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.
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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