Nurture
At the heart of Nurture is a focus on wellbeing and relationships and a drive to support the growth and development of children and young people, many of whom come from areas of disadvantage and require additional targeted support to close the equity gap.
Nurture groups in Inverclyde continue to target support towards children and young people who demonstrate such needs but a wider nurturing approach is also increasingly being promoted in many primary, secondary and early learning and child-care settings to
support the needs of a wider group of children and young people.
A nurturing approach has been promoted as a key approach to
supporting behaviour, wellbeing, attainment and achievement in Scottish schools in a number of policy documents including ‘Included, Engaged and Involved, Part 2’ and ‘Better Relationships, Better Learning and Better Behaviour’.
A nurturing approach recognises that positive relationships are central to both learning and wellbeing.
A key aspect of a nurturing approach is an understanding of
attachment theory and how early experiences can have a significant impact on development. It recognises that all school/ELC settings staff have a role to play in establishing the positive relationships that are required to promote healthy social and emotional
development and that these relationships should be reliable,
predictable and consistent where possible.
A nurturing approach has a key focus on the school environment and emphasises the balance between care and challenge which
incorporates attunement, warmth and connection alongside
structure, high expectations and a focus on
achievement and attainment. It is based on the understanding of the 6 Nurturing Principles which have been outlined below:
- Learning is understood developmentally.
- Environment offers a safe base.
- Nurture is important for wellbeing.
- Language is a vital means of communication.
- All behaviour is communication.
- Transitions are important in children’s lives.
