Insley, Kim;
(2024)
Whole-school nurture: a theoretical reflection
with some practical solutions.
The International Journal of Nurture in Education
, 10
pp. 7-22.
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Abstract
The school is a micro-society that needs systems in place to ensure it runs efficiently. School leaders are responsible both for setting up these structures and ensuring that they work. There are many challenges, but as Sylvia Lucas noted when she talked about the ‘nurturing school’ in 1999, nurture group theory can support these processes by valuing people and recognising the importance of relationships. The author considers the Six Principles of Nurture and conducts a short analysis of these against later developments for whole-school consideration. By using Bronfenbrenner’s Ecological Theory, this article then highlights elements that affect whole-school nurture provision. Reviewing the nurture principles through this lens enables us to see how relationships, communication and reciprocity are key factors in any nurturing school. Leaders in schools therefore should be conversant with the bigger picture in supporting all students’ achievements, not just those identified as needing nurture provision. The author argues that ethically, leaders should provide a nurturing school in order to ensure inclusion for all members of its community. This will require a different look at school policies, and new opportunities for continuing professional development.
| Type: | Article |
|---|---|
| Title: | Whole-school nurture: a theoretical reflection with some practical solutions |
| Location: | UK |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.nurtureuk.org/journal/volume-10/ |
| Language: | English |
| Additional information: | This is an Open Access article distributed under the terms of the Creative Commons Attribution-Non Commercial-Share Alike 4.0 International Public License, https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en. |
| Keywords: | Nurture, school wellbeing, CPD |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10206180 |
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