Nurture Groups are targeted, school based interventions, aimed at meeting the developmental needs of vulnerable children identified as having social, emotional and mental health difficulties. Staffed by two ‘nurturing’ adults, Nurture Groups provide a safe, containing, and highly structured environment to support children’s social and emotional wellbeing, and their capacity to learn and achieve. Past research has focussed on the impact of Nurture Groups on children’s outcomes, with some highlighting the importance of the relationship between the Nurture Group practitioner and child. This research aims to explore and explain the practitioner-child relationship, asking Nurture Group practitioners how they make sense of their relationship with the Nurture Group child. The purpose of this research is to identify what makes a successful nurture relationship, and identify factors which challenge it. A symbolic interactionist and critical realist ontological and epistemological position was taken, and a grounded theory methodology adopted. Five Nurture Group practitioners from three full-time, Key Stage 1 Nurture Groups were interviewed. Results revealed a ‘relationship journey’ between the Nurture Group practitioner and child, which develops into a ‘close’ relationship. As the practitioner and child get to know and understand one another, the practitioner becomes attuned to the child’s needs and emotional experiences, enabling them to provide containment to the child and put appropriate support in place. The relationship journey contains a number of challenges, which the practitioner tries hard to overcome. These challenges place a significant emotional load on the practitioner, who in return, seeks containment. However, these challenges contribute towards the development of the relationship, where trust emerges, and a ‘close’ relationship forms. The relationship journey is discussed in relation to psychodynamic and attachment theories, and implications for Nurture Group practitioners, stakeholders and Educational Psychologists explored.

Participatory management of the organizationin pre-primary education Renata Capová ABSTRACT This diploma thesis deals with the participatory management of the organization in pre-primary education. The theoretical part of this diploma thesis is dealt with in the first chapter by management in educational institutions, managerial management styles, decision making by an individual and participative and worker self-management. In the second chapter, in the theoretical part of the thesis, it deals with the management in pre-school education, the styles of leadership in nursery school and the head of the kindergarten. The practical part, in the form of indirect, standardized observation and structured interviews, focuses on the management of participatory management in the form of a worker self- management in the International Private Kindergarten and the Bambíno Dejvice Nursery. The aim of the diploma thesis is to analyze the specifics of the management system in the pre- primary education of the organization based on the principle of a worker self-management. KEYWORDS Management, participation, participatory management, pre-primary education, co-decision, worker self-management.

The thesis comprises a qualitative study exploring the freedoms and constraints to pupils participating in decisions relating to their education. The context of the study is within rural Uganda and includes an analysis of political, cultural and structural frameworks which may inhibit or enhance pupils from making decisions.

This paper explores gender differences in learning and presents findings from a qualitative study into the effectiveness of teaching methods as regards boys’ learning. The applied part of the paper uses site-specific data collected from a state primary school in northern Italy which suggests that the methods employed by teachers is teacher-centered rather than student-centered. The data collected through observation, interview and questionnaire was measured against criteria formulated from experts in the field of boys’ education and analyzed through both an historical and cultural lens. The historical and social factors reveal noteworthy parallels between the approach to pedagogy and Italian culture. The results of the analysis indicate that the Italian methods observed were at times effective while also deficient. This same approach which continues in the middle and high schools is less effective as the other factors in the school arrangement change. The paper concludes with reasons for modifying the teaching method from strictly content, teacher-centered to one which also taps into additional intelligences and takes a more student-centered approach in order to raise motivation and effectiveness of learning which will in turn raise international performance levels and give the Italian student a competitive edge in the international academic arena.

Childhood obesity is a global public health concern. In England, the prevalence of overweight/obesity increases from one fifth at the start of the primary school years to one third by the age of 10-11 years. This thesis examines the role of primary schools in preventing obesity. Stakeholder views are considered through a systematic review, and two qualitative studies investigating the perceptions of headteachers, parents and children. Data from a childhood obesity prevention trial (the WAVES study) are also used to examine the relationships between school policy/practice and pupil weight status/physical activity levels. Findings show that stakeholders support the school role in preventing obesity, and in helping families to lead healthier lifestyles, though limited expertise and resources are barriers. Although most schools actively promote health, there is much variation. For example, time allocated for physical education and breaks varies by school and has a significant impact on children’s physical activity levels, particularly for boys. In conclusion, school policies and practices can impact on children’s health, and schools are ideally placed to support families to prevent obesity. However, schools require support to perceive this role as a feasible and integral part of their function, rather than as an increasing burden of responsibility.

There has been a significant increase in interest in the development of childhood education and care in England in recent years and this has been supported by a plethora of initiatives and policy reforms. During this period of change there has also been a debate concerning the nature of „quality‟ in Early Years provision. However, little research has focussed upon the quality standards and systems that are part of this evolution of Early Years Education and, in particular, the area of Early Years inspection has been given only limited consideration. This study explores stakeholder notions of „quality‟ in Early Years Education and their perceptions of the new integrated approach to Early Years inspection within five distinct types of nursery provision in the state and private sector in the West Midlands. This study captures insights which could inform the future research agenda in Early Years education and care, in particular the findings connected to the parental questionnaire highlight the need for an informed and documented dialogue between stakeholders. This work concludes by suggesting strategies including the establishment of evaluative partnerships between state and private settings, encouraging and developing collegiate critical reflection on practice whilst fostering the collaborative culture.

In a profession characterized, in recent years by change, schools and the people they employ have to learn effectively in what Schein (1992) describes as “a perpetual learning system” (p.372). This research considers how head teachers, teachers and teaching assistants learn in three separate primary schools. The research considers the impact of the schools’ climate on the success of organisational learning and is interested in ascertaining the impact of power on the learning experience. The research is informed by a thorough review of the educational and organizational literature and has drawn on the works of Argyris and Schon (1974; 1978; 1996); Lipshitz et al, (2002); MacGilchrist et al, (2004) and West-Burnham and Ireson (2005). Following an analysis of the findings, a number of preliminary recommendations are made. These recommendations show that organisational learning is multi-faceted and complex, requiring a combination of explicit leadership and individual ownership. It highlights the significance of informal learning with and from colleagues and points to an inequality of access both within and between groups of practitioners. A perpetual learning system emerges in the conclusion and is offered for consideration. This study captures insights which should inform the future research agenda.

This is an evaluative study of an ecological, multi-faceted, multi-levelled school-based mental health and emotional wellbeing project , called the ‘Treasure Project’. The project team directly supported 3,452 children and trained 607 staff from 56 schools. Realistic Evaluation (Pawson & Tilley, 1997) informed the evaluation. Theories, developed from a review of literature, were used to derive a framework of hypotheses about effective work in the area of mental health and emotional wellbeing. Data collected about the project was checked against the framework leading to new theories and hypotheses being developed. Findings from the evaluation suggest that: 1) projects aiming to promote children’s mental health and emotional wellbeing have more impact if they are multi-faceted, multi-levelled and include a whole school approach; 2) direct interventions supporting children’s emotional needs are more effective if school staff’s capacity is simultaneously increased through training and partnership work; and 3) capacity building is most effective when it takes place over time, is aimed at building staff’s support skills, and is rooted in evidence-based approaches providing good resources for future reference. The enquiry’s limitations are discussed, together with a consideration of how these findings might useful to professionals, including educational psychologists, working in partnership with schools.

This thesis describes a training scheme to raise awareness of group skills. Drawing on existing research and observations of classroom practice, this scheme requires children to consider group skills before, during and after the group activity. The approach is unique as the task of raising awareness of group skills was designed to influence, and be influenced by, the group task; and feedback on group skill usage is generated from individual self-assessments made during and after the activity. Studies using the scheme with 9 and 10 year olds working in face-to-face groups found the medium (paper or software) and the environment (a classroom or laboratory-style setting) influenced the self-assessments. Despite this, using the scheme did not result in the transfer of group skills to other activities. A relationship was found, however, between the consistency of the self-assessments recorded during and after the activity and the child’s ability at group work. The training scheme positively influenced the task performance. If a software implementation of the scheme was used concurrently with computer tasks, there was a trend towards improved recall in the material studied. If used with an activity that also incorporated communication, reflection and responsibility, a significant improvement in performance was achieved.

A leadership crisis continues within the education sector (Rhodes et al., 2008; Howson & Sprigade, 2011). This research synthesises the experiences of twenty head teachers, within their first five years of headship. A social survey methodology using a semi-structured interview method was used. This research draws upon established models of leadership development by, among others, Day & Bakioglu (1996) Gronn (1999), Ribbins (2003), Browne-Ferrigno (2003) and Earley & Weindling (2007). Emergent findings that make a contribution to new understandings are based upon aspects of motivation, personal capacity, self-belief, talent spotting to support leadership development, the role of career-coaching and the notion of affirmation of readiness for headship. Findings support a revision of the Browne-Ferrigno (2003) model of leadership transformation with a new conceptualisation of this model along with a new conceptualisation of personal capacity as an important element in leadership transition. These new conceptualisations will be of interest to current and aspiring leaders, those with responsibility for talent management, succession planning and leadership development. This work is also highly relevant to researchers and others interested in leadership transition within the education sector.