Nurture Group Practitioner

Nurture group practitioners run small, structured groups of 6–12 pupils within mainstream primary schools (and some secondary schools), providing an attachment-informed, supportive learning environment for children whose social and emotional development has been affected by early adverse experiences, insecure attachment, or neglect. Nurture groups operate on the model developed by Marjorie Boxall in the 1970s — providing a warm, predictable, domestic-style classroom environment where children can experience the early relational learning they may have missed, while remaining connected to mainstream school life.

You plan and deliver a daily nurture group programme combining structured learning activities with relationship-focused interaction — sharing food together (often a symbolic breakfast), developing communication and social skills, supporting emotional regulation, and providing consistent, nurturing adult relationships. You administer and analyse the Boxall Profile — the standardised assessment tool used to identify children for nurture groups and to measure progress. You liaise with class teachers, SENCOs, parents, and external agencies, and contribute to the planned reintegration of pupils back into full mainstream classes. Most nurture groups operate with two adults — a teacher and a nurture group practitioner (or two nurture group practitioners). Nurture UK provides training, accreditation, and the Boxall Profile online platform.

The evidence base for nurture group provision is robust — multiple studies demonstrate significant improvements in social, emotional, and educational outcomes for pupils attending nurture groups. Attachment-informed and trauma-informed approaches have become central to school pastoral policy, SEND strategy, and early intervention frameworks. SEND and inclusion legislation places increasing responsibility on schools to meet the social, emotional, and mental health needs of pupils within mainstream provision.

Nurture UK accreditation creates a quality standard and national recognition. The cost-effectiveness of nurture groups compared to specialist educational provision sustains local authority and school investment. The persistent and growing identification of SEMH needs in primary-age children creates sustained structural demand for nurture group practitioners.

Morning: welcome eight nurture group pupils into the nurture room — warm breakfast together, morning news sharing circle, and a group reading activity adapted to the group's level. One pupil is dysregulated on arrival; provide co-regulation support, using a calm corner and sensory resources, before they can join the group. Structured phonics and maths activities tailored to individual needs. Mid-morning: reintegration period — half the group returns to mainstream class for a lesson. Afternoon: social skills activity (turn-taking game and collaborative art project). Update Boxall Profile observations. Brief review with the SENCO and a class teacher about two pupils' progress.