At West Melton Primary School, we believe that to enable our pupils to learn effectively, they need to feel safe in their environment and be both socially and emotionally ready to learn. We understand the importance of holistic development and where possible, offer nurturing and enriching experiences to enable the development of the whole child. We recognise that some of our pupils are not always emotionally ready to learn when they come to school and require an increased level of support for them to access the wider curriculum. For this reason, we offer a Nurture Group for key pupils to support their social and emotional development.

In Nurture Mrs Corker is a trained ELSA. ELSAs are emotional literacy support assistants. They help children and young people learn to understand their emotions and respect the feelings of those around them. They provide them with the time and space for pupils to think about their personal circumstances and how they manage them. Children learn lots of new skills at school not just academic but also social and emotional skills. Whilst some children may require extra help with Maths or English, others will benefit from support with the emotional side of their development. Nurture provides a modified curriculum in an environment based on the six principles of nurture which are as follows:

  1. Children’s learning is understood developmentally.
  2. The classroom offers a safe base.
  3. The importance of nurture for the development of self-esteem.
  4. Language is a vital means of communication.
  5. All behaviour is communication.
  6. The importance of transition in children’s lives.

We aim to:

  • Encourage the development of positive social relationships with both peers and adults.


  • Provide opportunities to understand emotions and develop pupil’s self-worth, confidence, motivation, trust, self-esteem and adaptability.


  • Provide a safe, calm and nurturing environment, alongside a programme of activities structured to the emotional, social and intellectual needs of each pupils, while keeping them in close contact with their base class.


  • Support pupils to understand their behaviour and that behaviours generally have a consequence and to develop strategies to self-regulate emotions and anxieties.


  • Support the development of a whole-school nurturing ethos focused on inclusion to reduce fixed term and permanent exclusion.