Why this is leading practice
The development of nurture groups in schools has been as a result of the LA vision for inclusion for all learners. This has led to quality training and support for practitioners in school in developing nurturing strategies so that pupils can feel safe, access the curriculum by having their needs met and attend school on a regular basis. This has been achieved by staff developing nurturing environments in a structured day, removing barriers to learning and developing teaching and learning styles. The assessment and developments have been accredited by the Boxall Award for quality. A success of this particular project has been the reintegration of pupils into their peer group full time. Key features are:
To support the development of nurturing practices across Stoke on Trent to become part of mainstream provision.
An intervention that supports those children who are vulnerable to social, emotional and behavioural difficulties.
The impact is seen through supporting practitioners in developing nurturing strategies so children feel safe, access the curriculum by having their needs met and attend school which is achieved by:
- Staff developing nurturing environments in a structured day
- Removing barriers to learning
- Developing teaching styles
Our Nurture Groups are leading practice as they support our vision for inclusion for all learners
Impact to date
- OFSTED judgements are collated to support an evidence base of good practice
- Data to show the numbers of pupils successfully re integrated into mainstream
- Number of accredited practitioners growing
- Nurture group attendance data for pupils
- OFSTED judgements on groups
- Parent feedback following the joint activities with pupils re their own relationships
Rationale / Start Point
Our Nurture Group developments have embedded robust nurturing practices in 18 schools to ensure all children’s needs are met and they are able to attend and achieve their true potential. These schools are also making progress in reaching local attendance targets.
This project started with 4 schools and has now grown to 18 schools. It is mainly Primary but there is significant interest in secondary and it is being developed in KS3 and KS4 PRUs.
The schools are chosen based upon the criteria of high deprivation, poor attendance, high FSM and low achievements for pupils of high deprivation.
Key Strategies
- Pupil class diaries showing the progress and access to the curriculum
- Teacher planning for individual pupils
- Parental participation in activities with pupils
- Clear roles and responsibilities defined in the schools
- Leaders allocated time for developmental planning and quality training
- Regular feedback through network meeting, steering group and governors
Sustainability and Further Development
The steering group are very proactive and forward thinking and constantly evaluating and developing practice accordingly.