Paper 1: The provision of Nurture Groups (NGs) has been recognised as an effective early intervention for children with social, emotional and behavioural difficulties (SEBD). ‘The high expectations of teachers in Nurture Groups can bring about amazing change’ in the lives of young emotionally disturbed children (Lucas, 1999, p.14). When the principles of NG are effectively applied by all staff in all areas of the school and when nurturing attitudes and practices develop throughout the school, teaching and learning become effective for all children (Lucas, 1999). This study aims to extend the understanding of the gains and costs that may be associated with the placement of children in NGs. The NG intervention’s contribution to the wider school system is also documented. However, this study aims to provide a deeper understanding on the impact of NG provision on the mainstream school it serves from the viewpoints of the different groups of participants involved and to look whether the ethos and approaches used in the nurture group are promoted in the wider school environment. A case study methodology with interpretive approaches was employed in a community primary school in an urban area in the South West of England. Quantitative (Boxall Profiles) and qualitative (interviews and observations) measures revealed that overall there have been improvements in NG children’s social, emotional and behavioural (SEB) functioning and academic development. However, findings also revealed a number of opportunity costs attached to children’s placement in the NG. Qualitative measures also showed that, while NG provision contributed to positive developments within the school, the NGs did not help the school in fully integrating their work in the wider approach to meeting all children’s needs. A number of disadvantages were also reported with regards to the impact of the NG upon the school. Abstract Paper 2: The provision of Nurture Groups has been recognised as an effective early intervention for children with SEBD. ‘The high expectations of teachers in Nurture Groups can bring about amazing change’ in the lives of young emotionally disturbed children (Lucas, 1999, p.14). When the principles of NG are effectively applied by all staff in all areas of the school and when nurturing attitudes and practices develop throughout the school, teaching and learning become effective for all children (Lucas, 1999). Communication between NG and mainstream staff is considered to be important for the effective running of the NGs and for developing a nurturing school ethos. Lack of collaborative partnership work can create tensions between NG and mainstream staff. Parental involvement is also recognised important in the NG. Research reveals that partnership relationships with parents contribute to positive social and emotional outcomes for children and to positive effects for parents in terms of their capacity to understand their children and apply NG practices outside of the NG. Despite the inherent power imbalance between NG staff and parents, there can be a positive outcome if the NG approaches are extended holistically to all school staff. The aim of this paper is to explore the quality of communication between NG and mainstream staff and the enablers and barriers of parental involvement in the NGs and the school. This qualitative study was conducted in a community primary school in an urban area in the South West of England and included 34 participants - 13 school staff, 8 parents, 9 children, and 4 professionals and governors. Semi-structured interview data revealed that while some communication existed between NG and mainstream staff there were subtle difficulties involved in creating a collaborative partnership work with regards to sharing information with each other. Despite developing a collaborative relationship and effective communication being seen as the most important enabler for parental involvement in the NGs and the rest of the school, there was a more structured communication and a more supportive support between the NGs and parents of the NG children than the rest of the school and parents.

Paper 1: Evidence suggests that Nurture Groups (NGs) are effective in helping children with social, emotional and behavioural difficulties. NGs recognise the importance of parental involvement and research reveals positive social and emotional outcomes for children when NGs collaborate with parents as respected partners. An implicit power imbalance between NG staff and parents can challenge parental collaboration. This aim of this paper is to explore processes when consistent nurturing principles are being developed between a NG, schools and home. This qualitative study was conducted in a NG in the south west of England and included 3 NG staff, 4 parents, 4 children and a school teacher. An action-research model enabled consultation meetings and VIG to be introduced as an intervention to develop consistent practices. Semi-structured interviews, consultation meetings and a research diary collected data and an interpretative approach was adopted to explore processes, experiences and perceptions shared by participants. Interpretative Phenomenological Analysis was used to analyse and interpret the data and produce a set of themes. The importance of effective communication, building of relationships and sharing of practice/ collaboration were identified as significant themes when developing partnership working between settings. VIG enhanced parents’ and the teacher’s communication skills and concurred with a partnership model based on empowerment, solutions and respect. Recommendations for practice include the development of personalised, informal and formal communication systems between settings. VIG can also be used effectively within NGs to develop consistent nurturing practices between settings. In addition, consideration is given to how VIG can be applied to practice more globally and how local authorities can support this process. Abstract: Paper 2 Evidence suggests that Nurture Groups (NGs) are effective in helping children with social, emotional and behavioural difficulties. The importance of parental involvement is recognised within NGs and research reveals positive social and emotional outcomes for children when NGs collaborate with parents as respected partners. An implicit power imbalance between NG staff and parents can challenge parental collaboration. This aim of this paper is to evaluate outcomes when nurturing principles are consistent between a NG, schools and home. A mixed methodology design with interpretative and scientific approaches was employed in an area NG in the south west of England. An action-research model enabled consultation meetings and Video Interactive Guidance (VIG) to be introduced as an intervention to develop consistent practices for the experimental group. Quantitative outcomes from Boxall Profiles and Strengths and Difficulties Questionnaires (SDQs) are compared pre- and post-intervention for an experimental group (4 children and 4 parents) and a control group (4 children). Three NG staff also volunteered as participants. Qualitative measures (observation records, semi-structured interviews (SSIs), consultation meetings and VIG clips) measured outcomes for the experimental group. Data from the Boxall Profiles, SDQs, VIG clips and observations was analysed descriptively. Interpretative Phenomenological Analysis was used to analyse emergent themes from the SSIs and consultation meetings. The results revealed the experimental group made greater gains post-intervention as measured by the SDQ and the control group made greater gains post-intervention as measured by the Boxall Profile. The majority of results for individual experimental group children revealed positive social and emotional outcomes post-intervention. It is difficult to draw conclusions when outcomes between the experimental and control group were compared. The majority of measures identified positive social, emotional and behavioural outcomes for experimental group children when parents and schools work collaboratively with NGs. VIG and sharing of practices helped to modify how parents and teachers understood, managed, communicated and related to children. Recommendations for practice discuss the development of personalised, informal and formal communication systems between settings while ensuring minimal anxiety for children. VIG can be used effectively within NGs to develop consistent nurturing practices between settings. Consideration is given to how VIG can be applied more broadly and how local authorities can support this process.

This case study was based on a programme that followed the Nurture Group concept in a Secondary School in New Zealand. The Success at School (SAS) programme was based within the school complex and consisted of a home classroom where students were provided with both an academic and social/ life skills programme. The nine selected students were all failing academically and socially within the Year 9 cohort. Academically, all students made some small gains in their literacy and numeracy skills and also on task behaviour. Socially, small gains were made by most students in their positive interactions with others and in decreasing their absences, suspensions, referrals from class and lateness to school. Eight of the nine students indicated an attachment/ trust relationship with their teacher and/ or teacher aide. However it is not clear if the small gains that were made by most of the students can be directly attributed to the Nurture Group concept. The small group size, 1:1 teaching, individualised learning programmes and the introduction of a social skills programme may also have contributed to the small academic and social gains the students made. This case study provides an insight into the adaptation of a United Kingdom (UK) primary school Nurture Group model to a New Zealand secondary school setting.