Cooke, Yeomans and Parkes (2008), representing their employing Local Authority, a school and a university, produce an account of a nurture group established for Key Stage 3 students, aiming to show how nurture group principles were adapted for older students. The premise of this study was instigated in the high school, following whole staff training on
103
nurture, and expressed concerns regarding one particular student’s behavioural difficulties. Cooke et al. highlight the role that nurture groups can play in providing support for children with social emotional and behavioural difficulties by using nurture group approaches in a secondary school setting. These include:
maintaining consistent staffing (usually a teacher and classroom assistant); modelling of positive behaviour and social skills by staff;
providing predictable routines; limiting the size of the group;
providing developmentally appropriate activities; providing a secure base; and
considering the importance of transitions in children’s lives p293
Cooke et al. (2008) highlight that the transition into adolescence requires separation from early attachment figures, for example family, vulnerable young people may experience infantile feelings during adolescence. A nurture group approach within secondary school could provide a means of supportive intervention for those likely to be vulnerable in Year 7, at this time of development and also coping with change of school.
In the study young people were identified for the group by Year 6 teachers being asked to complete Boxall Profiles. These were used as a selection instrument on the basis of need and the group dynamics. The young people attended the secondary nurture group for all afternoon sessions throughout Year 7 and then for two sessions per week in Year 8. The sessions were based on the ‘classic’ nurture group model, following whole staff training about nurture and then additional specific nurture group training for all of the SEN Department staff.
Methodological approaches, including the selection of pupils, use of Boxall Profile data and case study, by Cooke et al. were used as a basis for this study. In addition, wider secondary
104
school research by Colley (2010), as within this study, provides broader qualitative evidence regarding the effectiveness of a nurture group approach to support vulnerable secondary school pupils.
Evaluation data were obtained by further termly Boxall Profile assessment by secondary school staff, which demonstrated improvements on all of the developmental strands; however, diagnostic strands showed less consistency on four of the sub-strands progress was not evident. Case study information for a single pupil, who joined the group at the end of the autumn tern in Year 7, demonstrated considerable improvement in the students’ ability to engage in school life; however, how/why this student was selected is not explained.
Colley (2011) meanwhile, investigated the development of nurture groups in secondary schools using semi-structured interviews with professionals involved in secondary school nurture groups across Britain, identified from the Nurture Group Network data base. Six secondary schools’ nurture group staff were interviewed in depth to elicit stakeholders’ perceptions of practical effects of having a nurture group. Student and parental interviews also took place to explore their perceptions of nurture group provision; the nurture group as a ‘safe base’; student outcomes; and possible stigma associated with nurture provision. Thematic Analysis (Braun and Clarke, 2006) was used.
Findings demonstrated that those involved were able to describe positive progress made by individuals during and following the intervention, with several stakeholders alluding to long- term positive outcomes for students. Parental responses demonstrated that a number of parents thought that their child would have been less engaged in school without the provision. The study does not however provide data on students’ academic attainment in school or outline in any detail the criteria or methods of initial selection of students for the groups, or procedural aspects of the secondary school nurture groups. Overall therefore,
105
whilst providing a useful insight into experiences of secondary school nurture groups the study does not provide detailed or convincing evidence of its effectiveness.
Pintilei (2009) carried out an in-depth examination of young people’s experiences of a secondary school nurture group. Using grounded theory (Charmaz, 2006, Strauss and Corbin, 1990), the study aimed to gain knowledge of the experience and views of young people who had experienced this support intervention. The study took place in one secondary school, whose nurture group ran for three sessions per week throughout Year 7.
Pintilei collated data from observations of three nurture group sessions and interviews with eight young people. The interviews aimed to provide pupils with the opportunity to elaborate on their experiences in the nurture group. In addition, interviews took place with the nurture group leader and co-ordinator. Analysis of interviews showed that young people who had experienced the nurture groups valued building and experiencing nurturing relationships with staff and peer most strongly, and also valued having a ‘safe base’; and experiencing a range of activities. The nurture group experience was also judged by both respondent groups (staff and pupils), to have facilitated communication; the nurture group staff showed that they facilitated opportunities for informal communication with the young people, which in turn supported the young people in communicating more readily with others.
This research provides a valuable insight into young people’s views of attending a nurture group in secondary school. It does not however provide information regarding the progress of these students over time or their ability to engage in wider school life, in particular with learning.