Gangs, poverty and the effects of generational trauma; just some of the everyday experiences for many children living in a deprived area of Croydon.
But one local primary school is going above and beyond to help its pupils flourish - whatever their circumstances - and credits nurture practice as being central to its success.
Forest Academy, part of the Inspire Partnership Academy Trust, has worked tirelessly to build an inclusive educational environment and has seen significant change since introducing a whole-school approach to nurture.
Forest Academy, a primary school in Croydon
Fixed-term suspensions decreased by 50% last year and there have been no suspensions so far this academic year.
Pupils are more engaged in lessons with improved behaviour and significantly fewer classroom disruptions. This was also reflected in academic outcomes last year with 83% of pupils in KS2 meeting or exceeding expectations in reading, writing, and maths - that’s 22% above the national average.
The school boasts strong teacher retention - 100% in the past two years - and a recent survey shows a 20% improvement in staff wellbeing scores.
School context
Forest Academy serves an area of high deprivation with almost 70% of pupils eligible for free school meals. The majority of children come from the Shrublands estate where an active gang is known to operate. 36% of pupils do not have English as their first language and Pupil Premium funding covers 66% of the school.
Many of the children are exposed to adverse childhood experiences and for some families there is a historic suspicion of education.
Safeguarding children has been a key focus for the school due to a rise in domestic abuse cases in the area.
Despite these challenges, Forest Academy boasts strong pupil outcomes. Academic achievements are above average and attendance rates are strong - they are a Department for Education attendance hub, sharing best practice to help improve school attendance nationally and supporting 65 other schools.
The impact of nurture
Forest Academy joined the Inclusive and Nurturing Schools Programme, funded by London’s Violence Reduction Unit, in 2022, and staff have worked hard to embed nurture throughout the school, building on their existing inclusive practices as a flagship Inclusive Quality Mark School.
“We believe that children learn best when they feel safe, understood, valued and have a strong sense of belonging. The Six Principles of Nurture shape every decision we make—from classroom layout to interactions with pupils, parents, and staff.”
- Swabra Lloyd, Headteacher
An inclusive school environment
Inclusion is front of mind in all aspects of school life at Forest Academy.
Staff focus on establishing strong and trusting relationships with pupils who, each morning, are welcomed into the school by senior leaders.
Once in the classroom, pupils check-in emotionally via their zones of regulation, i.e. blue for sad, yellow for frustrated. This not only builds emotional literacy but also alerts staff to any immediate pastoral needs. Regulation stations offer calm areas in every classroom to help pupils reset, restore calm, and gain a sense of security.
Pupil journeys
Nurture practice has a transformative effect on individual pupils. Here are just two examples. Note: names have been changed.
Beth, a year 5 pupil, joined Forest Academy via a managed move, on the brink of permanent exclusion at her previous school. On arrival, she showed high levels of anxiety which manifested in defiant behaviour.
Through consistent use of the nurture principles - particularly understanding that all behaviour is communication - staff worked closely with Beth and her mother, providing daily check-ins and access to a safe space when she was overwhelmed. Teachers focused on positive reinforcement and building a strong, trusting relationship, rather than resorting to punitive measures.
In year 6, Beth achieved age-related expectations and left primary school a confident and engaged learner. Her mum shared that this was the first time she felt hopeful about her daughter’s future.
John joined Forest Academy with a history of extreme behaviour and significant difficulty forming relationships with both peers and adults. He came from a single-parent household with difficult family circumstances. John often found it difficult to regulate his emotions and communicate his needs effectively. Forest Academy worked to address the underlying causes of John’s behaviour and concentrated on building safe boundaries and healthy emotional expression.
Through a range of nurturing interventions - guided by the Boxall Profile® Online - John slowly became more able to self-regulate and start to build positive relationships.
Working with the community
Forest Academy has worked hard to build community links and positive relationships with families. Parents are true partners in the process and the school aims to meet them where they are, understanding that many have had their own negative experiences of education systems. The school’s outreach work includes regular parent workshops, coffee mornings, and consistent communication channels to help build trust in the school.
“I finally feel like someone sees my child for who they are, not just for their behaviour.” - parent
At Forest Academy, inclusion is not just an initiative, it’s embedded in the school ethos and the daily practice of its staff. Pupils engage with their learning and perform well academically, but as Headteacher Swabra Lloyd explains:
"Equally importantly they are leaving us as confident, well-rounded individuals, equipped for the next stage of their education.”