The Nurture Project Partnership Overview – Independent Schools
The project involves training sixth form students to volunteer as mentors for pupils at a neighbouring state school for one academic year. The project can be extended, where circumstances allow, to offer further support at other times before and after school, during school holidays and through the sharing of school resources etc.
Mentoring Scope
The mentoring programme can also be run in neighbouring state schools, even if the Nurture Project model is not in place. While the overall impact may be less pronounced, significant benefits still exist for disadvantaged pupils and independent schools alike (see benefits below).
Participation Process
Once both schools have agreed to participate:
- Interest Assessment: Sixth form students express interest in joining the Nurture Project Partnership after a brief presentation.
- Training Sessions: Students attend three training sessions each lasting 2 hours at the project’s outset.
Training includes:
- Overview of the Nurture Project: Insights into attachment theory, child development and resilience.
- Positive Psychology: Exploring strengths, mental health and emotional wellbeing.
- Safeguarding Practices: Ensuring the safety of all participants.
Activities Undertaken by Sixth Formers
Throughout the year, sixth formers will engage in a variety of activities, including:
- Literacy and Numeracy Interventions
- Subject Tutoring
- Supporting Sports and Arts: Involvement in drama groups, choirs, and music.
- Group Activities: Organising activities during breaks and lunchtimes, attending breakfast and afterschool clubs, running homework and holiday clubs.
Sixth formers are supervised at all times in accordance with both schools’ safeguarding policies.
Role of Sixth Formers
As positive role models, sixth formers promote secure attachment styles among disadvantaged children, enabling these pupils to engage more effectively with their learning when they return to class
- Demonstrated Value: Provides data showcasing their societal impact, particularly in raising the academic attainment of disadvantaged pupils.
- Enhanced Emotional Well-Being: Improves the emotional health of students involved in mentoring through a strengths-based approach.
- Duke of Edinburgh Award: Participation can contribute to this award.
- Community Building: Fosters partnerships that bridge gaps between independent and state schools.
- Social Cohesion: Strengthens links within the local community.
To initiate the project, consider the following:
1. Identify a Partner State School:
- Consider existing partnerships or a school with a high number of pupils eligible for pupil premium funding (ideally within 5 miles).
- Assess prior training in attachment and trauma. Does the school have an existing Nurture Group? Are they willing to adapt their systems for this project?
2. Establish Communication:
- Identify a liaison person from both schools.
- Confirm availability of sixth formers from the independent school to volunteer 2 hours per week for the academic year.
3. Data Sharing:
- Ensure the state school is open to sharing anonymised pupil premium data to measure project impact and improve outcomes.
- Implement pre- and post-questionnaires for sixth formers to assess emotional well-being.
4. Coordination:
- Assign a staff member from the independent school to coordinate timetables with the state school.
- Arrange transport for students to and from the target state school.
5. Training Schedule:
- Allocate time for the three training sessions at the beginning of the project.
