'It's small steps, but that leads to bigger changes': evaluation of a nurture group intervention

This article presents the results of a small-scale research project that aimed to evaluate the effectiveness of a part-time nurture group recently established in one primary school. Qualitative interviews were used to gather staff, pupil and parental perceptions about the nurture group. These focused on what difference the nurture group was making to the pupils concerned but also on views about what factors contributed to noted changes. All stakeholder groups identified areas of development for nurture group pupils. These included improved social skills, growth in personal confidence, greater engagement with academic tasks, and fewer incidences of undesirable behaviour. The evidence gathered so far suggests that the nurture group offered an effective way of supporting the social, emotional and behavioural skills of a group of 'at-risk' pupils. A range of factors thought to be important in achieving these outcomes are highlighted. These align broadly with the theoretical underpinnings of nurture groups