A group intervention providing a separate supportive classroom environment for school children of any age who are struggling to cope in mainstream classes and at high risk of social, emotional, and behavioural difficulties. It is delivered by teachers and Nurture teaching assistants to groups of children for a variable length of time depending on need, generally between two to four terms.
The information above is as offered/supported by the intervention provider.
5 to 7 years old
Group
Nurture Groups is a group intervention providing a separate supportive classroom environment for children of any age who are struggling to cope in mainstream classes and at high risk of social, emotional, and behavioural difficulties.
Nurture Groups are delivered by teachers and Nurture teaching assistants to groups of children for a variable length of time depending on need, generally between two to four terms.
Nurture Groups are based on the ‘Six Principles of Nurture’; 1) the importance of transitions in children’s lives, 2) that children’s learning is understood developmentally, 3) all behaviour is communication, 4) language is a vital means of communication, 5) the importance of nurture for the development of wellbeing, and 6) the classroom offers a safe base.
In Nurture Groups, children are provided with a nurturing environment and activities that are typically experienced in a home setting, in order to increase their feelings of security and self-worth, and to support their social and emotional development along side their academic learning. There is an emphasis on communication, with staff providing clear explanations with no assumptions of prior understanding, and children being given time to listen and be listened to. Opportunities for social learning are provided by encouraging children to share food, and to help other members in the group. Staff members model a friendly and supportive relationship in their interactions with each other.
4 to 18 years
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Unmet attachment needs may lead to barriers to learning, as children who have difficulty coping in the classroom are at risk of underachievement.
Unmet attachment needs can also negatively impact mental health and wellbeing.
Science-based assumption
Replacing missing or distorted early attachment improves children and young people’s behaviour, wellbeing, and academic attainment.
Science-based assumption
Children with distorted early attachment who may experience difficulty coping in the classroom.
Intervention
In Nurture Groups, children are immersed in an accepting and warm environment, they are listened to and given time to listen, and have opportunities for social learning, for example by sharing food.
Staff model friendly and supportive relationships with one another.
Short-term
Improved self-esteem
Improved behaviour
Improved social interactions.
Medium-term
Improved engagement and learning in the classroom
Improved school attendance.
Long-term
Improved academic achievement
Improved wellbeing and mental health.
Children in school settings at risk of social, emotional, and behavioural difficulties or underachievement.
Nurture Groups are attended for the majority of the school day for a variable length of time, usually between two to four terms, and are delivered by two practitioners to groups of up to 12 children.
In Nurture Groups, children are provided with a separate nurturing setting outside of the main classroom, where they participate in activities that are typically experienced in a home environment, such as sharing food, in order to increase their feelings of security and self-worth, and to support their social and emotional development alongside their academic learning.
The practitioners who deliver this intervention are a teacher with QCF-6 level qualifications and a teaching assistant with QCF-3 level qualifications.
The practitioners have three days of intervention training. Booster training of practitioners is recommended.
It is recommended that practitioners receive supervision from three supervisors: one host-agency supervisor, qualified to QCF-6 level and with 20 to 40 hours of intervention training, and two intervention developer supervisors, each qualified to QCF-6 level with 5 to 10 hours of intervention training.
Intervention fidelity is maintained through the following processes:
Organisation: Nurture UK
Website: www.nurtureuk.org
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
Nurture Group’s most rigorous evidence comes from a quasi-experimental design study which was conducted in the UK.
This study identified statistically significant improvements in child self-esteem and academic attainment.
| Identified in search | 7 |
| Studies reviewed | 2 |
| Meeting the L2 threshold | 2 |
| Meeting the L3 threshold | 0 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 5 |
| Study design | QED |
| Country | Scotland |
| Sample characteristics | 221 pupils aged 5 to 7 years attending 32 primary schools in the Glasgow City Council area |
| Race, ethnicities, and nationalities | Not stated |
| Population risk factors | Not stated |
| Timing |
|
| Child outcomes |
|
| Other outcomes | None reported |
| Study rating | 2+ |
| Citations | Reynolds, S., MacKay, T. & Kearney, M. (2009) Nurture groups: A large‐scale, controlled study of effects on development and academic attainment. British Journal of Special Education. 36 (4), 204–212. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies.
Cooper, P., Arnold, R. & Boyd, E. (2001) The effectiveness of nurture groups: Preliminary research findings. British Journal of Special Education. 28 (4), 160–166. This reference refers to a quasi-experimental design, conducted in the UK.
Cooper, P. & Whitebread, D. (2007) The effectiveness of nurture groups on student progress: Evidence from a national research study. Emotional and Behavioural Difficulties. 12 (3), 171–190. This reference refers to a quasi-experimental design, conducted in the UK.
Gerrard, B. (2006) City of Glasgow nurture group pilot scheme evaluation. Emotional and Behavioural Difficulties. 10 (4), 245–253. This reference refers to a quasi-experimental design, conducted in the UK.
O’Connor, T. & Colwell, J. (2002) Research Section: The effectiveness and rationale of the ‘nurture group’ approach to helping children with emotional and behavioural difficulties remain within mainstream education. British Journal of Special Education. 29 (2), 96–100. This reference refers to a quasi-experimental design, conducted in the UK.
Sanders, T. (2007) Helping children thrive at school: The effectiveness of nurture groups. Educational Psychology in Practice. 23 (1), 45–61. This reference refers to a quasi-experimental design, conducted in the UK.
Seth-Smith, F., Levi, N., Pratt, R., Fonagy, P. & Jaffey, D. (2010) Do nurture groups improve the social, emotional and behavioural functioning of at risk children? Educational and Child Psychology. 27 (1), 21–34. This reference refers to a quasi-experimental design, conducted in the UK.
Sloan, S., Winter, K., Lynn, F., Gildea, A. & Connolly, P. (2016) The impact and cost effectiveness of Nurture Groups in primary schools in Northern Ireland. Centre for Effective Education, Queen’s University Belfast. This reference refers to a quasi-experimental design, conducted in the UK.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing obesity and promoting healthy physical development: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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