Exploring Glasgow’s Nurturing Approach: A Journey of Understanding and Growth
*The following guest post represents the author’s personal view and does not necessarily represent the view of the Birmingham Early Years Networks (BEYN) as a whole. Any issues or questions arising from the content of this post should, therefore, be directed to the author and not BEYN.
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HEART Midlands Stronger Practice Hub partners recently embarked on a transformative three-day trip to Glasgow, Scotland, to explore the benefits of a nurturing city.
During our visit, we had the privilege of immersing ourselves in three distinct settings—Tower View Nursery, St Rose of Lima Primary, and Rosshall Academy High School—all of which embraced and embodied the six core Nurture Principles that guide Glasgow's Nurturing Approach.
The experience gave us invaluable insights into the profound impact of nurturing environments on the holistic development and wellbeing of children and young adults.
Learning is understood developmentally
One of the fundamental principles we encountered during our visit was the understanding that learning is a developmental process.
In each setting we visited, educators and staff members demonstrated a deep appreciation for the unique developmental stages and needs of every individual.
By tailoring their approaches to the specific developmental levels of their students, they created environments that were conducive to growth, learning, and overall wellbeing.
The environment offers a safe base
Central to Glasgow's Nurturing Approach is the concept of providing a safe and secure environment as a foundation for growth and development.
We witnessed firsthand how the physical spaces and emotional atmospheres of all the settings were intentionally designed to offer students a sense of safety, belonging, and support.
This safe base served as a launching pad for exploration, learning, and social-emotional development.
Nurture is important for the development of wellbeing
Throughout our visit, we saw how nurturing relationships and supportive environments played a critical role in fostering the wellbeing of students and staff alike.
By prioritising emotional support, positive relationships, and a sense of community, the settings we visited nurtured not only academic growth but also emotional resilience, self-esteem, and overall wellbeing.
It was evident that a focus on nurture was integral to creating a thriving and inclusive learning environment.
Language is a vital means of communication
Another key principle we encountered in Glasgow's Nurturing Approach is the importance of language as a vital means of communication.
Educators and staff members in the settings we visited placed a strong emphasis on fostering effective communication skills, both verbal and non-verbal, to support understanding, expression, and connection.
By promoting open and respectful communication, they created a culture of empathy, collaboration, and mutual respect.
All behaviour is communication
One of the most powerful lessons we learned during our trip was the understanding that all behaviour is a form of communication.
Rather than simply reacting to behaviours, the educators and staff members we met approached challenging behaviours with empathy and understanding, recognising them as signals of unmet needs or underlying emotions.
This perspective allowed them to respond to behaviour in a supportive and constructive manner, fostering growth, self-awareness, and positive relationships.
Transitions are important in children’s lives
Lastly, we observed how transitions were recognised as significant milestones in children's lives within the settings we visited. Whether it was transitioning from home to school, one school year to another, or one phase of life to the next, educators and staff members supported these transitions with care, empathy, and continuity.
By acknowledging the significance of transitions and providing support during these periods of change, they helped students navigate new experiences with confidence, resilience, and a sense of security.
The principle of one good adult has been crucial for the success of this step and staff often reminded us that the need for children to feel secure with their emotionally available adult was the reason transitions were often successful.
The transformative power of nurturing environments
Our journey to Glasgow provided us with a profound understanding of the transformative power of nurturing environments and relationships in fostering holistic development, wellbeing, and growth.
By immersing ourselves in settings that embraced the six Nurture Principles, we gained valuable insights that will undoubtedly shape our practice and approach as HEART Stronger partners.
As we reflect on our experience, we are inspired to cultivate environments that prioritise nurture, understanding, and empathy, creating spaces where individuals can thrive, learn, and grow to their fullest potential.
We are now looking forward to undergoing further training in the Midlands to adopt this nurturing approach!
Blog author: Claire Fitzgerald
Areas of Expertise: Childminding
Claire Fitzgerald’s commitment to outstanding outcomes for younger people began in 2005, when she completed her level 2 in early years.
Since then, Claire has delivered early years care in a number of roles, gaining valuable experience as a nursery practitioner. Claire was swiftly promoted to deputy nursery manager in early 2008. Later that year, Claire set up her own childminding business, which she ran successfully since 2008 recently becoming ‘Outstanding’ across all areas of her provision.
To further develop her understanding of the theory of childcare and education, Claire then undertook a teacher training course. During the full-time, heavily placement-based course, Claire spent much of her time helping children with special educational needs, giving her a deep understanding of the safeguarding requirements of vulnerable children.
Claire then became a training officer at an ‘Outstanding’ rated training provider and has since worked in other training officer roles helping to provide apprenticeships for teaching assistants, continuing with her passion of helping those with special educational needs. Claire also trains early years practitioners on a freelance basis and is also a governor.
Claire has just gained the position of Area Lead (HEART - Midlands Stronger Practice Hub) for Childminders on the new Covid -19 Childminder Mentor Programme and is working hard to share best practice for other childminders to enable better outcomes for children across the city.