Promoting success at school: a case study of a nurture group intervention
Degree GrantorUniversity of Canterbury
Degree NameMaster of Teaching and Learning
This case study was based on a programme that followed the Nurture Group concept in a Secondary School in New Zealand. The Success at School (SAS) programme was based within the school complex and consisted of a home classroom where students were provided with both an academic and social/ life skills programme. The nine selected students were all failing academically and socially within the Year 9 cohort. Academically, all students made some small gains in their literacy and numeracy skills and also on task behaviour. Socially, small gains were made by most students in their positive interactions with others and in decreasing their absences, suspensions, referrals from class and lateness to school. Eight of the nine students indicated an attachment/ trust relationship with their teacher and/ or teacher aide. However it is not clear if the small gains that were made by most of the students can be directly attributed to the Nurture Group concept. The small group size, 1:1 teaching, individualised learning programmes and the introduction of a social skills programme may also have contributed to the small academic and social gains the students made. This case study provides an insight into the adaptation of a United Kingdom (UK) primary school Nurture Group model to a New Zealand secondary school setting.