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In 2013 in an effort to provide a meaningful curriculum, while at the same time reducing school exclusions, Cardinal Winning Secondary School set up a Nurture Base called ‘The Nest’.

The ‘Nest’ is a safe haven for young people who were not engaging with the curriculum or were exhibiting behaviour difficulties in class.

The Overall aim of The ‘Nest’ is to assist pupils in re-engaging with the whole school curriculum and reduce disruption in the school overall..

The ‘Nest’ policy:

·         To increase inclusive practice for children with emotional and behavioural difficulties and to develop ways in which the school supports such children


·         To facilitate a positive whole school ethos

·         To develop awareness about the causes of behaviour and the effective management of behaviour problems

·         To raise the achievement of children with emotional and behavioural difficulties


We are aiming to provide an environment that is safe, secure and encourages pro-social behaviour, conflict resolution and a sense of community. They learn to respect and empathise with each other. The ‘Nest’ is staffed by one trained teacher and a trained PSA who model positive relationships. 

The classroom is furnished to be both home and school, is comfortable and welcoming, containing and protected. It is big enough for a wide range of domestic and personal activities.

Pupils are not chosen for the nest but are identified using the ‘Boxall Profile’, It provides a framework for the structured observation of children / young people to assess their barriers to learning arising from social, emotional and behavioural difficulties, whilst also identifying the individual strengths too. The ‘Beyond the Boxall’ not only assesses need but also suggests strategies to address the identified needs, and monitor progress and outcomes.

The pupils is the ‘Nest’ are either overwhelmed by the school day or have disengaged with the curriculum this has led to a lot of suspensions and time out of class, the time is the nest is used to allow pupils to:

  • feel secure, trust known adults to be kind and helpful, and concerned about their well-being
  • be responsive to them, biddable and cooperative approach and respond to other children and speak in a familiar group
  • have some understanding of immediate cause and effect
  • be eager to extend their past experience, and tolerate the frustration and disappointment of not succeeding
  • find the school day stimulating but not overwhelming
  • be confident to try new activities and initiate ideas


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