Nurture at Meadow

Nurture at Meadow

Nurture is an approach to Inclusion, which is designed to open up learning for students who face challenges for a variety of reasons including their Special Educational Needs, Looked After Child status or experiencing loss and bereavement.

At Meadow, we strive to provide a holistic, nurturing and trauma informed approach when working with all our students.

We provide tailored and personalised nurturing interventions for our pupils based on the six principles of nurture. 

  1. Children's learning is understood developmentally. 
  2. The classroom 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.

Examples of nurture interventions include seasons for growth, skittles group, social skills groups, teeth brushing groups, as well as groups to promote hygiene, friendships and independence. 

We have an Inclusion team dedicated to student support and nurture, as we understand having key adults are important in supporting well-being, behaviour attainment and achievement. 



Miss Barratt

Ms Mitchell Miss Barham
Inclusion Lead  

Nurture Coordinator / 
RSE Instructor

Teaching Assistant


Through nurture we aim to ‘close the gap’ for our pupils and their peers by respecting their chronological age, recreating early missed experiences and providing enriching opportunities through our curriculum. This is in line with our school’s vision and aims focusing on Life Beyond Meadow. We want our pupils to be able to maintain healthy friendships, relationships and lifestyles and be as independent as they can.

It is important to note that our Nurture provision is always in line with area of the Personalised Learning Intention Map (PLIM) and Education, Health and Care plan (EHCP.) Support can vary and include targeted interventions and in class support. All of our provision is regularly monitored and reviewed and courses and professional development are sought in areas of trauma, attachment and emotional literacy to ensure our staff are kept up to date with current practice.

Nurture interventions are always holistic and information is shared with all relevant professionals in the network including the Form Tutor, Assistant Headteacher and other agencies working with the young person. Nurture groups also run alongside other whole school approaches to de-escalation including Zones of Regulation, low arousal SCERTS approaches and The Rights Respecting School.

Miss L Barratt
Inclusion Lead