‘When they’re making breakfast they’ll talk. . .’: Narrative approaches in the evaluation of Nurture Groups

Abstract

This article reports a small-scale qualitative study of work with staff in five Nurture Groups (NGs) for pupils aged 5–11 years. Three separate sessions in each Nurture Group were conducted according to narrative methodology and the following themes emerged in analysis within the context of the relationships developed with staff including: 1) the positive accounts of children who might otherwise be perceived negatively and ‘at risk’ from a number of factors associated with life outcomes (e.g. low academic attainments, school exclusion, family breakdown); 2) an emphasis on the value of establishing good relationships with parents who would otherwise be alienated from school processes (e.g. on account of language, cultural or other social barriers), and 3) expressions of dedication, commitment and the sheer enthusiasm of Nurture Group staff for their work, the children and their parents. It is suggested that narrative methods are a valuable resource in both research and professional practice, in particular, for professionals who work with children considered vulnerable and their families and who also wish to evaluate the quality of their own work.