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The Nurture Provision

Supporting Emotional Wellbeing, Confidence and Independence

Central to our targeted support framework is our dedicated Nurture Provision.

We recognise that, for some students, the transition to secondary school or the social and emotional demands of daily school life can present significant barriers to learning.

Our Nurture Provision offers a safe, predictable and supportive environment where students can bridge these gaps.

The provision balances academic learning with social and emotional development. By cultivating a small-class environment, we help students develop self-esteem, emotional resilience and the communication skills needed to confidently and successfully re-integrate into the wider school curriculum.

Our Nurture groups do not work in isolation. Learning is structured, carefully tracked and directly linked to wider school expectations

Identify Need

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Nurture Support

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Confidence Building

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Skills Development

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Successful Reintegration

The Nurture Curriculum

This curriculum map outlines our provision for Year 7 and demonstrates the progression towards greater independence and successful participation within mainstream learning.

Year 7 Nuture Curriculum Overview

Impact

Our Nurture Provision aims to achieve improved attendance and engagement, increased emotional regulation, improved reading age and numeracy outcomes, greater independence and curriculum access, and successful reintegration into mainstream lessons.

Our aim is to launch students into Key Stage 4 as confident, autonomous learners capable of navigating their GCSE studies successfully.

Our Key Principles

Every stage of the Nurture Provision is built upon two key foundations.

Small Group Teaching Model

Classes are strictly capped at a low student-to-teacher ratio.

This allows for:

• Intensive individual support
• A calm and predictable environment
• Opportunities for co-regulation
• Strong relationships with staff

Adapted Schemes of Work

Nurture does not mean a reduced curriculum.

Students continue to follow the same ambitious curriculum as their peers, but learning is adapted, scaffolded and carefully structured to ensure accessibility without lowering expectations.

Year 7: Nurture & Transition Foundation

1	How Pupils Are Selected Entry is considered during the primary transition process. Priority is given to students with EHCPs identifying significant social, emotional or communication needs. Decisions are informed by SENDCo data and primary school information.
2	Timetable Model Students spend up to 12 hours per fortnight in the Nurture classroom.
3	Small Group Teaching Model Students receive small-group teaching in English, Maths, Science, Computing, PSHE and Drama once per week, allowing for increased scaffolding and personalised support.
4	Adapted Schemes of Work Lessons are adapted to remove barriers to learning whilst maintaining high expectations. Additional support is provided through differentiated resources, vocabulary development and overlearning opportunities.
5	Therapeutic & Academic Balance The focus is on establishing routines, emotional regulation, communication skills and confidence alongside academic learning.
6	Progression Model Students access all other subjects in mainstream lessons, maintaining peer relationships and broad curriculum access while preparing for increased independence in Year 8.

Year 8: Building Confidence & Stamina

1	How Pupils Are Selected Placement is reviewed through the Assess, Plan, Do, Review cycle. Some students may transition out, while others may join following SENDCo review and teacher referrals.
2	Timetable Model Students spend up to 9 hours per fortnight in the Nurture environment.
3	Small Group Teaching Model Students continue to access small-group teaching in English, Maths, Science, Computing and PSHE to consolidate core skills and build confidence.
4	Adapted Schemes of Work Curriculum adaptations continue, with a greater emphasis on independence, organisation and self-management.
5	Therapeutic & Academic Balance Support focuses on resilience, group dynamics, conflict resolution and developing positive learning behaviours.
6	Progression Model Students access most lessons within mainstream classes, with Nurture provision providing targeted support as they prepare for Key Stage 4.

Year 9: The Independence Bridge

1	How Pupils Are Selected Students are selected based on their readiness for Key Stage 4 and any ongoing SEND or EHCP requirements.
2	Timetable Model Students access up to 3 hours of Nurture provision per fortnight.
3	Small Group Teaching Model Targeted booster sessions in English, Maths and Science focus on academic confidence, study skills and preparation for GCSE pathways.
4	Adapted Schemes of Work Learning is aligned closely to mainstream expectations, with increasing emphasis on independent learning and Key Stage 4 readiness.
5	Therapeutic & Academic Balance The focus shifts towards independence, self-advocacy, organisation, time management and revision skills.
6	Progression Model Students access the remainder of their curriculum in mainstream lessons, supporting a successful transition into Key Stage 4.