Read below to find out more about some of the different activities we have been getting up to; from sporting and musical activities, to visitors and 'wow' days. We are looking forward to helping our children 'explore and grow' further in 2025-26.

• Exton and Greetham CE Primary School Celebrates Nurture Schools Award

  Sun 08 Feb 2026 M Davis

  We are proud to announce that we have been awarded the Nurture Schools Award through the National Nurturing Schools Programme (NNSP), recognising the school’s exceptional commitment to wellbeing, inclusion, and nurturing relationships at the heart of its community.

   

  The award follows a rigorous assessment process, during which the school submitted a comprehensive evidence file including attendance and exclusion data, case studies, partnership work, and clear application of the Six Principles of Nurture. Assessors noted that while no report can fully capture the daily commitment of staff, the evidence demonstrated a deeply embedded, whole-school approach to nurture.

   

  Exton and Greetham CE Primary School was praised for the pivotal role it plays at the centre of its local community and for the nurturing welcome extended to all who visit. The school was already well established on its nurture journey before joining the programme, with the NNSP supporting leaders and staff to refine and embed their practice further.

   

  Assessors highlighted the school’s strong community-wide approach to nurture. The school is recognised as a model of good practice in social and emotional support and is visited by other schools seeking to learn from its approach.

   

  Nurture is central to the school’s educational philosophy, underpinned by a strong belief that children’s emotional wellbeing is fundamental to effective learning. This commitment is reflected across school life through a rich and inclusive curriculum, strong relationships, and a culture where wellbeing is prioritised for pupils and staff alike. Music and singing play a key role in supporting emotional expression and connection, forming an important part of the school’s identity.

   

  Staff wellbeing is recognised as essential to pupil wellbeing. Clear systems, including wellbeing documentation, support packages, and a staff pledge, reinforce a culture of care. Regular check-ins and reflective conversations ensure that support is offered at the right time, while a clear “family first” ethos helps staff and families balance school and home life.

   

  Children are actively encouraged to contribute to school life through a wide range of leadership roles, including school council, faith council, art ambassadors, sports leaders, cyber-wise teams, and librarians. These opportunities build confidence, responsibility, and a strong sense of belonging. Parents consistently describe the school as a place where “everyone is allowed to be themselves.”

   

  The assessment highlighted the school’s deliberate allocation of time for children to talk about their feelings. Staff support pupils to reflect on their emotions, understand how these may influence behaviour, and develop emotional awareness and self-regulation. Practical tools, such as visual feelings cards worn by staff, help children communicate when finding words is difficult, ensuring they feel understood and supported.

   

  Behaviour is understood as a form of communication. Staff work proactively to recognise and respond to underlying needs rather than viewing behaviour in isolation. Positive choices are noticed and celebrated, and during times of increased anxiety or change, such as the lead-up to Christmas, flexible and calming alternatives are offered to support regulation. The school’s simple, values-driven behaviour approach is built around the shared principles: “we are honest, we are kind, we forgive.”

   

  Strong, lasting relationships underpin all aspects of school life. One member of staff shared: “Nurture is running through the veins of the school. We are all really lucky to work here.”

   

  Pupils echoed this sense of safety and trust, with one commenting: “Every adult here is a trusted adult,” and another adding, “When we need somebody to help us, there is always someone around.”

   

  Parents spoke powerfully about the impact of the school’s nurturing approach: “Kids don’t fall through the gaps here,” “Because she feels comfortable, then she can learn,” and “The level of care and love is something else.”

   

  External validation from the SIAMS inspection (November 2024) further highlighted the strength of this approach, noting that pupils thrive as their self-confidence grows and that vulnerable children are well supported through strong relationships and a deep understanding of individual needs.

   

  This award recognises Exton and Greetham CE Primary School’s unwavering commitment to nurture, wellbeing, and community — values that continue to shape the school’s ethos and everyday practice.

• RLT Swimming Gala

  Fri 06 Feb 2026 M Davis

  Friday 6th February was the annual RLT Swimming Gala at Oakham School. Mrs Ranson took a team of 5 down to the pool to take part. She reported that the children did amazingly well, coming first or second in their heats, though they were pipped at the post for medals. Well done to all involved for taking part and for showing of your swimming skills!

• Inclusion Day

  Mon 02 Feb 2026 M Davis

  What an incredible Inclusion Day!

   

  Today we celebrated difference, empathy and belonging. The aim of the day was to help reinforce the feeling of belonging within our whole school community and the message that "Everyone matters,and matters equally."

   

  We started the day with a collective worship to introduce the day, and then split into mixed groups, containing children from across the school age range. The children were each given a time for them to draw their face, using specified colours. The idea was to create a single whole-school piece of artwork that celebrates everyone as individuals but shows that we come together to create something special and that isn't complete without us all.

   

  Children then took part in shared experiences that helped us understand how everyone learns differently — and why fairness means giving people what they need. The children had the opportunity to experience 4 different "rooms", each one geared up to help foster an understanding and appreciation of how differences impact on how a person experiences the world. We explored differences such as Autism, ADHD, Dyslexia, Speech and Language, Hearing impairment, with an understanding that this will be different for everyone, but giving an understanding of some of the ways in which it might feel different and how everyone can help each other to make the world an inclusive place to be.

  The core messages were 'Different doesn’t mean less' and that 'Everyone matters, and matters equally'.

   

  Thank you to our families for joining us at the end of the day — this learning was for adults too.

   

  The artwork is being collated and we will share a picture on the website once it is complete!