Nurture

National Nurturing School Award

At Repton Manor Primary School, we are committed to creating a nurturing environment where every child can thrive. Our foundation is built on strong, positive relationships with children and their families, where everybody’s wellbeing is valued and important. This whole-school commitment was nationally recognised in 2019, and then again in 2025, when we received the National Nurturing Schools Award
from Nurture UK.

Our assessor from Nurture UK included the following in their 2025 report that:

'There is no doubt in my mind that Repton Manor has continued to be a nurturing school. Thank you for going over and above for your children and families, creating a loving, inclusive and inspiring learning experience. It was a privilege to be part of it for a short
time.'

'Members of staff understand that learning goes beyond the classroom; planning across the school evidences practical, real-life experiences to support the holistic development of every child.'

'Love, positivity, joy and celebration abound at Repton Manor.'

'When I asked the children what advice they would give to a new child starting, one said, “I would tell them you are welcome here. This is a safe school.”

'She loves it at this school.' (parent)

'He's flourished here.' (parent)

'Parents told me that they never feel brushed away and commented that responses are prompt with direct actions, if needed.'

Whole-school approach to Nurture

Our nurturing approach is firmly rooted in Quality First Teaching and focuses on meeting the emotional needs of our pupils. Through this, children develop crucial social skills, growing in confidence and self-respect, and take pride in their behaviour and achievements.

We understand that children may face challenges both at school and at home, which can impact their emotional wellbeing, social skills, and learning. To overcome these barriers, we provide tailored support to ensure pupils feel safe, develop trusting relationships, and build the confidence and resilience necessary for success academically and beyond. Our staff work collaboratively as part of a wider system of
behaviour management, seeking support and training when needed, to meet the diverse needs of our pupils. We also encourage pupils to take responsibility and develop leadership skills, empowering them to influence the life and work of the school positively.

To effectively support children’s social, emotional, and mental development, we use the Boxall Profile. This assessment tool provides an overview of children’ social, emotional and mental health needs, and how to respond to them – both in the classroom and with specific nurturing interventions.

Our nurturing ethos is central to creating a school community where every child can flourish academically, socially, and emotionally.

The Six Principles of Nurture

Our whole-school approach is guided by the Six Principles of Nurture:

1. Children’s Learning is Understood Developmentally

We differentiate the curriculum according to the needs of our children.  We consider attainment levels, but also recognise the children’s developmental progress through Boxall Profile.  The response to the child is underpinned by a non-judgemental and accepting attitude.

2. The Classroom Offers a Safe Base

The organisation of the environment and classroom management is designed to help reduce anxiety. The classroom time is organised around predictable routines, supported visually where appropriate. Great attention is paid to detail; the adults are reliable and consistent in their approach to the children.

3. The Importance of Nurture for the Development of Wellbeing

Nurture involves listening and responding. Everything is verbalised with an emphasis on the adults engaging with the children in reciprocal shared activities. Children respond to being valued and thought of as individuals, in practice this involves noticing and praising small achievements.

4. Language is a Vital Means of Communication

Language is more than a skill to be learnt, it is the way of putting feelings into words. Children often ‘act out’ their feelings as they lack the vocabulary to ‘name’ how they feel. We encourage informal opportunities for talking and sharing. Words are used instead of actions to express feelings and opportunities are created for extended conversations or encouraging imaginative play to understand the feelings of others. We use the Zones of Regulation to help teach children the language of emotions and develop vital self-regulation skills that will benefit them throughout their lifetime.

5. All Behaviour is Communication

This principle underlies the adult response to a child’s behaviour. “Given what I know about this child, what are they trying to tell me?” Understanding what a child is communicating through behaviour helps us respond in a supportive and non-punitive way. If the child feels their behaviour is understood it can help to diffuse difficult situations.

6. The Importance of Transition in a Child’s Life

We ensure that transitions are managed appropriately and that children are supported through all transitions, whether big or small, e.g. between home and school, between sessions, different adults, move to primary/secondary school etc. Changes in routine can be difficult for children and need to be carefully managed with lots of planning and preparation. We have additional support for children who find transitions particularly difficult.

Nurture groups

A nurture group is run in school by a member of the Pastoral and Inclusion Team.  It is an intensive, focused, short-term intervention for children with social, emotional and behavioural difficulties which make it harder for them to learn in a mainstream class.  This is an intervention which is always put in place in conjunction with parents and there are specific targets that are worked towards with regular reviews.

In nurture groups, there’s a special emphasis on language development and communication: nothing is taken for granted and everything is clearly explained by the staff, with the help of demonstrations and (where helpful) physical gestures. Pupils are given the time they need both to listen and be listened to. Nurture groups are also designed to give pupils vital opportunities for social learning – for example by encouraging them to share ‘snack time’ and to help other children in the group. 

Curriculum Group: Mental Wealth + Physical Health

Our Vision:

At Repton Manor Primary School, we prioritise the mental and physical wellbeing of our pupils as a fundamental part of their overall development.  Our curriculum equips children with the knowledge and skills they need to recognise and maintain their own health and wellbeing throughout their lives.

Through our curriculum, pupils learn to:

• Recognise when they need help and understand how to seek support effectively.
• Prepare for lifelong wellness by developing healthy habits and resilience.
• Stay safe in a variety of environments, including understanding how to protect themselves online.
• Cultivate mutual respect for themselves and others, fostering a positive and inclusive school community.

Our curriculum is carefully designed to support pupils' personal, social, and emotional development, ensuring they grow into confident, well-rounded individuals. We recognise the importance of early and consistent support in mental and physical health to promote academic success and lifelong wellbeing. By embedding these principles into our teaching, we create a safe, supportive learning environment where every child can thrive physically, mentally, and emotionally.