The nurture groups are small structured teaching or learning groups of 6 to 12 students that supported by two adults staffed to provide social, emotional and behavioral difficulties (SEBD) in a mainstream early years settings, primary or secondary schools. The nurture groups are known as a safe place for the unique developmental need of each child’s are met and continuously provides assessment through the Boxall Profile to modified curriculum in an environment based on the six principles. The purpose of this essay is to critically analysis the principles of nurture and its impact on learning in the classroom.

1. 1
A Critical Analysis of the Principles of
Nurture and its Impact on Learning
Name: BETTY WAKIA
Student No: R1808D6078925
Course: ED4U024 Developing Learning in Organisations
Tutor: Dr. Androulla Petridou
Date: 23rd
January 2019

2. 2
According to Boxall (2002), the nurture groups are small structured teaching or
learning groups of 6 to 12 students that supported by two adults staffed to
provide social, emotional and behavioral difficulties (SEBD) in a mainstream early
years settings, primary or secondary schools. The nurture groups are known as a
safe place for the unique developmental need of each child’s are met and
continuously provides assessment through the Boxall Profile to modified
curriculum in an environment based on the six principles. The purpose of this
essay is to critically analysis the principles of nurture and its impact on learning in
the classroom.
Today, people’s stressful and busy lives in the world had made parents to have
endless concern for their kids. Parents are all got up in their daily activities and
poor children are all alone waiting for their parents to be nurtured. Every child
that is born to this world made to feel loved accepted and nurtured in their
surroundings. In their little world they are craving for an attention, affirmation,
quality time and kind words from their parents, whom they view them as heroes.
A study done by the University of California, Los Angeles (2013) have found out
that parents who love their children unconditional and affection can make them
emotionally happier and less anxious. This result of the affection happens
because their brain actually changes. Science also confirms that the parents who
expressed their warmth and affection to their children results in life-long positive
outcomes for their kids.
According to Child Trends, higher self-esteem improved parent-child
communication and academic performance. Sometimes, parents are present
within the homes but absent in their nurturing duties and that’s leads to child
been feel rejected on the regular basis. So if a child never gets praised or doesn’t
feel accepted, they’ll feel unloved and this leads them to emotional pain. Parents
who are immature and undeveloped or hurt in their developmental years will
distance themselves from their kids because they will have problems accepting
intimacy and love from their children. While good parents are matured which
have the ability to response to the adjustment of the emotional tone and
intensity to match their child state of feelings and needs. The children or young
people who had good parents or caregivers have gone through intellectual
development or healthy emotion and they do well in their schools, more likely to
find job and less likely to engage with anti-social behaviour.

3. 3
Most children start school during the beginning of the year with
enthusiasm and confidence but others turns to have lower self-esteem and
started to behave aggressively or withdraw towards their students and teachers.
These are children or young people who make no progress or make little and have
gone through trauma such as abuse, divorce, family separation and conflict, new
home or school, illness and hospitalization, death of a loved one, parental drug
exposure and material depression (Scolt Loinaz.E., 2014). Such children or young
people can have a negative effect on other students and they are being pulled out
of their classes and sent them to nurture group.
This nurture groups aim to help children who face these challenges and have
been established in the UK since 1969 by educational psychologist Marjorie
Boxall. She has been very much inspired by the work of Ainsworth and Bowlby
attachment theory, while working for educational psychologist service of the
Inner London Educational Authority (ILEA). The attachment is a theory about an
emotional bond to another person and it was first proposed by the British
psychiatrist John Bowlby. It is now consist as one of the world’s most well
researched theories about human development. Bowlby describe the attachment
theory as a lasting psychological connectedness between human beings (Bowlby
1964:194) and considered that the children needed to develop their secure
attachment with their caregiver to give care and support. He believe that
children’s needs are met by mothers who are constantly available which formed a
bond that had an impact for life.
According to research, it shown that securely attached child create a mental
processes thatenables to regulate emotions and attune to others while insecurely
attached child shows no interest in adults and regard them as unreliable. As they
provoke reactions from teachers, friends or peers, they become difficult to
regulate their emotions in class. The children who are securely attached to their
caregiver also have self-understanding and moral reasoning where they support
the foundation of executive functioning skills behaviour, make decisions, set goals
and monitor their progress for academic learning in the classroom. Attachment
theory is less understood by teachers but it is well known to professionals within
health and social care. It is important for teachers to better understand the
attachment theory because the teachers may misinterpret insecurely attached
children’s behaviour as aggressive, impulsive, uncooperative, withdrawn or
unpredictable.

4. 4
Boxall argued that frombirth, a child seek warm, positiveand loving
interaction with their parents to attach themselves to develop
confidence, resilience, and communication to prepare the child for things they’ll
come across later in life. When, they have strong attachments and relationships
early in life, the child grows up and feels safe. They likely to explore the world
own their own because they know that their parents are there to support, share
and encourage new experiences with them. Unfortunately, if they lack
attachments early in life they’ll not experiences the world as safe and would not
learn that adults can be trusted or other children can be friends. They may use
aggression to protect themselves from feeling hurt or frightened when they enter
school for the first time. Boxall suggested that these children needed to expose to
the learning experiences that they had missed out if they were to make progress.
Marjorie first discovered the idea of nurture groups as a way of targeting those
impoverished backgrounds of children and young people who needed additional
support to help the large number of problematic children entering school without
probably equipped with nurturing experiences due to social, emotional and
behavioral difficulties (SEBD) and as a result, she decided to come up with a
strategy and principles to prevent this (Cooper and Whitebread, 2007, p177). In
those times, UK was facing unemployment, poor-quality housing, frequent issues
such as domestic violence and schoolwas situated in an area wheremany families
faced those challenges.
In her book “Nurture Groups in Schools: Principles and Practice (2002),” she
further explains and define the aim of the nurture group was to “create the world
of earliest childhood in school” and through this can build in the basic and
essential learning experiences normally gained in the first three years of life and
enable the children to fully meet their potential in mainstream schools. Because
of her brilliant creation of nurture group, it spread rapidly across the UK and
quickly gained official approval by the government to include in the UK education
system. They further explain that many of the children entering the school have a
history of disrupted parenting and seriously under-developed social and linguistic
skills that make participation in mainstream learning difficult. The design of the
nurture group was to give children the opportunity to provide a predictable
environment to developed trusting relationships with an adult and can be able to
learn with the rest of the children in the mainstream classroom (Department for
Education & Skills, 1999).

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The nurture roomis basically based in a classroom and it’s designed
to represent home like environment to provide a wide range of
learning opportunities for children who have missed out on nurturing. The rooms
are warm and welcoming places with cushions, bean bags, sofa, and carpet, a
large table with chairs next to a kitchen area where children can sit to have snack
and drinks together. Sometimes, during the morning, caregivers assist the
children to express how they feel and try to play music to calm the atmosphere
before they start their day off. The children in the nurture group maintain contact
with their mainstream class for activities such as Physical Education, registration
and break times. When the children’s learning is understood developmentally for
two to four terms then the caregiver can send them back to their mainstream
classes (Boxall & Lucas, 2010).
In the nurture group, the Boxall profile is the standard method of assessing a
child’s level of emotional and behavioral difficulties to highlights some of the
areas for intervention. The profile was designed (Bennathan and Boxall, 1998)
typically for children who come from severely depriving back grounds with a
complex personality and behavioral issues and the purpose of it was to identify
specific areas of how they link to cognitive processes, social and emotional needs.
It was first developed in the 1970s and around 1998, the first Boxall profile was
published (Bennathan and Boxall, 1998) and follow by online version made
available in 2015. The Boxall profile is a questionnaire which is made up of 68
descriptions of behaviour to help guide practitioners to identify children’s specific
nurture group intervention. The profile helps to move the young person forward
and professionals to understand the emotional problems behind difficult
behaviour by assisting in making clear and observed them consistently.
According to Bennathan and Boxall (1998), suggested that the profile was divided
into two, the Diagnostic profile which identifies undeveloped behaviours that
involve in school while the Developmental profile looks at the child’s
development response in class and how that influences the ability to learn. The
completed profile helps to develop Individualized Education Programs or
teacher’s skills in managing behaviour to show the child’s areas of weaknesses
and strengths that may previously have found challenging to their professional
competence. The standardization of Boxall Profile happens in 1984 at the Inner
London Education Authority (ILEA) after the data was collected from 880 students
ranging from the ages of three to eight.

6. 6
Followed by 2002, a study was conducted by using Boxall Profile
data in three nurture groups and they have found out that the
performance of 68, five year old children have significant improvements in
behavioural indicative and social engagement, emotional and cognitive
development of secure attachment. After two years, findings suggested that
twelve of the original cohorts were assessed and since then have maintained its
improvements. The Boxall Profile was introduce to the young people from the
ages of 11 to 14 in 2010 (Bennathan, Boxall and Colley, 2010) and it was also
more relevant to the older students in the primary school as well.
After using the Boxall Profile data, the staff or caregiver at the nurture group
come up with a specific curriculum planning to go with it. A survey done by the
Ofsted (2011) stated that the planning included a strong emphasis on discussion
and role play, listening games and speaking. It also included cooking, sensory
activities, movement, art or painting, modeling or music and some numeracy and
literacy skill. The nurture group staff or caregiver planned closely with the Year 1
curriculum and it consist of half-termly and weekly plans. Half-termly plan deals
particularly with social focus which is on friendship, specifically communicating,
sharing, playing together, turn-taking and giving and receiving compliment while
weekly plan linked closely to Year 1 plans, example like visiting a place or a park
and the nurture group children made models of park equipment as did their peers
in mainstream class. The nurture group children attended Physical Education,
literacy and numeracy lessons with the rest of the children in their mainstream
classes in the morning and afternoon.
In one particular nurture group (Ofsted, 2011), there was a view that children
needed to ‘learn to socialize’ before they could take part in any formal learning.
The curriculum in the nurture group should focus on socializing through play
before they could cope with formal literacy and numeracy lessons. According to
Sonnet (2010), the curriculum at the nurture group was different from the
mainstream education curriculum because the mainstream curriculum may not
be appropriate for needy and vulnerable children struggling at school and may
need a modified on social and emotional skill. The fundamental premise of
nurture group curriculum (Boxall, 2002) is to identify child’s emotional and social
needs through a modified curriculum based on their developmental age.
Therefore, Buckland and Insley (2006) stress out that the developmental need of
individual students are all based on an effective nurture group curriculum but

7. 7
there are many concerns about the placing of nurture within a
curriculum based setting.
The modified curriculums in the nurture group are based on the six basic
principles that impact the learning in the nurture room:
1) Children’s learning is understood developmentally
As babies we all learn to eat, walk, crawl, gain attention and as we get older
and develop into children, our bodies become more practical and we
started to learn a range of skills. The children’s learning are all begin at
birth and develop through a close relationship with adults, the early
childhood educator. They guide them through every step of the way at
rapid pace in their early years. The main activity that learning occurs is
through social participation which begins early on. According to the
psychologist Lev Vygotsky, the way children learn is by internalizing the
activities, vocabulary and ideas of the members of the community in which
they grow up.
At the nurture group, learning is an internal activity where children learn
best when they have warm, responsive and engaged relationships with
their caregivers. In order for the child’s healthy learning and development,
there must be a good caregiver-child relationship. Nurture group also
provide stimulating environment for child with lots of different activities
that gave them plenty of ways to play and learn. Child learn the skills they
need in life by spending lots of time playing, listening, talking and
interacting with other children helps them to learn by communicating,
moving, thinking, problem-solving and etc. Learning brings changes to
children’s lives where children can think, act, touch and feel themselves
with other people and the world around them. Such changes may be short-
term or long-term depending on their own relevance and perceptions of
the importance of the knowledge gained. All this developmental progress is
assessed through the Boxall Profile handbook.
2) The classroom offers a safe base
Some schools feel like a prison or zoo that can be totally out of control and
children may seem overly compliant. The organization of the classroom
environment and the way it managed contains anxiety. When the

8. 8
environment is chaotic, the human spirit will be loose. If the
environment is in good order, it is easy to concentrate. The
environment has always been a great impact on learning and life. We have
two basic environments to study, one is the classroom and the other is our
own room at home. The classroom environment is created by the students
and the environment of the room at home is entirely up to you. The
environment in the nurture group is more designed to represent home like
environmentwhere it is warmand welcoming places with beans bags, sofa,
chairs, carpet and etc.
One of the most important things nurture group staffs or caregivers can do
to promote learning is to create the safe and secure nurture room
environment for children to participate in the learning environment. All
children including those with learning difficulties can study well if they feel
mentally and emotionally comfortable in the classroom. In an atmosphere
when children are feeling safe, they can openly express their concerns and
therefore, caregivers are required to devote their time to making sure
children are feeling comfortable in class and must view it as an investment
in strengthening the caregiver-child relationship.
What makes a child feel safe in the classroom depends upon the quality of
the relationship they shares with their caregivers. With this aim, it’s quite
necessary to build trust in the nurture room. Building a trust is a slow
process which can be achieved through healthy interaction between the
child and the caregiver. Also developing respect for each other is necessary,
when the caregivers truly listen to the children and respect in the nurture
room is mutual between caregiver and a child, a productive nurture room
can be formed. Caregivers feel good about the lessons they teach and
children are engaged in learning. The caregivers must try to build small but
real life connections with the children and when one is able to do that, it
creates a more relaxed atmosphere for the learning to take place.
It is important for caregiver to first establish classroom management and a
support system by having children to help them to plan a structured

9. 9
routine for the class. When the children feel a sense of ownership
in their surroundings, they will feel more inclined to protect it, as
the people in it. In that way, the staff or caregivers take time to get to know
their student’s strengths, skills and special talents, even if they are not
academically focused.
A positive environment is also very important for children to feel safe in the
classroom. To create such an environment, caregivers must display positive
messages and quotes in the nurture room and even ask children to
contribute them. Make it a rule that only positive things will be talked
about in the room. Prevent children from talking about other children’s
private lives in an unkind way and stop them from bullying each other. Also
caregiver must try to make all children feel like they are an important part
of the nurture group class. If nurture groups are to really make a difference
for the learners, caregivers must help create the optimal conditions for
learning to occur. A caregiver has the ability to create the best or the worst
memories of learning environment, and shape the direction that the
learner may take as they take on formal and informal learning
opportunities.
3) Nurture is important for the development of self-esteem
According to Wikipedia, self-esteem is a reflection of an individual
emotional evaluation of self-worth or personal value. It is about how
children appreciate and value themselves and how important they believe
they are in their world. Within the social sciences (Brown & Marshall,
2006), this has been the extensive debate about the nature and
development of self-esteem. James (1890) suggested that self-esteem is an
ability of one’s own worth consists of a ‘self-feeling’ resulting from the
interaction between our aspirations and perceived competencies. He
further suggested that self-esteem is a dynamic impacted by a competency,
has an affective component and relates to desirable outcomes. Mruk
(2006) has pointed out that the competency must be deemed worthy for it
to lead to a positive self-esteem.

10. 10
In the nurture group, developing positive self-esteem is one of the
important principles that impact learning in the nurture room.
Mruk (2006) has highlighted Rosenberg’s concept of self-esteem model
implemented in the nurture groups curriculum results in the development
of simplicity pervades nurture group literature. There is an idea that
nurture groups raise children’s self-esteem within the nurture group
literature by instilling the worthiness feelings that has been missing in the
childhood (Boxall, 2002; Holmes, 1999). Within the healing culture, self-
esteem can be observing an individual mental and emotional process that is
influential within education (Bailey, 2007; Ecclestone & Hayes, 2009).
Children who have problem dealing with learning and attention issues often
have to work harder to make progress in the school. Nurture staff or
caregivers help this kind of children to develop positive self-esteem by
praising their efforts and weaknesses by acknowledging them. Sometimes,
it can be hard for a caregiver to talk about the challenges they need to get
better at in a way that motivates the children to improve without making
them feel bad about themselves. In the nurture room, caregiver also helps
children to reframe negative thoughts and statements to foster a growth
mindset. When having a growth mindset, it’s acknowledging that mistakes
are learning opportunities and in that way it helps children to build their
self-esteem.
4) Language is understood as a vital means of communication
Language is understood as a vital means of communication and it is the
greatest human invention of all time in history. The history of language
dates back to many thousands of years where it helps people to
communicate information and shapes their thoughts, actions, and ideas. In
order for children need to be able to understand and be understood,
fundamental to children’s development is the communication where it is
essential for learning, play and social interaction. Language is the key to
human lives, and they can eliminate misunderstanding by using it as an
instrumentto transfer communication among people. As we know, without
the language, there would be no human race or life on earth.
In the nurture groups, the language is another principle that impact the
learning as well. It is a vital tool for communication and education plays a
key role in developing general language capabilities. It also builds

11. 11
friendships; teacher-student relationship, cultural ties and shapes
the way children perceive the world and help to define the culture
of any society. If a child have poor communication skills, making and
keeping friends will be a difficult sometimes. Children often choose friends
who are good at communicating, so children with difficulties will doubly
regard as disadvantage. Children who are not good at communication see
themselves as less able and less popular than their friends while children
who identify good communication skills feels confident to face the
challenges.
In the nurture groups, language is more than a skill to be learnt, it is the
way of putting feelings into words instead of actions to express their
feelings. Opportunities are created for extended conversations or
encouraging imaginative play to understand the feelings of others. The
informal opportunities for talking and sharing in the nurture groups such as
playing together or welcoming the children into the group as important as
the more formal lessons teaching language skills.
Any language is a gift and more than one language is the knowledge that
makes children more skillful and efficient in many ways. It opens their
minds and guides them into a magical world of fantasies and dreams. To
certain the proper learning of language helps them to develop themselves,
their minds, and their personality.
5) All behaviour is communication
Behaviours are actions and responses to emotions, needs and feelings that
can be heard or seen. It is the principle that impacts the learning in the
nurture group that make children feel what they think towards their
caregivers or their classmates. It is a communication where a child is trying
to express something that they can’t say in words. This are children who
have trouble communicating which may not be able to verbally describe
the problem or know what to do in a situation and act out their feelings or
needs by engaging in challenging behaviour.
According to PBS parents online has pointed out that when they are upset
or hurt the sign that children give is by showing inappropriate or
problematic behaviour such as being sad, angry, scared, bored, tired or
hungry to their caregiver. When children feel respected and have their

12. 12
needs met, the challenging behaviour to communication is no
longer a reason to use. Every child is unique and will develop
different skills and display different behaviour at different ages. Children
learn important skill like problem-solving and social skill throughout their
life if caregivers help them find positive ways to communicate their needs
and wants to others.
Understanding the child’s communication behaviour helps nurture group
staffs and caregivers to respond in a firm but non-punitiveway by not being
provoked or discouraged. If the child can sense that their feelings are
understood, this can help to diffuse difficult situations. To understand what
children are feeling, caregivers can help them by giving them the names of
feelings to choose from happy or sad face to more complex emotions such
as shame, anxiety, angry etc. Encourage children to name their feelings
instead of acting them out. These children, who display challenging
behaviour, need the consistency and caring caregiver who can provide
support and guidance during difficult times. Once the caregiver
understands the child’s communication behaviour, they can respond better
than before, feel respected and all their needs are been met. If appropriate
support and understanding is lacking, a child’s behaviour may continue to
be challenging.
6) Transitions are significant in the lives of children
In the nurture group, transitions are another principle that impacts the
learning, which are significant in the lives of young children. The nurture group
helps the child to make the difficult transition from home to school and its
important transitions moment for many children. Just imagine you as an adult,
think about the experience such as going to new places, taking up new routine
and activities. If a child is deeply involved in the current activity is less
interested in the next activity is sometimes hard for them to move from one
activity to another. All this transition involves changes in the world around us
and as children, just like adults, experience feelings or react to transitions
show them in their behaviours.

13. 13
Children experiences affection of transition in many different ways,
one child may manage transition smoothly while another may have
difficulties. Some transition can be good; some can be bad all depends on
temperament, resiliency and prior experiences. Children who happen to have
difficult time adapting to new situations and people in everyday life may be
particularly challenging for them to transitioning to a new learning
environment. In the nurture group, young children are developing emotional,
behavioral and cognitive self-regulation skills that can help them manage
transition successfully.
Overall, the nurture groups are important and welcoming structure to help
children build a sense of self-awareness and instill some of the values and
principles that might missed from their parents. The whole idea and concept of
these groups are something that staff and administration of schools need to be
aware of because it is good for children who are facing difficulties where they can
make differences in their lives in order for them to send them back to their
mainstream classes. The challenges with these groups is that most of the schools
in developing countries might not equipped nor trained teachers to carry out all
this activities required.

14. 14
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