Nurture at Rosedale C of E Infant School...

“Those who are nurtured best, survive best.” (Louis Cozolino)

Our whole school approaches are built upon the foundations of Maslow.  We recognise that children need to have their physiological needs met first. They also need to feel safe - physically, socially and emotionally before they can begin to foster kind, compassionate relationships with other children and adults.  We place the importance of positive, affirming and trusting relationships at the centre of our school ethos.  We recognise that relationships have a great impact upon social, emotional and mental health and we accept that children need to feel safe, secure, well connected and valued in order to build up the self-esteem and confidence that they need in order to learn.   

Relationships, Relationships, Relationships...

“No significant learning occurs without a significant relationship.” (Dr. JP Comer)

We recognise that strong relationships are vital for the development of children’s social and emotional needs and as such, relationship building is our most important and effective tool in supporting children’s behaviour.  We expect all members of staff to be approachable, attuned and responsive to children’s needs and be available to listen and support children in order to build up mutual trust and respect. We know that children need to feel safe, secure and stable in order to learn, and for this to happen, there needs to be a sense of connection between adult and child.  This is achieved through simple acknowledgement, through meeting and greeting every child in the morning, and through showing them through words and actions that you have them in your mind, care about them and what they are doing. This is important for all children but particularly those who have insecure attachments.  As a federation, we promote ‘Unconditional Positive Regard’ (Carl Rogers). 

Nurture Principles

We promote the six principles of nurture (Nurture UK) throughout our whole school ethos and approaches.  These are planned for throughout the school curriculum and offer all children opportunities to develop their emotional resilience and social belonging. 


  • Children's learning is understood developmentally.
  • The classroom offers a safe base.
  • Nurture is important for the development of self-esteem.
  • Language is understood as a vital means of communication.
  • All behaviour is communication
  • Transitions are significant in the lives of children.

Our graduated approach stresses the centrality of nurture to the development of wellbeing.  For children with gaps in their social and/or emotional development or who have early trauma and/or attachment issues, there is also the opportunity to access one of our targeted Nurture provisions in school. Children who have social and /or emotional needs that impact upon their behaviour in school may have access to part time nurture provision – built upon the six principles of nurture as endorsed by Nurture UK. In these circumstances, the children will have their needs analysed through a Boxall report and their progress will be closely monitored and shared with parents.  Nurture staff will continue to support these children and/or the staff when they return back to their classrooms.

We have the following provisions available:

  • Breakfast group – for children who struggle with transitions from home to school
  • Nurture group – KS1 nurture group based upon the six principles of nurture as promoted by Nurture UK
  • Lunchtime groups – for children with sensory processing issues and/or social difficulties or anxieties
  • ‘Supported Learning Provisions’ – Part time group learning provisions that are based upon nurturing principles
  • Afternoon family groups – for children with attachment difficulties that require relationship based interventions

Our nurture provision provides a safe, developmentally appropriate space for children to build and develop secure relationships with other children and adults. Children are not withdrawn from the curriculum but it is modified to enable them to engage in it at the appropriate developmental level.

Through this carefully planned curriculum, children are encouraged to connect, trust and regulate their own emotions.  It is the intention that when their emotional needs are met, the children will become more able to learn alongside others and achieve their true potential. 

Emotional Literacy Support Assistants

We have three trained ELSAs (Emotional Literacy Support Assistants) working in our Federation. These members of staff are trained to support children with issues such as low self- esteem, managing emotions, anger management, friendship difficulties and social communication problems. 


Therapeutic Services and Interventions

Children who require a completely individual, therapeutic approach as a result of trauma and/or unmet attachment needs are supported through access to a range of therapeutic interventions with our play therapists. These services include:

  • Talking therapy
  • Drawing therapy
  • Play therapy
  • 1:1 consultations 


External Services

We work closely with external services in order to ensure that children with more complex social, emotional and behaviour needs are observed and supported by the professionals who can offer the right level of support.  These include:


  • Educational Psychologists
  • Mental Health Support Team – This is a new service that work alongside our schools in order to support children with moderate mental health difficulties that may manifest in behaviours of concern.