Posts Tagged ‘Nurture Groups’

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 Leader at a large community primary school in North-West London. 

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At the start of the programme, our challenge was to see how we could include nurture practice to complement our existing practice. The Nurturing London Programme offered us the opportunity to look at our whole-school practice. We saw it as a perfect fit which allowed capacity for a nurturing approach to grow right across our school through the training and upskilling of our nurture group staff, in the first instance, and then for all staff. The programme never felt like an add-on, but rather a way of embedding and galvanising our vision of the practice we valued.

We had a foundational knowledge of attachment theory, but we felt that a consistent nurturing approach in our classroom and curriculum was just not there. Our staff had a mixed understanding of the principles of nurture, so there was a lack of consistency based on different beliefs of how behaviour should be managed. I think this resulted from a combination of misconceptions that viewed nurture as a “soft approach”, and also a lack of specialist knowledge and training in the concepts underpinning it. Staff needed to see what the actual work looked like and to observe for themselves the links with their existing practice. If this didn’t happen, we would be fighting against a tide of “zero tolerance” philosophy.

I would say that this binary view of having to choose between the opposing “soft” approach and “zero tolerance” in addressing behaviour was our biggest obstacle in our whole-school nurturing journey. I believe that this view is prevalent amongst our parents too, and it became more prevalent during the pandemic when we were quite isolated from parents. What we know is that there is always an individual story and context behind all behaviour, but this is sometimes hard to “sell” to parents. What I have seen is that when a teacher has a greater understanding of and experience with a nurturing approach, then it is easier to get the parents on board. We encourage nurture across the board, meaning that nurture infuses all of our relationships and our priorities as a school. We constantly make reference to nurture practice and its underlying principles to our parents.

At the start of the programme, we didn’t fully realise the breadth of what was being offered to us. Our Lead Consultant (LC) was instrumental in supporting us in the implementation of the training, staff capacity, timing and roll-out of everything we had access to. They were able to guide us at each point along the journey as to how we could build on our nurturing capacity by utilising the project offer. We knew right from the beginning that we wanted to build a lasting nurturing practice and the Theory and Practice of Nurture Groups training really helped us to build the capacity for long-term, sustainable practice; the cost of doing that outside of the project would have been prohibitive.

Utilising the Theory and Practice of Nurture Groups training offered as part of the programme to upskill three male members of staff in nurturing practice has been a core element of our success in creating a broader and wider perception of using this approach. The training and using the Boxall Profile® to create a depth of understanding of the roots of behaviour really demonstrated to them that this was not a “mumsy” approach, but something very powerful to create change. We’ve seen these members of staff transform from using a “military approach” to adopting more playful, meaningful and rich connections that have been hugely successful.

We have seen that early nurturing intervention has prevented and reduced instances of fixed term exclusions which are usually centred around one or two individuals with complex backgrounds and needs. Something that really stood out for me was seeing the “PRU to prison pipeline” that was shown to us at one of the monthly networking meetings. It really hit home, because before seeing this, I had always viewed exclusions and its consequences as a secondary school problem. I know that for at least one pupil with a very complex story, that if they had been able to attend a nurture group in Year 1, the outlook would be a different one. There is always more work to be done around exclusions, but we know where we want to be and we are headed in the right direction.

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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. 

If you’d like to find out more about our Nurture Group training, please visit our website.

Across the UK, we’re seeing a dramatic spike in anxiety and absentee levels due to the impact of Covid-19 and broader socio-economic challenges. Severe absence has soared by 134% when compared to pre-pandemic levels, and more than a quarter of all children now regularly miss school. We know that 75% of children and young people who experience mental health problems aren’t getting the help they need and this makes it incredibly hard to give them the education they deserve. 

But there are proven ways to tackle this crisis, and increasing numbers of schools are turning to nurture interventions to help.

Nurture groups are small groups of six to 12 children, usually based in a mainstream setting. They are designed to address the social and emotional needs that can hamper pupils’ learning by providing them with the opportunity to build resilience, understand and regulate their emotions, develop essential social skills, and engage with the curriculum. As well as providing academic teaching, nurture groups help children to develop confidence and self-respect, and to take pride in behaving well and achieving. 

They are designed as a short term, part-time, focused intervention where children remain part of their own class group, and usually return full-time within four terms. The groups are based on the Six Principles of Nurture, which underpin the curriculum, context, theory and organisation of the intervention. 

The inclusive and supportive nature of the group, which is led by two members of staff, helps children to feel safe and secure. The nurture staff engage with each child through a clear and predictable daily routine that includes emotional literacy sessions, news-sharing, group activities, curriculum tasks and nurture snack time. 

The friendly, supportive relationship between the two members of staff is also itself an important source of learning – a model for the pupils to observe and copy. Once the children are settled into the daily routine of the nurture group, their mainstream class teacher can be invited to join the children in the room for an activity such as snack time. By doing this, pupils see the two settings as one, ensuring consistency and security for the child, encouraging positive outcomes.

Nurture groups do not work in isolation, and it is vital that all staff understand the purpose of the intervention. Senior leaders should treat the nurture group as they would any other class, with regular assessment and progress meetings. The nurture group curriculum is inclusive, often play-based, and represents activities and learning that help the pupils’ to improve skills such as speaking and listening, dealing with anger, building trusting relationships, and developing empathy. 

The intervention seeks to combine the worlds of home and school for the child. Family and school are two influential systems in a child’s development and the idea that they are connected is particularly important to nurture practitioners for a joined-up approach to addressing difficulties. Nurture practitioners need to communicate openly with parents and carers so that they are fully informed about the nurture group principles and expected outcomes. As time progresses, parents and carers are invited in for sessions and activities with their child, thus building trusting relationships with parents and carers in the same way as they do with the nurture group pupils themselves. 

Nurture groups provide children and young people who are struggling to access education in the classroom a safe environment to develop skills that help them be able to learn. They are just one of the interventions on the graduated approach to nurture that ensures every child has access to the support they need, when they need it. 

If you’re interested in creating a nurture group for your setting, or learning more of the theory behind the approach, please visit our website. Our three-day certified Theory and Practice of Nurture Groups course equips staff with the practical skills needed to set up and run a group, whilst also providing a deeper understanding of the theory behind the intervention, and research on the developing brain and neuroscience.

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

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.