Exploring the socio and emotional dimensions of children in a nurture Group : a case study

Abstract

This single case study focuses on two pupils attending the Nurture Group at a Maltese Primary School. The objective behind this research was to gain a clearer insight as to what happens within a Nurture Group setting. Our aim was to observe whether over time pupils manifest development in their ‘Learning’, ‘Conduct’ and ‘Emotional’ behaviours in order to deal with the demands of the mainstream classroom. We also observed the relationship between the Nurture Group teacher and the Nurture Group Learning Support Assistant with the two identified pupils. Finally, we hoped to elicit the strengths and weaknesses behind the system. Quantitative and qualitative data collection tools were used to help us answer our research questions. Observations at the Nurture Group and interviews were carried out with the Nurture Group teacher and Nurture Group Learning Support Assistant, the two pupils’ mainstream teachers, Head of School and the Student Services Manager for Inclusive Education. Our results revealed that, in order to ensure pupil progress, the Nurture Group teacher and Nurture Group Learning Support Assistant should work collaboratively together and model appropriate behaviours for pupils. Another significant finding was that there should be collaboration and communication between the Nurture Group staff and mainstream teachers in order to ensure continuity. The role of the Head of School was a contributing factor which led to an effective Nurture Group. Finally, the Nurture Group should not be viewed in isolation, but it should be seen as part of a whole-school nurturing approach.