Nurture

Differentiation should account for the unique developmental needs of each learner regardless of their chronological age. Staff should aim to maintain high-quality relationships and communication with each other and the learners they work with, recognising the importance of attachment. Learners should be afforded the opportunities to play as early as possible - either child-led or with adult scaffolding, dependent upon need.

The environment should offer a physically and emotionally safe place for learners. Here they should be encouraged to be part of everyday routines in a setting that is structured and consistent with staff who emphasise clear boundaries and are fair. It is in this environment where adults can model positive relationships even during times of stress, through attuned interactions with children and young people. For more information on Attunement, visit our topic page by clicking here. For more on making the classroom as safe space, see the CIRCLE Framework (click here) and for learners with complex additional support needs see the Spotlight Resource (click here).

Learners’ big and small achievements should be celebrated appropriately with meaningful praise provided by staff. Social and emotional development should be regarded as equally as important as academic development. When a learner expresses positive self-perception, it should be encouraged by staff while negative perceptions should be challenged appropriately.

Interactions should aim to establish and continually build on nurturing and supportive relationships between adults and learners. Positive interactions, empathy, kindness and active listening should be consistently and explicitly named and recognised by staff, being respectful of the learner’s developmental stage. All feelings and emotions should be recognised as valid and children should be encouraged to express and share them. For more information on the Emotion Coaching approach (which can be used to support the development of emotional literacy), visit our topic page by clicking here. All interactions with children should convey the message they belong, they are safe and they are valued. Promoting language development can be done in a variety of ways, e.g. a staff member may look for more opportunities to extend conversations they have with learners; staff may wish to provide commentary of emotions that learners may be experiencing; share experiences that learners can also relate to.

It is equally important for staff to pay attention to learners’ non-verbal and verbal communication. Staff need to be aware of behaviours and the underlying nurturing supports needed when they occur. Behaviour in a nurturing context is never met with punitive action and instead is supported through understanding and respect. It is vitally important that learners' voices are heard and that their behaviour is understood. For more information about gathering learner views in a meaningful way, see our topic page (click here).

Transitions, big and small, should be recognised and where possible and appropriate learners should be consulted about them. Transitions should be as transparent as possible with thorough preparation, and routines can help best prepare for change. It is important to recognise that transitions can be very stressful and regression in achievements a learner has made may not be sustained during times of uncertainty. Transitional objects should be encouraged and opportunities for learners to see key adults should be planned as and when they are needed.

Image displaying ideas for phrases that can be used in the classroom when applying nurture. Image taken from https://www.epinsight.com/.