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Our Nurture Journey
In 2019 the Nurture and Relationships strategy group, led by the Educational Psychology Services (EPS) audited practice across Argyll and Bute.
93% of schools in Argyll and Bute engaged in the audit. It was found that 27% of establishments had received some form of nurture training, mostly delivered by the EPS. However, only 11% of establishments had at least one member of staff who had received in-depth nurture training.
Training, funding and staffing were identified as the main barriers to the implementation of a nurturing approach in schools. Furthermore, the audit of current practice across Argyll and Bute identified that there was no clear and consistent approach to ‘nurture’, or a clear understanding of what is meant by ‘nurture’.
In response to the audit, the framework for ‘Our Children, Their Nurturing Education’ was developed to support educational establishments on a journey towards embedding a nurture and relationships-based approach within the ethos, policy and practice of their setting. After three years of implementation, in January 2024 the framework was refreshed. It consists of four key strands with eight corresponding outcomes to aid reflection, discussion, action planning and evaluation to drive meaningful and sustainable change.
Whilst an overarching framework is provided, the OCTNE process is supported by a link Nurture Teacher who works in close partnership with each setting to complete a personalised audit of current practice, co-construct an action plan and provide ongoing supervision.
Progression through the OCTNE framework is recognised and celebrated! The accreditation panel meet twice a year to review a setting’s submission. Evidence of meaningful and sustainable change is awarded at Bronze, Silver, Gold or Platinum level accordingly.
Progression and Impact
Since the launch of OCTNE, the nurture teachers in collaboration with Educational Psychologists have successfully delivered the core leadership training to a total of 46 settings in Argyll and Bute. Of those settings 78% are actively engaging in OCTNE, 76% have achieved a level of accreditation including Early Years, Primary and Secondary establishments.
In addition to facilitating whole school accreditation, the nurture team have provided both pupil focused and whole school level targeted nurture support to settings across Argyll and Bute Council.
Training - Our Children Their Nurturing Education Leadership
OCTNE leadership training consists of three sessions
We are looking forward to welcoming our fifth Cohort in January 2025. If you would like to register your setting please contact john.stuart2@argyll-bute.gov.uk
Training Feedback
“One of the best training course I have attended!!”
“Gold star for everyone on the team. The course was paced really well and you had my full attention throughout!!”
Bespoke Training
In addition, the nurture team have provided bespoke training to support settings as they progress through OCTNE. This has included workshops on PACE, Lego Therapy and The Boxall Profile
For information on future training dates please see Argyll and Bute CLPL Catalogue or contact john.stuart2@argylll-bute.gov.uk for further information.
Partnership Training
As a team we are delighted to be working in partnership with UHI to deliver nurture training to PGDE Primary Students. Our session in March 2023 reached over 70 students from across Scotland. We were delighted to return in March 2024 and are looking ahead to a third year of input in April 2024.
In addition, for two years running the nurture teachers have supported Argyll and Bute Probationer Programme with an overview of the six principles of nurture.
“The Nurture Principle training was well-positioned & bridged a gap. NQTs have been observed applying the NPs in practice & within professional dialogue around learning.” Head Teacher
“The Nurture Principle training was well-positioned & bridged a gap. NQTs have been observed applying the NPs in practice & within professional dialogue around learning.” Head Teacher
The Six Principles of Nurture are at the heart of effective practice.
What is Nurture?
A nurturing approach is based on building secure and positive relationships with key adults, an understanding of children’s development and the current advances in neuroscience.
‘At the heart of a nurturing approach is a focus on wellbeing and relationships and a drive to support the growth and development of children and young people.’ Education Scotland
Over the last twenty years, nurturing approaches have increased greatly in Scotland’s schools and Early Learning and Childcare Centres. There is a strong research base on the impact of nurture. It benefits children’s social and emotional skills as well as having a positive impact on attainment, well-being and behaviour. For this reason, there are also a number of key policy documents advocating the approach.
A typical definition of nurture means to care, nourish and protect something, often whilst it is growing. As all children are unique, they have varying levels of need as they grow. Nurture principles and practices enable staff to better identify and meet those needs at individual, group and whole school level. This is equitable provision.
A key framework embedded in Scottish Education, ‘Getting It Right for Every Child,’ echoes the importance of nurture as one of the eight well-being indicators. GIRFEC highlights that children and young people will have different experiences in their lives, but that every child and young person has the right to expect appropriate support from adults, allowing them to grow, develop and reach their full potential.
A whole school nurturing approach includes:
· Calm, consistent and positive communication
· Clear behaviour expectations
· All school staff explaining, modelling and praising desired behaviours
· Targeted support to promote self-regulation skills
· A well-differentiated curriculum, offering support and challenge
It is important to dispel any myths that nurture is care-free and unstructured. To be successful, high levels of care and understanding go hand in hand with clear boundaries, structure and high expectations which are appropriate for a child’s developmental level. This is known as an authoritative approach.
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