What is Nurture?

Relationships fulfil our most fundamental needs as humans – social connectedness. A nurturing approach recognises that positive relationships are central to both learning and wellbeing. Nurturing approaches are underpinned by an understanding of attachment theory, which recognises the importance of early relational experiences in shaping children’s social, emotional and cognitive development.  

A nurturing approach recognises that everyone who works with children has a role to play in establishing the positive relationships that are required to promote healthy social and emotional development. When children experience consistent safety, security and comfort from key adults, they develop the skills and desire to explore their environment and engage in learning opportunities. These relationships should be reliable, predictable and consistent wherever possible. Nurturing settings create positive environments, where the ethos is focused on warmth, empathy and attuned interactions between all staff and children. They provide structure alongside consistently high expectations for all, recognising that all children can reach their full potential when given the right balance between care and challenge.   

1. Learning is understood developmentally

Get to know each child

• • Assess individual needs not skills for age – avoid assuming what they should be able to do and assess them on what they can actually do - plan for the short term not the long term

  • Explore the background of the child – such as, what play based experiences they have had? Have they had trauma? Has the child missed some social development?

  • Write observations at different times to gain a picture of the child

  • Compare assessments of the child with others in team

  • If you are not sure about anything, ask your line manager and do some research, e.g. trauma, attachment, resilience, brain development

  • Respond to child ‘as they are‘ not as ‘they should be’ offering a range of experience

  • Set next steps that are appropriate to the child not expected for the age

  • Be consistent, respectful and positive with the child and the family

2. The setting offers a secure base

The setting should be welcoming, safe, structured and predictable - great attention is paid to detail!

What does this look like?

There should be:

•        Good provision of safe spaces (inside and out) to support emotional regulation

•        Boundaries set and delivered clearly, fairly and with sensitivity (emotional warmth)

•        Adults who are reliable and consistent in their approach to the children  

Children feeling secure and comfortable can move from a safe base to explore therefore allowing increased coping strategies and engagement in learning.

3. Nurture is important for wellbeing

Thoughts for consideration:

• Celebrate children's success through your displays, feedback and encouragement 

• Make sure the language you use lets children know that they are welcome and will be supported to achieve and feel safe and happy within your setting, for example, “Hello Carol, it’s lovely to see you

• Take the time to develop relationships with the children and their families 

• Let a child know when they have done something well by commenting on what they have done rather than any personal characteristic of the child 

• Plan achievable and manageable next steps with the children 

• Promote a growth mindset in children by helping them to see that they can achieve things by effort and perseverance 

• Follow the child's lead and find ways for personalisation and choice in their learning, making it meaningful for them

• Provide running commentaries on what the children are doing and thinking to help them make sense of the world around them 

4. Language is a vital means of communication

• Use language that suits the developmental needs of the children, for example, instructions are broken down and understanding checked 

• Use your knowledge of  language development to modify the language you use depending on the children’s needs 

• Pay attention to the body language and cues of the children to help you understand when and how  to interact with them

• Talk with the children not at them 

• Have conversations with the children not question and answer sessions - statements can be  powerful conversation openers

• Use restorative language, appropriate to age and stage, to promote a positive ethos within your setting

• Be aware of your own body language and non-verbal cues and the impact these may have on a child

• Use positive verbal and non verbal language so all children know they are welcome and valued

• Do not assume that children understand the language of emotion and help to scaffold their understanding of this - help the children to put their feelings into words 

• Use visuals to support children to express their feelings

5. All behaviour is communication

The best ways to assess a child’s needs is to use what you already know about the child and what behaviour the child is showing at that time.

• Practitioners need to tune into non-verbal language

• Practitioner need to build strong relationships to maximise their understanding of each child

• Practitioners need a high level of awareness of their own emotions and how this links to their communication behaviour

• If the child can sense that their feelings are understood this can help to diffuse difficult situations

• Understanding what a child is communicating through behaviour helps to respond so the child feels they are not being provoked or discouraged

• The adult makes the link between the external / internal worlds of the child - Behaviour is just the tip of the iceberg of what is happening inside the child

• Restorative approaches help to support children in the short and long term

6. Transitions are important 

• You need to be aware of the numerous daily transitions the child makes

• Changes in routine need to be carefully managed with preparation and support

• Ensure enough time is given for transitions

• Use a transitional object/sign for those children who may need it (see www.beaconhouse.org.uk/useful-resources - supporting transitions)

• Introduce simple changes to routine and environment gradually

• Care and thought needs to be given to beginnings (welcome) and endings (handover)

Argyle Bridge Children's Nursery has been reflecting how the Nurture Principles are embedded in their setting. Here are the mind-maps created and displayed.