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As we get closer towards the end of August, many young people will be feeling stressed as they await their exam results. They may be feeling a lot of pressure to meet expectations – be it their own, their family’s or their schools – and knowing the impact the results can have on their future plans. 

The Six Principles of Nurture give us a greater understanding of how best to support our young people when they feel stressed or anxious. For example, exam result days feature in several major life transitions for young people; from GCSEs to further education, further education to higher education or employment, or university results day. 

It’s vital for parents, carers and families to understand that all behaviour is communication and that providing a safe base for young people is key. Your young person may not be able to communicate the stress or anxiety they’re feeling prior to receiving their exam results, so may be withdrawn or isolated, or display challenging behaviour. By providing a safe base, your young person has the opportunity to understand and manage their emotions. 

Here’s some of our top tips on how to support your young person in the run up to results day:

• • Listen: Your young person may be experiencing a range of emotions as results day approaches. Providing time and space for them to talk is important, whilst acknowledging their hopes or worries, and any pressure they may be feeling.
  • Celebrate the effort: Before results day arrives, celebrate how hard they have been working through exam season! Let them know you’re proud of how hard they worked, no matter their results. 
  • Make flexible plans for the day: Your young person may want to be distracted on the day, depending on their results. Ask them in advance if they have any ideas, or you could suggest a trip out, a walk, dinner out or a takeaway, a movie night, or spending time with friends. Each young person will handle their stress differently so be prepared for plans to change!
  • On the day: Be on hand if possible to support them in whatever way they need. And remember that your words matter, so respond to their results carefully and conscientiously. 
  • Next steps: If your young person is disappointed in their results, they may not want to talk through the next steps on the day, so give them the time and space they need to process. Do some research or talk to the school to understand what options are available – whether it’s retakes, remarking or alternative courses – so that when they’re ready, you can support them to find the next best steps for them. 

Remember: grades aren’t everything. Make sure your child feels celebrated and supported regardless of their results! For more information, please see the additional support linked below. 

Support for young people:

• https://www.youngminds.org.uk/young-person/blog/exam-results-stress-advice-for-young-people/
• https://www.aqa.org.uk/student-and-parent-support/managing-stress-when-waiting-for-results

Support for parents:

• https://nationalcareers.service.gov.uk/explore-your-education-and-training-choices/exam-results/parent-guide
• https://www.youngminds.org.uk/parent/parents-a-z-mental-health-guide/exam-time/

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.

On a daily basis, there are numerous transitions children and young people make in school, e.g. between sessions and classes and between different adults. Our education professionals know that changes in routine are invariably difficult for some children and young people and need to be carefully managed with preparation and support. It is often perceived that the summer holidays are something which all parents and children look forward to but in fact, for some of our more vulnerable children and young people and their families or carers, this can be a challenging time of the year.

Structure and routine reassures children and young people in need of a nurturing approach and often the last weeks of school will be different from the norm, so they may well be unsettled to begin with. This could mean that they are dysregulated or easily upset, even though they are theoretically “looking forward” to no more school for six weeks. It is not just an issue for children and young people either, even adults can find a change in the normal routine challenging as differences in routine can affect the way we usually interact with our children and young people leading to uncertainty as to how to best support them.

Here at nurtureuk we know it is important to plan for transition and support it, with a view to reducing anxiety and promoting security. We have collated a few ideas for parents and carers for you here to help with that transition with some helpful links to free resources and advice to ensure that the summer holidays are fun and enjoyable for everyone. Before you look at the links here is some advice for your holiday plans from a nurturing approach perspective:

As always, we advocate developmentally appropriate approaches to ensure that each child or young person is learning and having fun at their own pace and level. When we support at their stage not age, we break down the barriers to learning and engagement and tap into the things that they enjoy and respond to, leading to renewed confidence and a sense of fun. When you look at the resources we have shared with you think of the following points:

• Could my child access this activity as it stands?
• How can I simplify this? (Through short achievable steps for example)
• How can I make this more challenging? (Some children and young people who need a nurturing approach may be academically and intellectually strong and enjoy being challenged.)
• What are my child’s 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 plans?
• How can I make sure this is fun? Fun, laughter, and joy are key for positive regard and building trusting, loving relationships. When trusting bonds are created the limbic system deep within our brains responds and creates a feeling of warmth and connectivity that can help your child grow in confidence and self-esteem, leading to a sense of feeling safe enough to take the risk to learn something new.

Wishing you all a happy and reviving summer break and a chance to recharge for the Autumn Term.

Resources, advice and information

1. Lucy Carmen from Parents Digest has some great advice called Six Tips for Six Weeks, which are:

• Consider holding onto some routine while being adaptable.
• Get talking.
• Have plans for the first week.
• Keep up with friends over the summer.
• Keep a record.
• Don’t feel you have to fill every moment.

She gives detail to these ideas and lots of advice and information to help you and your child have a successful and happy summer along with links to some great summer resources from Twinkle.

2. Education Specialist Katrin Harrow from Family Futures provides some useful tips on how to cope with and manage some changes and transitions your child might be facing during the summer break. The article includes discussion around how it may affect looked after or adopted children. She provides us with 8 tips for the summer, with really good ideas and advice.

3. Our final pick is a great blog from the Foster for Coventry website, which has some top tips for the summer break from parents and foster carers, for example: 

“We put a massive piece of paper on the wall with ‘this holiday I would like to…’ in the middle. Everyone can write ideas on. It can range from the everyday ‘play on my scooter’ to the more adventurous ‘climb a mountain’ or mindful ‘watch a sunset’ or educational ‘geek stuff’ or even ‘eat chocolate’!” – Sarah

“We saw an idea on the internet, and we now have a ‘boredom jar’ at home. We put ideas for activities in there – like Lego challenges, do a jigsaw, doodle, write a funny poem, find a bug in the garden – but also jobs that need doing around the house, so when they say “I’m bored” they get to pick something from the jar. It’s a bit of a gamble for them, but it’s also seen as a game. It seems to work!” – Scott

We love this blog because these are real parents and tried and tested ideas!

We love celebrating the nurturing journey of our schools! We understand the commitment and hard work that is needed to implement a new culture and ethos that puts the social, emotional and mental health needs of pupils at the heart of education practice. That’s why at nurtureuk we’ve created two awards to recognise outstanding nurture provision: the National Nurturing School Award (NNSA) focusing on a whole-school approach, and the Marjorie Boxall Quality Mark Award (MBQMA) celebrating nurture group provision. 

Our National Nurturing School Award celebrates schools who have completed the National Nurturing Schools Programme (NNSP) and have successfully created a nurturing culture that responds to the social, emotional and mental health needs of its pupils. Assessed against the NNSP standards in areas such as stakeholders, delivery, and leadership and management, successful schools retain the award for three years, after which they have to reapply. 

Pupils attending a National Nurturing School benefit from a whole-school approach that places their strengths and needs at the heart of practice, enabling them to flourish and be the best they can be. The culture helps to grow their confidence whilst improving their attendance and attainment. The award also demonstrates to prospective parents, school inspectors, and the local community the school’s commitment to developing an inclusive ethos where every voice counts.

“The whole process of achieving the [National Nurturing School] award has not been a chore, it’s been a celebration every step of the way.” – Virtual School Kent, 2022

Our Marjorie Boxall Quality Mark Award celebrates outstanding ‘classic Boxall’ nurture group provision. The award was established and refined by key figures in the development of the nurture group model, including Marjorie Boxall herself. The award recognises the dedication and specialist skills of the nurture group staff, and their commitment to supporting children and young people. 

Schools delivering the Boxall Nurture Group® are assessed against a set of quality standards derived from the Six Principles of Nurture and linked to the use of the Boxall Profile® assessment tool. As with the National Nurturing School Award, the MBQMA highlights to external stakeholders the positive impact of a nurture group on pupils who, for a variety of reasons, may be struggling to access the curriculum in a mainstream classroom. 

“It was a very positive experience and it gave us the opportunity to celebrate nurture throughout the whole school. The children were eager to talk about their nurture journey too. I know there will be lots of nurture teachers eager to apply for the reaccreditation and I will be highly recommending it to them all. We are overjoyed to receive this award!” – MBQMA school, 2023

As increasing numbers of schools are turning to nurture interventions to respond to the decline in school attendance, attainment and behaviour, it is vital that we celebrate nurture provision that responds to the social, emotional and mental health needs of all pupils, enabling them to access the education they deserve. 

You can find all our current award recipients on our Awards page. If you’re interested in applying for one of our awards, you can find out more via our website.

A calm, positive, happy place where children and adults have high expectations of themselves and others and understand how to manage their emotions when life gets tough. Is this a magical land, or a vision of the distant future? No, it’s a school environment that exists here and now, in a deprived area of South London. 

This month I had the pleasure of spending time at Van Gogh Primary School in Stockwell. The school took part in our recent Nurturing London programme, funded by London’s Violence Reduction Unit. 

When you arrive at Van Gogh, the impact of nurture is immediately evident. From the warm and welcoming staff on the school gates who ensure children have been properly fed, to those checking in on children’s emotional states throughout the day – nurture permeates the school, filling every classroom, corridor and lesson plan. 

At Van Gogh, children are thriving and learning like never before, truly engaged in their education and enjoying positive relationships and play. 

This is an impressive turnaround for a school which in 2018 was forced to close its doors due to serious concerns about financial mismanagement and governance together with an inadequate Ofsted rating. 

The school became Van Gogh when it joined the Dunraven Educational Trust. The Trust has developed provision significantly since then and supported headteacher Nadine Bernard to create a truly flourishing school.

Nadine puts the huge improvement in pupils’ social, emotional and mental health, down to the nurturing journey the school has been on, building on the work of founding headteacher, Paul Robinson. As part of the Nurturing London programme, Van Gogh used nurtureuk’s Boxall Profile® to identify children’s needs. The school is still undergoing our National Nurturing Schools Programme, which is allowing it to embed nurture throughout the school culture. Staff also run nurture groups for children with a high level of need. 

Nadine and her team have focused strongly on building good relationships in school and the wider community. The Six Principles of Nurture are evident in all they do. Families feel part of the setting and communication with parents is strong. Teaching staff have also worked hard to ensure children can regulate themselves, and understand what is expected of them in school. Punishment and sanctions have been replaced with a focus on character development. 

Department for Education representatives joined me at the visit to Van Gogh and we were all bowled over by how calm and happy pupils were and how much they genuinely enjoyed learning. 

Nadine shared some impressive data on improvements in behaviour and attendance, and told powerful stories about the achievements of children who had suffered traumas including domestic violence, bereavement and separation from their loved ones. But the children, and the positive energy they exuded, showed us the results for themselves. 

This is what nurturing education looks like and what I believe should be the norm across all schools in the UK.

A recent report from the Children and Young People’s Mental Health Coalition (CYPMHC) on Behaviour and Mental Health in Schools, revealed that sanction-based behaviour management techniques leave some young people feeling “worthless, invisible and disappointed in themselves,” and that these techniques led to them disliking school and experiencing increased feelings of anxiety.

Just walking into Van Gogh School, we could see that pupils and staff felt confident, heard, valued and really enjoyed being in school – pupils are truly ready and able to learn. 

Similarly to CYPMHC’S findings, a new report from the University of Cambridge’s Dr Laura Oxley – highlighted in TES magazine – claims that “the promotion of a ‘sanctions-based’ approach to managing behaviour in government guidance is contributing to an escalation of challenging activity and punitive responses in schools.” 

The report found that the sanctions-based approach is leading to worsening behaviour cultures, and goes on to warn that: “School leaders in England feel compelled to continue using a system of escalating punitive measures to manage student behaviour, even though they recognise that it fails some pupils.”

This needs to change. Teachers and schools need to feel confident and supported to use tried and tested approaches to manage behaviour in their schools that prioritise children’s wellbeing. Moving away from punitive approaches today will help to create the future young person we all want to see; confident, able, emotionally aware, happy individuals who are ambitious for themselves and others. We saw this in abundance at Van Gogh.

As one of the staff members said, the nurture approach works for staff and pupils because “it’s natural and normal.” I would love to see a future where this is being said in all schools across the country.

By Arti Sharma, CEO, nurtureuk 

Children and young people are struggling with social, emotional and mental health (SEMH) needs like never before. According to the Mental Health Foundation, 75% of children and young people who experience mental health problems aren’t getting the support they need. This greatly affects pupils’ ability to engage with education and learn effectively, which often leads to a decline in school attendance, attainment and behaviour.

More and more schools are turning to nurturing interventions to help address these issues. The nurturing approach is a tried and tested way of helping children and young people develop the vital social skills, confidence and self-esteem needed to help them engage with education. It helps teachers to identify, understand and address individual pupils’ needs, and gives them the tools they need to provide the right support. 

But what does a whole-school approach to nurture look like?

A whole-school approach to nurture involves embedding the Six Principles of Nurture throughout the school and assessing all children and young people’s social, emotional and mental health needs using the Boxall Profile®. A nurturing approach can have the greatest impact when it’s not used in isolation, as it ensures every pupil gets the right support. 

The whole-school approach forms the second stage of our graduated approach to nurture:

The process of embedding the Six Principles of Nurture and developing a nurturing culture will be different for every school. It isn’t about signing up to an off-the-shelf programme, but about looking at a school’s core beliefs, its knowledge of its pupils’ needs, and its commitment to supporting them to achieve their very best.  

“Since adopting a more nurturing approach… our school completely changed our behaviour system, moving away from exclusions and moving towards creating a space where young people build and rebuild relationships with staff across the school. We have numerous pupils who have not been excluded because nurture has changed the way we meet their needs. Now we check-in more, make space for them to voice their needs and make more reasonable adjustments and we find that we are managing them, they are managing themselves and they are staying in mainstream education. The unseen work of the nurturing approach is reaching across the school and our pupils are aware that things have changed.” (Nurturing London VRU school, 2022)

Using the Boxall Profile® to assess all pupils allows staff to identify many more children with SEMH needs, particularly those who were ‘hidden’ or previously overlooked, according to the Now You See Us report (2019). Once identified, staff can put appropriate individual or whole-class strategies in place to ensure all pupils get the support they need to help them become able to learn. 

“We have been able to Boxall Profile® the whole school and implement strategies that are beneficially impacting whole classes. We have looked at these results and… included more nurture activities, which has resulted in the children spending curriculum time more focused and with more intent.” (Nurturing Kent School, 2022)

If you are interested in implementing a whole-school approach to nurture, our National Nurturing Schools Programme helps to equip staff with the tools, training and support needed to develop a nurturing culture that enables pupils to thrive. Schools who complete the programme can also apply for the National Nurturing Schools Award. For more information, please visit our website.