Nurture

“Nurture is a tried and tested way of relating to children that helps them develop vital social skills, confidence and self-esteem, and become ready to learn. 

“The nurturing approach to education offers pupils the social and emotional skills to do well at school and with peers, and to develop their resilience and self-confidence. It encourages pupils to take pride in achieving by addressing the social and emotional needs that can hamper learning.”[Nurture UK] 

The way we practice nurture across our school community is underpinned by The Six Principles of Nurture. 

Principle 1: Children's Learning Is Understood Developmentally

At Skinners’ Kent Primary School, we recognise that a child’s developmental age may differ from their chronological age, and we understand the impact this discrepancy can have on mental health and wellbeing. Our aim is to strengthen the protective factors that build resilience against mental health difficulties and to be a school where pupils feel a sense of belonging and safety, can talk openly about their problems, and where positive mental health is actively promoted and valued. 

We achieve this through a whole-school approach that encompasses PSHE lessons, enrichment days, assemblies and targeted interventions delivered by our team of school partners. This team includes a Mental Health Lead, educational psychologist, NELFT emotional wellbeing practitioner, ELSA (Emotional Literacy Support Assistant), school counsellor, and play therapist. A clear referral process is in place for children requiring additional support, and these pupils are assessed and tracked using a range of tools, including the Boxall Profile, Strengths and Difficulties Questionnaire, and Emotional Literacy Pupil Checklist. 

All staff are trained to support children’s emotional intelligence and development through the use of the Zones of Regulation. This approach is embedded across the school, from EYFS to Year 6, with new vocabulary introduced each year to enhance pupils’ emotional literacy. Check-ins take place twice daily during morning and afternoon registers, and some children also use individual Zones of Regulation boards to support their self-regulation. 

Principle 2: The Classroom Offers a Safe Base

We are committed to providing a sense of safety for all our pupils. This begins with creating a predictable and welcoming environment and establishing routines where expectations are clearly taught, practised and reinforced. Visual timetables are used across all classrooms to help children understand what to expect, while some pupils also benefit from now and next boards for a more individualised approach. 

Every classroom includes a calm corner equipped with fidget toys, mindfulness colouring and other calming resources. These areas reinforce the message that emotional wellbeing is valued and nurtured, helping children recognise what they need to self-regulate and normalising the importance of supporting mental health and wellbeing. 

Underpinning this is our school motto - “Be Ready, Be Respectful, Be Safe” - which is taught through whole-school assemblies and displayed on posters on every classroom door throughout the school. 

Principle 3: The Importance of Nurture for the Development of Wellbeing

At the heart of our whole-school approach is the understanding that wellbeing forms the foundation for learning, and that every child deserves to feel a sense of belonging and connection. That’s why we are proud to say: “Everyone belongs here.” 

We recognise that wellbeing is not limited to academic success, it encompasses how children feel about themselves, their relationships, and their place in the world. To foster this, we celebrate every achievement, no matter how small or where it occurs, inside or outside the classroom. Whether a pupil shows kindness on the playground, demonstrates resilience during a challenge, or simply tries something new, we proudly and publicly acknowledge and celebrate these moments. 

To support our pupils holistically, we offer a range of nurture-based provisions. Our sensory room provides calming sensory experiences to help children regulate their emotions, while our nurture room offers a safe and welcoming space where pupils can join breakfast club, lunch club, or break club. 

Principle 4: Language is a Vital Means of Communication

In all our interactions, we are mindful of the impact of our words and maintain high expectations for how all adults engage with our pupils. Staff are trained to be intentional with their tone of voice and to use calm, respectful and encouraging language that fosters trust and safety. We recognise that tone can either de-escalate or escalate a situation, so we choose words that promote regulation and connection. 

Staff model positive relationships through respectful communication, active listening and consistent boundaries. We also use scripts to support restorative conversations following behaviour incidents. These provide pupils with a consistent framework for reflection, helping them understand the impact of their actions and ensuring that relationships are repaired in a supportive and constructive way. 

Principle 5: All Behaviour is Communication

We understand that pupils need to be calm and regulated in order to learn to the best of their ability. All staff are trained to recognise that children’s actions are meaningful expressions of their feelings and signals of unmet needs, whether emotional, social or physical. Our belief is simple: if a child can make the right choice, they will. When this is not possible, we recognise that it may be because they lack the verbal communication skills to do so. This understanding ensures our responses are always guided by curiosity, collaboration and empathy. We prioritise relationships and emotional safety to create an environment where children can thrive and learn. 

During our recent Nurturing Schools inspection, it was noted that: 

“The introduction of restorative practice has had a tangible impact. Children benefit from feeling that their voice is heard and feeling confident that adults will take the time to understand the issue.” 

Key elements of our approach include: 

• Curious and restorative responses: We ask, “What could this behaviour be telling us?” and seek to understand and repair relationships through restorative conversations. 

• Emotion coaching: We model calm, positive co-regulation strategies, helping pupils learn emotional regulation and effective communication to express their needs. 

You can find out more about Emotion Coaching here.

Principle 6: The Importance of Transitions in Children's Lives

Daily transitions, such as arriving at school, moving from the playground to the classroom or switching between lessons can be unsettling for some children. We pride ourselves on the warm welcome our pupils receive each morning, first from a member of staff at the gates and then from their teacher at the classroom door. 

Additional strategies, such as movement breaks and brain breaks, are used in all classrooms to create a calm and predictable environment, while some children benefit from soft starts to their day. Larger transitions, such as moving to a new year group or starting a new school, require more structured support. Transition booklets and meetings with local secondary schools provide children with information and reassurance, helping them feel confident and prepared. Pupil passports allow staff to share insights and tailor support to each child’s individual needs.