In this two-year project, four participating primary schools received training, support and investment to develop relational approaches and nurturing practices in their settings. The investment included funding for a nurture group, training for the nurture group staff and whole-school staff training in attachment theory, neuroscience and emotion coaching. The socio-emotional progress of 57 pupils attending a nurture group intervention was measured using the Boxall Profile® assessment instrument and staff focus group interviews reflected on any perceived changes to school ethos and practice over the course of the project. The impact of relational approaches on school suspension data was also investigated. The socio-emotional progress made by pupils attending the nurture group intervention was found to be statistically significant and this progress was confirmed by qualitative observations made by staff. The development of relational approaches in school changed the way that adults spoke to children and to each other; schools felt calmer and more nurturing; and staff well-being also improved. The impact on school suspension data was inconclusive. The findings recommend an investment in relational approaches in schools to promote positive emotional development, a calmer school atmosphere and improved staff well-being.

Key Points
• Pupils attending nurture groups made statistically significant improvements in their socio-emotional functioning.
• The development of relational approaches in schools changed the way that adults spoke to children.
• Schools were found to become calmer, more serene and more nurturing.
• A focus on relationships supported staff well-being.