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Educational Inclusion is about equal opportunities for all pupils, whatever their age, gender, sexuality ethnicity, disability, attainment and background. We pay particular attention to the achievement and progress of different groups of children in the school. As an inclusive school we believe that the teaching and learning, achievements, attitudes and well-being of every individual matters. This does not necessarily mean treating all pupils in the same way, it means taking account of individual’s life experiences and needs.

The curriculum should provide relevant and challenging learning to all children by:

  • setting suitable learning challenges,
  • responding to pupils’ diverse learning needs,
  • overcoming potential barriers to learning for individuals and groups of pupils.


Nurture at Robert Kett provides the foundations for successful learning and is being developed through our Nurturing schools programme across the school following the 6 principles of nurture:

The 6 principles of Nurture:

  1. Children's learning is understood developmentally

  2. The classroom/school offers a safe base

  3. Nurture is important for the development of self esteem

  4. Language is understood as a vital means of communication

  5. All behaviour is communication

  6. Transitions are significant in the lives of children

Where children require additional/specialist nurture support above and beyond their mainstream class, there is a morning Nurture group, The Explorers (Reception and Year 1) and additional Pioneers groups (KS2).


The Explorers Nurture group is an early intervention for children primarily in Year 1 (and Reception if there is a need).

The group consists of between approximately 8 children, led by an HLTA Nurture practitioner (qualified in ‘the theory and practice of nurture groups’).

The sessions take place in a purposely designed classroom, offering a warm and inviting place where the children can feel safe and begin to build trust and relationships in a safe environment.

The nurture room is arranged to be a balance between the classroom and the home environment - having a reading/quiet area with a sofa, a dining area for snack time, a role play area with a generous range of toys, games and activities and a learning area resourced in the same way as a mainstream classroom.

The are a number of reasons why a child might benefit from joining The Explorers Nurture group. These might include but are not limited to:

  • Low self esteem/confidence
  • Quiet/shy/withdrawn
  • Poor learning behaviours
  • Difficulty sharing/taking turns
  • Difficulty settling in class
  • Transition from another school
  • Bereavement / Trauma 
  • Friendship difficulties

How long might a child attend the nurture group?

A child may attend the nurture group for between 1 and 4 terms depending upon need. However, we ensure that the children remain an integral member of their mainstream class; returning for assemblies, playtime, lunch, school outings and for any special events or visitors.

The nurture staff plan closely with the Year group teachers and follow the curriculum carried out in class but at the right level of differentiation for the children in the group.

A balanced group is formed based on need and the results of a boxall profile.

There is a structured routine with clear boundaries and good role modelling, based upon the school’s 5Cs and the 6 principles of nurture.

The children attend Explorers every day between 10:30am and 12:00pm

One session each week is spent in our forest school.

Snack time is a core part of the morning; encouraging the children to talk, improve their social skills as well as developing courtesy and their table manners.

The children take turns as monitors to prepare the snack. They take orders from the other children, set the table and clear it afterwards. Snack time activities for the rest of the group include emotional literacy, listening, turn taking, philosophy, concentration and memory games.

The Explorers enjoy an activity we call Boxtime. It involves a circle time activity (‘boxtime’) and a practical craft activity.

Boxtime focuses on developing listening skills, cooperation, turn-taking and concentration skills.

The craft activity requires focus and listening skills and is often quite messy (sensory work).

Parental involvement

Close links with parents are encouraged and welcomed. The Nurture staff are available before and after school for a chat with regard to their child.

Parents are invited to special events ½ termly to celebrate the achievements of the children and show them what the Explorers group does.


Assessment consists of:

  • Regular discussions between the Nurture team and the class teachers
  • Class teacher/TA observation
  • Reports from other agencies
  • Discussions with parents
  • Boxall profile questionnaire completed (by class teacher/TA) termly


We aim to integrate children back to their mainstream class at the earliest opportunity.

The Boxall profile is used to keep track of progress, alongside teacher observation and discussion.

Reintegration is tailored to each child’s individual needs. It takes place gradually, at the child’s pace working closely with the class teacher and parents.


Pioneer groups are created around the needs of the children. The sessions take place in the nurture room and consist of between 6-8 children.

Unlike The Explorer group, Pioneers often focuses on specific needs.

The focus of a group can be:

  • Friendship skills
  • Social skills
  • Building self esteem 
  • Anger management

The format of the Pioneers sessions consist of a greeting, news sharing, and an activity based on the specific focus of the group. These groups are reviewed regularly with children finishing sessions or starting sessions as relevant.