responses across the school from reactive to relational.
A graduated and strategic approach
Nurture can be most effective when embedded within a clear graduated response:
- Universal: Relational practice and the Six Principles embedded in all classrooms
- Targeted: Nurture groups, mentoring, and SEMH interventions informed by the Boxall Profile®
- Specialist: External services for pupils with more complex needs
This ensures early identification, appropriate intervention, and reduced escalation supporting both inclusion and resource efficiency.
The Boxall Profile®: Assessment, precision, and impact
The Boxall Profile® is central to high-quality nurture practice. It provides a robust, evidence-based tool for understanding pupils’ social and emotional development.
It enables schools to:
- Identify individual strengths and areas of need
- Inform targeted, personalised intervention planning
- Track progress over time with measurable outcomes
- Analyse trends at group, class, and whole-school level
This moves nurture beyond intuition, allowing leaders to demonstrate precision, accountability, and impact – key requirements for Ofsted inspections.
High-quality nurture
Effective nurture provision is intentional, structured, and evidence-informed. It typically includes:
- Small, time-limited group interventions (e.g. nurture groups, inclusion bases)
- Consistent, highly attuned adults
- A predictable, safe environment
- Integration of academic, social, and emotional learning
Underpinning this is a developmental understanding of behaviour, supported by explicit teaching of communication and emotional literacy. The Boxall Profile® ensures that this provision is sharply focused and responsive to need.
Whole-school nurture
The real power of nurture lies in its ability to scale into whole-school practice. This means:
- Policies rooted in relational principles, not just compliance
- Staff trained in attachment-aware and trauma-informed approaches
- Consistent adult responses across all contexts
- Classrooms functioning as safe, structured environments
Nurture groups act as both targeted support and a model of excellence, with practice extending into all classrooms through shared language and expectations.
Nurture and Ofsted
Nurture actively enables success across the Ofsted inspection framework:
- Quality of Education: Pupils develop the foundational capacities (e.g. attention, self-regulation, social understanding) required for learning
- Behaviour & Attitudes: Behaviour improves as needs are understood and addressed
- Personal Development: Emotional literacy, resilience, and relationships are explicitly developed
- Leadership & Management: Leaders demonstrate a coherent, evidence-informed approach to inclusion and early intervention
The Boxall Profile® strengthens this further by providing clear, trackable evidence of impact over time.
Impact of nurture
To position nurture as a strategic asset, its impact has to be visible and measurable. Schools can track:
- Boxall Profile® progress (entry, review, exit data)
- Attendance and persistent absence
- Behaviour incidents, suspensions, and exclusions
- Reintegration success and time in class
This is strengthened by qualitative evidence through pupil voice, parent feedback, staff confidence and consistency. Together, this provides a compelling narrative of impact, improvement, and sustainability. In a climate of constrained budgets, nurture represents a preventative investment:
- Reducing reliance on exclusions and alternative provision
- Supporting pupils to remain in mainstream education
- Minimising demand on external services
Over time, this leads to both improved outcomes and financial sustainability.
Join our next cohort of nurture group training and become a qualified nurture practitioner
Nurture in secondary: Adapting without diluting
Nurture principles are equally relevant in secondary settings, though delivery differs. Effective models include:
- Flexible, part-time interventions
- Strong mentoring relationships
- Integration with mainstream timetables
- Focus on identity, resilience, and future pathways
Transitions are particularly critical at this stage. Maintaining dignity and autonomy is essential for engagement.
Workforce development
Nurture is also a powerful driver of staff development. Through training in relational practice and the Six Principles, schools can:
- Increase staff confidence in responding to behaviour
- Reduce inconsistency across classrooms
- Improve staff wellbeing by reducing conflict
The Boxall Profile® further supports this by giving staff a shared, objective language to understand and respond to need.
A cultural shift that changes outcomes
Nurture challenges a long-standing assumption that pupils must demonstrate good behaviour before they are ready to learn. Instead, it recognises:
Behaviour improves when pupils feel safe, regulated, and connected.
Grounded in the foundation of relational practice, guided by the framework of the Six Principles of Nurture, and evidenced through the Boxall Profile®, this becomes not just a philosophy but a practical, system-wide approach to improvement.
Nurture group practice is not simply about supporting vulnerable pupils, it is about strengthening the system that supports all pupils. For school leaders, it provides a strategic opportunity to:
- Remove barriers to learning at their root
- Deliver on inclusion and equity
- Improve outcomes across all Ofsted judgement areas
- Build a consistent, relational school culture
When implemented with clarity and leadership, nurture can move beyond intervention and become a cornerstone of sustained school improvement.
FAQs for senior leaders
Planning your nurture group (primary and secondary)
In an increasingly complex educational landscape, schools are required to meet not only academic targets but also the growing social, emotional, and mental health needs of their students. For many children and young people – particularly those affected by adverse childhood experiences, unmet attachment needs, or chronic stress – the classroom can feel overwhelming rather than supportive.
Nurture group practice offers a powerful, evidence-informed response that places relationships, emotional safety, and developmental understanding at the heart of learning. This blog provides insight into planning and structuring your nurture group to see the most positive impact on pupil outcomes.
Download our free guide to nurture group interventions
With primary and secondary school examples.
Submit the form below to claim your free guide on belonging
A relational approach to unlocking potential
What is a nurture group?
A nurture group is a targeted, short- to medium-term intervention designed to support pupils who are unable to fully access learning due to social, emotional, or behavioural needs. Grounded in attachment theory and informed by developments in neuroscience, nurture groups provide a structured, predictable environment in which pupils experience consistency, connection, and care.
Groups are typically small (6–12 pupils), staffed by trained adults, and offer a balance of academic, social, and emotional learning opportunities.
The Boxall Profile®
Effective nurture practice combines qualitative insight with structured assessment. The tool in this process is the Boxall Profile®, a standardised assessment framework used to evaluate children and young people’s social, emotional, and behavioural development.
It enables practitioners to:
- Identify strengths and needs
- Inform targeted intervention planning
- Monitor progress over time
Importantly, the Boxall Profile® reinforces a developmental, relational understanding of behaviour, aligning closely with nurture principles and supporting evidence-informed practice.
Relational practice
Children do not arrive at school as uniformly ready learners. Their readiness is shaped by early relationships, lived experiences, and their capacity for emotional regulation. Where these foundations are disrupted, behaviour is more accurately understood as communication rather than defiance.
Nurture practice is underpinned by three key assumptions:
- Connection precedes cognition
- Emotional regulation underpins engagement
- Relationships are the primary mechanism for change
This perspective supports a shift away from punitive behaviour models towards relational, trauma-informed approaches.
The Six Principles of Nurture underpin all nurture work:
- Children’s learning is understood developmentally
- The classroom offers a safe base
- The importance of nurture for the development of wellbeing
- Language is a vital means of communication
- All behaviour is communication
- The importance of transitions in children’s lives
Nurture practice in primary settings
Key elements of primary school nurture practice can include:
- A safe environment
- Routine and structure
- Developmentally responsive teaching
- Adult attunement and co-regulation
- Social skills and emotional learning activities
Find specific examples in our free guide to nurture group interventions below.
Nurture practice in secondary settings
Adapting nurture for adolescents requires sensitivity to age, autonomy, and identity. Key features can include:
- Preserving dignity and autonomy
- Flexible and integrated models
- Focus on identity and life skills
- Relational consistency
- Practical skill-building
Find specific examples in our free guide to nurture group interventions below.
Download our free guide to nurture group interventions
With primary and secondary school examples.
Submit the form below to claim your free guide on belonging
Are you ready to start your nurture group?
Nurture group practice flips the traditional script: rather than viewing controlled behavior as a prerequisite for learning, we recognise it as the result of feeling safe and understood.
By moving beyond 'intervention' and toward a deep commitment to Relational Practice, guided by the Six Principles of Nurture and the Boxall Profile® we can create an environment where connection leads, potential can be unlocked and meaningful learning can follow.
How relational classrooms improve exam readiness
The spring term is when exam anxiety begins to set in, and this can in turn adversely impact pupil attendance, behaviour, wellbeing, and even attainment. But exam stress isn’t just about more revision; it is important to support pupils’ emotional readiness. If we protect emotional health, we can avoid barriers to learning such as disengagement from learning and acute anxiety.
Submit the form below to claim your free guide on belonging
What does “emotional readiness” look like? Why is it important?
Social and emotional development is foundational to learning. If a pupil does not feel belonging, safety, and security in the school environment, this creates a barrier to learning. Exam results could suffer as a result of a lack of emotional readiness in pupils.
Emotional readiness is achieved through an inclusive and nurturing approach to education that prioritises building trusting relationships that enable pupils to adapt and thrive through challenging periods, like exam stress and anxiety.
Signs of high exam anxiety in students
Pupils will deal with exam pressure in many different ways. For some, it presents itself in challenging behaviour – it is important to notice this change in behaviour not as defiance but as communicating an unmet need. Others might withdraw into themselves, stop attending school as regularly, or some might present with no identifiable anxiety at all while in school, but break down once at home and it feels safe to do so. A trusted relationship with parents and carers can help mitigate against pupils falling through the cracks, as well as SEMH assessment tools like the Boxall Profile®.
Downloadable resource for exam stress
Positive affirmations to re-set anxious minds, with 5 digital cards and educator instructions.
How to overcome exam anxiety in pupils
Relational practice during exam periods
Relational practice should be present in all aspects of a school setting, however you might want to put up extra scaffolding during high intensity periods, like examinations, particularly for the vulnerable children and young people you know will likely struggle more.
This might look like consciously building up more supportive relationships – removed from academic scenarios – with pupils and their families to foster a sense of security and belonging. It might mean reacting to disruptive behaviour with restorative conversations and connection, rather than sanctions. For some, peer support in group study sessions will ease exam anxiety, for others this could exacerbate stress. A one-size-fits all approach will not sufficiently support all your pupils so be attuned to what each pupil needs.
The Six Principles of Nurture can act as a practical guide for building a relational approach to the exam period.
The Six Principles of Nurture
When we use the Six Principles of Nurture to frame our exam strategy, we build resilience, manage anxiety, and unlock learning potential.
Here is how you can apply these foundational principles to create a successful, balanced exam season.
1. Children’s learning is understood developmentally
In a nurture-based approach, we follow a stage not age model of learning and development.
For primary school children, focus study sessions should be in short bursts of twenty minutes, interspersed with brain breaks. We are teaching how to study, not just what.
Secondary school pupils may have more developed executive brain function, but they can go into “survival mode” when under too intense exam pressure which can damage recall.
2. The classroom offers a safe base
Learning cannot happen when a student feels emotionally or physically threatened. Anxiety, fears of failure/rejection, and unrealistic expectations can all present an emotional threat to young people. This in turn creates a cognitive barrier to learning and retention.
Exams introduce uncertainty. As educators, we can counter this by creating predictable routines with revision timetables and blocked out time with trusted adults. When a student knows exactly what they are supposed to be doing and when, their nervous system settles. Don’t presume that older pupils do not need this level of support.
3. The importance of nurture for the development of wellbeing
You cannot separate a student’s cognitive success from their emotional wellbeing.
The single best way to nurture wellbeing is to change the definition of success. Praise the process, "I’m proud of how focused you were for that 25 minutes”, rather than the potential result.
4. Language is a vital means of communication
How we talk about exams directly impacts how students experience them.
We can do this through emotion coaching. For example, when a student says, "I'm going to fail," they don't mean they expect to fail; they mean they are overwhelmed. Help them put language to their feelings, such as: "I hear that you are feeling overwhelmed. It’s okay to feel that way. Let’s break this down into a small first step."
You can also use affirmations with the students, such as:
- "If I get stuck, I will take a breath and move to the next task with ease."
- "My best effort is more than enough."
5. All behaviour is communication
When pressure mounts, behaviour will change. We must look underneath the surface symptom to find the underlying feeling.
A usually calm secondary student becoming highly irritable, or a primary student becoming withdrawn and fussy, could be communicating anxiety. They are not being difficult, they are having difficulty.
When you see the behaviour, pause the study session. Implement the 5-4-3-2-1 Grounding Technique or have them do a few minutes of Box Breathing to reset their nervous system before they try again. We focus on the emotion first, and the academic material second.
6. The importance of transition in children’s lives
Exams represent a massive transition: changing school routines and expectations, moving classes, and often from one school stage to the next.
We can minimise the stress of transition by practicing the exam-day routine. What will they wear? What will they eat? How do they get there?
There should be a clear plan in place right after the exam is finished. This tells the brain: "The threat has passed; we are safe now." Try to discourage group chats discussing correct answers which keeps pupils in a heightened state of anxiety.
Next steps
- Check out our free sample of positive affirmations
- Further your understanding of relational practice with our e-learning module
Nurture groups: the original inclusion base
At nurtureuk, we have spent over 50 years championing nurture groups - the UK’s original inclusion-focused intervention.
But what are nurture groups, and where did they come from? We'll cover the basics of nurture groups: their history, the practicalities of setting one up, and the evidence to support their use as a successful intervention in primary and secondary schools.
What are nurture groups?
A focused, short-term intervention for primary or secondary school pupils with social-emotional developmental needs which make it harder for them to access learning in mainstream classrooms.
The history of nurture groups
The concept was developed by educational psychologist Marjorie Boxall in 1969, following an unmanageable rise in primary school referrals for special school placements for children with social, emotional and behavioural difficulties. Nurture groups were created to meet these children at their developmental stage, rather than age, to help them build self-confidence and the necessary social and emotional skills needed to become able to learn.
Join our next cohort of nurture group training and become a qualified practitioner
How does a nurture group work?
It should be led by two members of staff and based on the Six Principles of Nurture, which underpin its curriculum and organisation. It is designed as a short-term, part-time intervention for groups of 6-12 pupils, where they remain part of their own class group and usually return full-time within four terms.
Nurture groups create a safe environment for pupils to learn developmentally appropriate skills that will support them to access the mainstream curriculum. Staff understand that all behaviour is communication and pupil wellbeing is highly prioritised. Transitions, small and large, are planned for and positive language and behaviour are modelled by staff. Meeting pupils at their developmental stage, not age, and modelling positive behaviour is especially relevant for secondary schools.
Relationships are crucial for nurture groups to run effectively. The intervention aims to combine home and school life to provide a holistic approach to development, so strong relationships between the family and the school are key. The relationship between the two staff is also important, as it offers an opportunity for pupils to observe what a friendly, supportive relationship looks like, and copy it. Nurture groups do not work in isolation, so it is vital that all school staff understand their purpose. A strong, positive relationship between the mainstream class teacher and the nurture group lead will also help create consistency for the pupil, and enable them to see the two settings as one.
What does a nurture room or space look like?
Feeling safe and secure is essential for children in need of nurture group support, so the room should be an enclosed area, not a corridor or shared open plan area. There are four main areas to a nurture room: home, play, work, and kitchen. The “home” area should feel safe, secure and comfortable, similar to a home environment, which can be replicated with soft furnishings, cushions, picture frames, and rugs. The “play” area should include developmentally appropriate toys and games. The “work” area should feel more like a mainstream classroom with desks, chairs and classroom resources. The “kitchen” area is used to create a feeling of family and home and should be equipped with a dining table and kitchen and cooking utensils.
Can nurture groups mix age groups?
Mixed age groups are very common due to the ‘stage not age’ approach set out in the Six Principles. We’ve seen successful nurture groups with pupils from reception up to year six. However, the nurture practitioner will likely need to adapt the nurture curriculum and activities based on developmental needs. The Boxall Profile® is important here to inform planning.
Another possibility with mixed ages is that you could use the older ones as "role models" (even if their behaviour means they can't really be a role model, it's a good tactic to encourage positive behaviour) and younger children often respond well to copying the bigger children. So it can actually work to a practitioner's advantage.
Do nurture groups actually work?
Nurture groups have proven to increase school attendance. In just one secondary school in North Somerset, two pupils who had not attended school at all that academic year increased their attendance by 47% and 56% respectively, after just two terms in the group.
They have been found to reduce displays of ‘acting out’ behaviour and improve the self-management of anger and calmness. They helped reduce school exclusions and special placements, according to a 2014 systematic review.
Parents have also seen the positive impact nurture groups have had on their children:
“I instantly saw a change in behaviour from my son, before it was a struggle to get him to school and he did not want to go. On weekends, he cannot wait to start school on Monday, as he said in his words: “Mummy I love school, I like learning.”
- Parent of a nurture group pupil, London 2023
What are the best nurture group training courses?
Looking to set up a nurture group? Our accredited Theory and Practice of Nurture Groups course provides educators with a comprehensive understanding of the Six Principles of Nurture, attachment theory, neuroscience, and the Boxall Profile®. Become an accredited nurture practitioner today!
Join our next cohort of nurture group training and become a qualified practitioner
What happens when behaviour sanctions stop working?
Isolation rooms. No play time. Detentions. Suspensions.
Sometimes these behavioural sanctions work. Sometimes they don’t. Or maybe they work for short-term compliance, but the behaviour eventually creeps back in.
In particular, the punitive approach of isolation can have adverse effects, increasing feelings of loneliness, anxiety, and depression, especially for vulnerable students.
Download our Brain Break Cheat Sheet
Are you seeing increased behavioural incidents in your school?
Now is a time when pupil behaviour can often become more challenging. The run up to exams is well underway and this can cause acute anxiety in many children and young people, whether it’s SATs, GSCEs, A-levels, or anything test-related. Pupils can feel immense pressure and often they don’t have the right tools to deal with those feelings in methods that adults might find appropriate.
Think about something that causes you anxiety or stress – maybe a job interview, an important meeting, or a health concern. Generally, we have tools at our disposal to manage these distressing feelings. We might tackle it head-on with practical actions to prepare, or we might use some breathing techniques, talk through our worries with a friend, or take our mind off things with a walk. For the most part, our anxiety doesn’t spill over into our behaviour in problematic ways. We don’t throw things or have meltdowns (mostly).
But children are still developing the ability to manage their emotions in healthy ways, and they need help to regulate.
All behaviour is communication
Sanctions are sometimes necessary and appropriate in schools. But punishment without understanding is something we must avoid. Children’s behaviour is trying to tell us something that they cannot yet express with words. It is the tip of the iceberg and can signal the need for adults to look beyond the surface level.
If we as educators view challenging behaviour as a purposeful defiance of rules just for the sake of it, employing sanctions may result in short-term compliance in that child. What we might miss are the social, emotional, and mental health factors that are building up and eventually bubble over in their behaviour, and create barriers to learning that punishments will not solve.
Join our next cohort of nurture group training and become a qualified nurture practitioner
How do you address rising behavioural challenges?
If you’re seeing worsening pupil behaviour with rising violence, abuse, and classroom disruption, we suggest taking a relational approach to behaviour, rooted in the Six Principles of Nurture. Once pupils are identified as needing extra support (with an assessment tool like the Boxall Profile®), they will likely benefit from a nurture group intervention.
Spotlight on: Wentworth Primary School
Context: A large primary school in Kent saw increasingly challenging behaviour in pupils, particularly in one specific year group. Behaviour incidents happened on a daily basis, and peer disagreements often resulted in punching, kicking and fighting in the playground.
Response: Wentworth Primary School introduced the Six Principles of Nurture to staff and pupils and updated the school’s behaviour policy. They started weekly nurture groups with children from the most challenging year group.
Outcome: At breaktime, challenging behaviour has declined significantly. When incidents do happen, they are quicker to resolve and less likely to escalate.
Nine children were part of Wentworth’s first nurture group. In 2022-23, in the year prior to the introduction of the nurture provision, 57 behaviour incidents were recorded between them – of which 41 incidents (72%) were deemed severe and involved physical aggression. The following year, after the implementation of the nurture provision, the same children had between them 14 recorded behaviour incidents – all deemed to be low level behaviour – a decrease of 75%. The students’ attendance also improved from an average of 96.7% to 98.8%.
Nurture groups and their impact on pupil behaviour
Nurture groups are an intervention run by two members of trained staff with up to 12 pupils. Pupils who are consistently displaying concerning behaviour are often identified as benefitting from a nurture group. A nurture group is a smaller space which focuses on creating positive relationships with both pupils and peers. In this safe space, pupils are supported to develop their social and emotional skills, communication, and confidence, before (normally) returning to the mainstream classroom.
“In the short term, moving selected pupils into the Nurture Group reduced challenging behaviour within the base class. In the longer term, Nurture teachers and SLT felt that Nurture Group pupils returned to their base class more able to regulate themselves, which also reduced challenging behaviour and interruptions.”
– Impact of Nurture Provision in Northern Ireland, Department of Education (DE)
A key component of the Schools White Paper, released in March 2026, was improving pupil behaviour in schools, with the aim to equip “schools with the tools and guidance they need to improve behaviour.” The Department for Education recognises the need for ‘support first’ intervention – not late, reactive punishment. In line with this, they are investing in what they call ‘inclusion bases’, also known as inclusion hubs, nurture groups, or other names depending on the setting – a place where pupils can access targeted support.
At nurtureuk, we have spent more than 50 years championing and developing nurture groups – the UK’s original inclusion-focused intervention. We know how to ensure these provisions are set up to succeed and deliver positive outcomes for pupil behaviour, among other barriers to learning. One of the first steps is upskilling your staff with the knowledge, tools, and strategies needed for a successful nurture group.
Join our next cohort of nurture group training and become a qualified nurture practitioner
Free activity: The emoji game
Social, emotional, and mental health difficulties continue to rise for pupils across England's schools. It's never been more important to identify and address these foundational needs through an assessment tool, like the Boxall Profile®.
To support your Boxall Profile® strategies, we wanted to share this free classroom activity for you to try with your pupils. Target the ‘Organisation of Experience’ cluster of the Boxall Profile® assessment and encourage putting words to emotions.
Emoji Game
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Join our next cohort of Boxall Profile®: An Educator's Guide and become a nationally qualified practitioner.
Find the right Boxall Profile® training for you
The Boxall Profile® is the online assessment tool used by thousands of schools across the UK to identify and address pupils’ social and emotional developmental needs. While the tool is intuitive to use, our Boxall Profile® training courses will help you use the tool to its full potential, and better support your pupils who need it the most.
We’re excited to bring you our new and refreshed Boxall Profile® training options; so you can find the right support that suits your needs, schedule, and budget.
I'm curious / I'm just getting started
Suitable for all levels of educators
Perhaps you don’t have a subscription yet, you’ve just signed up, or you need a refresher. We have options for the very beginning of your journey with the Boxall Profile® so you can get started on the right foot.
The Boxall Profile®: Unlocking potential
- One-hour free webinar
- Open to all
- Live and expert-led
The Boxall Profile®: Getting started
- Practical e-learning introduction
- Free to 10 users with a purchase of the Boxall Profile®, or purchase the course below.
I'm using the tool directly with my pupils
Recommended for classroom teachers, teaching assistants, support staff
You’re on the ground using the tool frequently, or you at least have aspirations to.
The Boxall Profile®: Essential foundations
- Self-paced e-learning
- Around 2 hours
- Primary and secondary school versions
I'm overseeing the use of the tool in our school
Recommended for nurture leads, inclusion leads, SENCOs
You’re the lead practitioner of the Boxall Profile®. You require a deeper understanding of how to embed the tool into your setting and empower your staff.
The Boxall Profile®: An educator’s guide to understanding and meeting pupil needs
- Live instructor-led training
- One-day course
- Accredited CPD with certificate
I'm a school leader ready to take it to the next level
Recommended for headteachers, assistant heads, and other senior leadership staff
As a headteacher or strategic leader in the school, you’re ready to utilise the Boxall Profile® data to drive measurable improvements school-wide.
The Boxall Profile®: Developing a whole-school approach
- On-demand webinar
- Certificate of completion
Why do I need Boxall Profile® training? Can’t I just figure it out myself?
We strongly recommend some level of Boxall Profile® training to ensure you are using the tool to its full potential.
The Boxall Profile® has the power to change lives, and we see this every day in schools. Early identification of pupils’ social and emotional development needs is crucial to break down barriers to learning. We’ve found that secondary schools using the Boxall Profile® see reduced suspension rates, which double in improvement by the second year. Additionally, repeated BPO assessments reveal lower behavioural difficulties and higher social-emotional skills.
But the Boxall Profile® is not a quick fix. It requires commitment and understanding. There’s strategies, targets, and a lot of data to unpick, for each pupil you assess. Without training, busy educators can feel overwhelmed. Our training will help you interpret the data, track progress effectively, and understand the “why” behind the tool – from flexible self-paced e-learning to live accredited training.
What’s changed compared to the previous training?
Our existing training courses have been reviewed and refreshed, and we’ve added in new training options to meet every users’ need.
We listened to schools and educators. We know you’re busier than ever, and budgets are tighter than ever. Don’t have time to give your staff a full day out of the classroom and get a cover teacher? No problem – our self-paced e-learning means teachers can fit training around their schedule. Ready to implement a school-wide strategy? You’ll want our on-demand webinar for senior leaders. Or maybe you’ve got no budget whatsoever right now? Luckily, we’ve got a free webinar just for you.
We want to make Boxall Profile® training as accessible as possible so that all staff can be empowered to use the tool.
Please note: The Boxall Profile®: An Educator’s Guide was previously called The Theory and Practice of the Boxall Profile® and has the same content.
Guide to belonging: The heart of the nurturing school
In the UK’s current educational landscape, the definition of success has evolved. Under the November 2025 Ofsted Inspection Framework, inclusion is no longer a peripheral concern; it is a standalone evaluation area. The benchmark for "Strong" or "Exceptional" ratings has shifted from mere physical presence to deep-rooted psychological safety.
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The shift: From inclusion to belonging
It is no longer enough to provide a seat in a classroom. Schools must now demonstrate they are cultivating an environment where every child feels they truly belong. As the School Inspection Toolkit (v1.1) states:
“Pupils feel welcome, valued and respected and that they belong within the school community.” (p. 49)
We are moving away from viewing schools as only academic institutions. Instead, we are building learning communities that recognise intellectual engagement only flourishes when built upon a foundation of social and emotional wellbeing. This focus extends beyond Special Educational Needs and Disabilities (SEND) to encompass disadvantage, mental health, and protected characteristics.
Defining belonging
Allen et al. (2021) define school belonging as the degree to which students feel personally accepted, respected, included, and supported by peers, teachers, and other adults within the school's social environment. Allen and colleagues emphasise that belonging isn't just about being physically present, but about feeling emotionally connected, safe, and a valued member of the school's social system.
How can nurture help?
We recognise that a nurture-informed, whole-school approach can serve as the vital practical framework for developing deep-rooted belonging. By embedding the Six Principles of Nurture into daily operations, we have the potential to transform 'belonging' from an abstract concept into a measurable reality for every pupil.
By linking the Six Principles of Nurture to Ofsted requirements, we can better understand how nurture practice can create a culture of belonging for all learners.
The Six Principles of Nurture and Ofsted
1. Children’s learning is understood developmentally
When we meet a child or young person where they are, not where their chronological age suggests they should be, we focus on their stage, not their age. We can then plan to ensure that the curriculum is relevant.
Ofsted link: Inclusion
Inspectors look for "Adaptive Teaching." This means showing how you modify the curriculum for a child whose emotional age might be lower than their actual age.
2. The classroom offers a safe base
The environment is predictable, structured, and welcoming. This creates "containment," where the presence of reliable adults helps reduce anxiety and allows for risk-taking in learning.
Ofsted link: Inclusion & Wellbeing
The "Report Card" evaluates if the environment removes barriers to attendance. A safe base reduces "emotionally-based school avoidance" (EBSA).
3. The importance of nurture for the development of wellbeing
Nurture involves active listening and responding. It prioritises self-esteem and emotional health as the foundation for academic success.
Ofsted link: Personal Development
Ofsted looks for how the school builds resilience and "character."
4. Language is a vital means of communication
Developing the vocabulary to express feelings is essential. Adults model "naming" emotions (e.g., "I can see you're feeling frustrated") to help others understand their own internal states.
Ofsted link: Quality of Education
The explicit teaching of emotional literacy and self-regulation vocabulary across the school.
5. All behaviour is communication
Moving from punitive reactions to a curious approach: "What is this child trying to tell me that they cannot yet say in words?"
Ofsted link: Attendance & Behaviour
A shift from punitive "zero-tolerance" to relational approaches. Inspectors look for how schools address the root causes of absence and disruption.
6. The importance of transition in children’s lives
Managing macro and micro changes with "bridging" activities and visual supports to maintain a sense of security.
Ofsted link: Leadership & Management
Inspectors look at "Transition Effectiveness," especially for vulnerable groups moving from Primary to Secondary or from alternative provision back into mainstream.
Next steps
To build a nurturing school is to acknowledge that academic achievement is rooted in belonging. When we apply the Six Principles of Nurture, we create a school culture that does more than just "manage" students; we create a community that holds them. In the modern educational landscape, fostering a sense of belonging is the most effective strategy we have for ensuring every pupil can reach their full potential.
To help schools move from theory to evidence-based practice, nurtureuk provides tools specifically designed to meet the rigour of the new inspection standards:
The National Nurturing Schools Programme
A comprehensive journey for schools to embed a culture of belonging, leading to the Nurturing School Award
This tool allows schools to move beyond "gut feeling" by providing a precise assessment of social and emotional needs. It enables staff to set targets and track the impact of interventions, making belonging "measurable."
Our e-learning suite provides staff with the tools to build a consistent, relationship-centered environment where every student feels seen, understood, and supported in their development.