Course Information at a Glance
Course length: Approximately four hours
Course format: Online and self-paced
Coursework: There is no coursework, written assignment or formal assessment
Who is it for? Nurture practitioners, teachers, teaching assistants, SENDCos, pastoral teams, behaviour leads, Early Years practitioners, school leaders and outdoor learning staff
Age range: EYFS, KS1 and KS2, with principles that can be adapted for older learners
Experience required: No previous specialist outdoor learning experience is required
How do you complete the course? Work through short reading sections, training videos, audio content, practical examples and reflective prompts
Can I complete it at my own pace? Yes. Your progress is saved, allowing you to pause and return whenever it suits you
What will I receive? Access to the online training and eligibility for a Muddy Puddle Teacher® certificate of completion
How do I access it? The course is accessed online through your Muddy Puddle Teacher® account
Is it included in my membership? This specialist course is included as part of the Gold & Ultimate Memberships
Who Is This Outdoor Nurture Group Course For?
Outdoor Learning for Nurture Groups is suitable for nurture practitioners, classroom teachers, teaching assistants, SENDCos, pastoral staff, behaviour leads, emotional literacy support assistants, Early Years professionals, outdoor learning practitioners and school leaders.
It can be completed by an individual practitioner or used as part of a wider staff professional-development programme.
The course is suitable for mainstream primary schools, special schools, alternative provision, pupil referral units, Early Years settings, nurture rooms and small-group intervention provision.
You do not need to run a formally recognised nurture group to benefit from the course.
The principles can also be used within pastoral groups, regulation interventions, SEND provision, transition support and small-group emotional wellbeing programmes.
The course is particularly useful for staff supporting children who experience anxiety, low confidence, attachment needs, emotional dysregulation, social difficulties, school avoidance or repeated difficulty within the classroom.
Explore our SEND Outdoor Learning Hub for further practical guidance and resources.
What Will You Learn?
By the end of the course, you will have a stronger understanding of how outdoor learning can support nurture principles and children’s social, emotional and developmental needs.
You will explore how to create predictable outdoor routines, use co-regulation before expecting self-regulation, build secure relationships through shared experiences, support emotional literacy, provide purposeful opportunities for movement, use sensory experiences thoughtfully, create achievable challenges, develop communication and cooperation, strengthen confidence and help children experience themselves as successful learners.
You will also consider how outdoor nurture sessions can support children without becoming disconnected from the wider curriculum and school community.
The aim is not to create a separate outdoor world that children never want to leave.
The aim is to use outdoor experiences to strengthen the skills, confidence and emotional security children need to participate more successfully across school life.
For a broader introduction, visit our Complete Guide to Outdoor Learning.
Why Use Outdoor Learning in Nurture Groups?
Children accessing nurture provision may find busy classrooms, academic pressure, transitions, social expectations or emotional demands difficult to manage.
Some children need additional opportunities to feel safe, build trust and experience success before they can fully engage with learning.
Outdoor environments can provide more space, movement and flexibility.
Children may feel less observed and pressured when completing a practical task alongside an adult rather than sitting directly opposite them.
Shared outdoor activities can also create natural opportunities for conversation, cooperation and connection.
A child may talk more freely while walking, collecting objects, gardening, building or completing a practical challenge.
Outdoor learning can also help children show strengths that are not always visible in the classroom.
A child who struggles with handwriting or formal recording may demonstrate creativity, leadership, persistence, organisation or practical problem-solving.
These experiences can begin to change how children see themselves.
They are not simply children who struggle.
They are capable learners with strengths that can be recognised and developed.
Building Safe and Predictable Outdoor Routines
Nurture provision should feel safe, consistent and predictable.
This remains important when learning moves outside.
Although outdoor environments naturally involve change, adults can provide a clear and reliable structure around the experience.
Children can benefit from using the same meeting point, opening routine, visual sequence and finishing signal each time.
They may need to know where they are going, what they will do, how long the session will last and what will happen afterwards.
Predictability helps children use their energy for participation rather than trying to work out what is happening.
The course helps practitioners think carefully about outdoor transitions, boundaries and routines.
It also considers how changes in weather, staffing, equipment or space can be explained without creating unnecessary anxiety.
A nurturing outdoor session can still include exploration and choice.
The adult creates a safe framework within which children can participate with increasing confidence and independence.
Supporting Co-Regulation Outdoors
Self-regulation develops through repeated experiences of co-regulation.
Children do not learn to calm themselves simply because an adult tells them to calm down.
They learn through being supported by calm, consistent adults who notice their cues, reduce unnecessary demands and help them return to a regulated state.
Outdoor learning can provide practical opportunities for this.
Walking, carrying, digging, pouring, collecting, building, pushing and pulling can all support some children’s regulation.
Rhythm and repetition can also help children feel more settled.
A familiar route, repeated action or predictable practical task may give a child something manageable to focus on.
The course helps adults consider their own role within regulation.
Tone of voice, pace, body position, language and proximity can all influence how safe a child feels.
A regulated adult can help a child feel that difficult emotions are manageable.
Building Relationships Through Shared Activity
Relationships sit at the centre of nurture practice.
Children are more likely to communicate, accept guidance and attempt something difficult when they feel emotionally safe with the adult supporting them.
Outdoor activity can help relationships develop naturally.
An adult and child might work together to plant seeds, build a structure, move equipment, create a trail or solve a practical problem.
The focus is shared.
The child is not being watched, questioned or corrected throughout the interaction.
This can reduce pressure and create space for connection.
Adults can use these moments to model cooperation, patience, problem-solving and repair.
When something goes wrong, the child can experience the adult staying calm and helping them find a way forward.
The course explores how everyday outdoor interactions can help children develop trust without making relationship-building feel forced.
Supporting Emotional Literacy Outdoors
Children need opportunities to notice, name and understand emotions.
However, some children find direct conversations about feelings uncomfortable or overwhelming.
Outdoor experiences can provide an indirect starting point.
A child might choose a natural object that represents how they feel, create a weather symbol for their mood or describe which part of an outdoor space feels calming or uncomfortable.
Stories, imaginative play and practical activities can also help children explore feelings without having to speak directly about themselves.
For example, children might create a safe space for a toy character, build a bridge representing a difficult transition or use natural materials to show different levels of emotion.
The course helps practitioners use these experiences sensitively.
Activities should never pressure children to disclose personal information.
The aim is to give children accessible ways to recognise, express and manage emotions.
Explore our Outdoor Emotional Literacy Resources for further practical ideas.
Supporting Communication and Social Development
Nurture groups often help children develop communication, turn-taking, listening, cooperation and conflict-resolution skills.
Outdoor learning creates real situations in which these skills can be practised.
Children might need to share equipment, agree on a plan, divide responsibilities or solve a problem together.
These experiences give adults opportunities to model helpful language and support children through manageable social challenges.
However, not every child should be expected to work closely with others straight away.
Some children may first need to complete an activity alongside another person, rather than directly with them.
The course helps practitioners think about levels of participation and how social expectations can be introduced gradually.
Success may begin with tolerating another child nearby, sharing one item or completing one short part of a group task.
Small steps matter.
Supporting Confidence and Self-Esteem
Children who access nurture provision may have experienced repeated difficulty, correction or rejection.
They may already believe that they are bad at school, unlikeable or unable to succeed.
Outdoor learning can create new opportunities for achievement.
Tasks can be practical, meaningful and adaptable.
Children may be able to see the result of their effort through something they have planted, built, organised, collected or created.
Adults can support confidence by noticing specific strengths.
Instead of offering only general praise, they might recognise persistence, careful observation, kindness, creativity, leadership or problem-solving.
Specific feedback helps children understand what they did successfully.
The course also considers how to create appropriate challenge.
Activities should not be so easy that success feels meaningless, but they should be achievable with the right level of support.
Children need to experience that effort, support and persistence can lead to success.
Supporting Sensory Needs
Outdoor environments contain a wide range of sensory experiences.
These may include wind, sunlight, rain, mud, grass, smells, sounds, movement and changes in temperature.
Some children may find these experiences calming and regulating.
Others may find them unpredictable or overwhelming.
A nurturing approach does not assume that every child will enjoy every outdoor experience.
Adults need to observe individual responses and offer reasonable adaptations.
A child may benefit from gloves, a quieter area, an alternative texture, a familiar object, access to ear defenders or permission to observe before joining.
The course helps practitioners distinguish between encouraging a child to build confidence and pushing them through an experience that feels unsafe.
Choice and gradual participation can support trust.
Using Outdoor Learning to Reconnect Children With the Curriculum
Nurture groups should support children’s wider participation in education.
Outdoor learning can help children reconnect with curriculum subjects through practical and achievable experiences.
Literacy can begin with storytelling, conversation, signs, labels or vocabulary linked to a real experience.
Maths can be explored through counting, measuring, sorting, comparing and building.
Science can begin with observation, investigation and questioning.
Creative subjects can be developed through natural materials, movement, sound and imaginative play.
The course helps practitioners keep the emotional and academic purposes connected.
Children should not feel that nurture is separate from learning.
They should experience that learning can feel safe, meaningful and possible.
Visit our Teaching the Primary Curriculum Outdoors Hub for related ideas.
Try This in Your Nurture Group
Create a simple and consistent outdoor opening routine.
Begin each session in the same place.
Use a short visual sequence showing the start, main activity and finish.
Offer children one predictable regulation activity, such as carrying equipment, walking a familiar route or completing a short collecting task.
Keep the first few sessions simple.
The aim is not to provide lots of activities.
The aim is to help children understand the routine and feel secure within it.
Once the structure is familiar, you can gradually introduce more choice, challenge and collaboration.
Observe how children respond to the transition, the space and the adult support.
One small change to the routine may have a greater impact than adding more resources.
What Will You Do During the Course?
Outdoor Learning for Nurture Groups is practical and accessible.
You will work through short sections of online training containing reading, videos, audio content, examples from educational settings and reflective prompts.
You may be encouraged to think about a particular child, group routine, transition or outdoor activity while completing the course.
This helps you connect the training directly to your provision.
There is no coursework, written assignment or formal assessment.
You will not need to submit a nurture plan, portfolio, case study or assessed observation.
The reflection opportunities are included to help you apply the learning rather than test you.
How Long Does the Course Take?
Outdoor Learning for Nurture Groups takes approximately four hours to complete.
You can complete the course in one session or divide it into shorter sections.
Your progress is saved, allowing you to pause and return whenever it suits you.
There is no requirement to complete the course in one sitting and no fixed deadline.
Schools may also choose to use sections during nurture team meetings, SEND development sessions, pastoral meetings, twilight training or INSET time, subject to the appropriate membership or training licence.
Do I Need Previous Experience?
No previous nurture group or outdoor learning training is required.
The course begins with clear principles and introduces practical strategies gradually.
It is suitable for practitioners who are new to nurture provision as well as experienced staff who want to develop their outdoor practice.
The course does not replace accredited nurture training, therapeutic support or guidance from specialist professionals.
It focuses on practical ways education staff can use outdoor learning within their existing role.
Do I Need a Forest School or Woodland?
No.
The course is designed for ordinary school grounds and educational settings.
The approaches can be used in playgrounds, yards, courtyards, gardens, fields, decking, artificial sports areas and small outdoor spaces.
You do not need a woodland, Forest School programme or specialist outdoor area.
The focus is on using the space you already have in a safe, purposeful and nurturing way.
Explore our Outdoor Learning in Small Spaces Guide for additional support.
What Equipment Will I Need?
You will not need expensive equipment to complete the course.
Many nurture activities can be supported using ordinary resources such as chalk, rope, hoops, cones, buckets, crates, clipboards, fabric, cards and natural loose parts.
The adult approach, routine and emotional environment are more important than the amount of equipment available.
Any specific equipment mentioned during the training will be explained within the relevant section.
Is This Course Suitable for SEND?
Yes.
The course is designed to support inclusive practice and considers regulation, communication, sensory needs, anxiety, movement, relationships and participation.
The principles may benefit children with a range of identified and emerging needs.
Practitioners should always adapt the guidance according to each child’s individual profile and any professional recommendations already in place.
The training can sit alongside Education, Health and Care Plans, pastoral plans, behaviour support plans and advice from external professionals.
Will I Receive a Certificate?
Once you have completed the course, you will be eligible to receive a Muddy Puddle Teacher® certificate of completion.
To request your certificate, email info@themuddypuddleteacher.co.uk.
Please include your full name, the title of the course and the email address to which you would like the certificate sent.
Certificates are issued electronically unless otherwise agreed.
Is This an Accredited Qualification?
Outdoor Learning for Nurture Groups provides a certificate of completion and can contribute to your professional-development record.
It is a specialist CPD course rather than a standalone nurture, counselling, therapy or mental health qualification.
Where a course forms part of an accredited Muddy Puddle Teacher® pathway, this will be clearly stated within the course information.
Explore our Accredited Outdoor Learning Training Pathway to discover the next stages of your professional development.
Can This Course Be Used as CPD?
Yes.
The course can contribute to your continuing professional development and may be recorded within appraisal evidence, a professional-development file or reflective journal.
You may wish to record what you learned, which strategies you introduced and the impact they had on children’s regulation, relationships, confidence or engagement.
The course is particularly relevant for staff developing their knowledge of nurture practice, SEMH, regulation, attachment-aware approaches, SEND and inclusive outdoor learning.
Can Schools Complete the Course Together?
Yes.
The course can be completed individually or used as part of staff professional development.
Schools may choose to work through sections during nurture team meetings, SEND meetings, pastoral development, twilight sessions or INSET time.
Completing the course as a team can help staff create a more consistent approach to relationships, language, regulation and outdoor nurture provision.
Each person accessing the course must be covered by the appropriate membership or training licence.
What Is Included?
The course includes approximately four hours of online training, practical guidance for using outdoor learning within nurture provision, strategies for regulation and co-regulation, ideas for relationships and emotional literacy, examples adaptable for ordinary school grounds, reflective prompts, access through your Muddy Puddle Teacher® account and eligibility for a certificate of completion.
There is no coursework, written assignment, examination or assessed portfolio.
Gold members can also explore a wider collection of practical CPD courses covering outdoor play, Early Years, curriculum learning, nurture and whole-school development.
How Do I Access the Course?
Sign in to your Muddy Puddle Teacher® account and open the online training area.
Select Outdoor Learning for Nurture Groups and begin the course whenever you are ready.
Your progress is saved, allowing you to pause and return at any time.
Access to this course is included within the Gold Membership.
Continue Your Outdoor Learning Professional Development
After completing Outdoor Learning for Nurture Groups, you can continue developing your practice through related Muddy Puddle Teacher® courses.
Relevant next steps may include Outdoor Learning Specialism: Behaviour and SEMH, Outdoor Learning Specialism: Autism and Autistic Learners, Outdoor Learning Specialism: Speech, Language and Non-Speaking Learners, Inclusive Outdoor Play for Children with SEND, Level 1 Outdoor Learning: Primary School Starter Course and the Accredited Outdoor Learning Practitioner Pathway. Browse all by heading to the Outdoor Learning Courses Hub.
Gold Membership provides access to a growing collection of practical outdoor learning CPD courses.
Ultimate Membership includes the complete online course library and the accredited Outdoor Learning Practitioner and Coordinator pathways.
Start Outdoor Learning for Nurture Groups
Use outdoor learning to strengthen relationships, support regulation and help children experience confidence and success.
Complete approximately four hours of online training at your own pace, with no coursework, no written assignment and no formal assessment.
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Frequently Asked Questions
How long does the Outdoor Learning for Nurture Groups course take?
The course takes approximately four hours to complete. You can complete it in one sitting or divide it into shorter sections. Your progress is saved, so you can pause and return whenever it suits you.
Is there any coursework?
No. There is no coursework, written assignment, examination, portfolio or formal assessment. Reflection prompts are included to help you apply the learning within your own provision.
Do I need to run an official nurture group?
No. The course is suitable for recognised nurture groups as well as pastoral groups, regulation interventions, small-group SEND provision and emotional wellbeing programmes.
Is the course suitable for teaching assistants?
Yes. It is suitable for teachers, teaching assistants, nurture practitioners, SENDCos, pastoral staff, behaviour leads and other education professionals.
Can the course support children with SEMH needs?
Yes. The course includes practical approaches for supporting regulation, emotional literacy, relationships, confidence, communication and engagement.
Do I need a large outdoor space?
No. The strategies can be used in playgrounds, yards, courtyards, gardens, fields, artificial sports areas and smaller outdoor spaces.
Is this a therapy qualification?
No. This is a professional-development course for education staff. It does not qualify participants as therapists, counsellors or mental health professionals.
Will I receive a certificate?
Yes. Once you have completed the course, you can request a Muddy Puddle Teacher® certificate of completion by emailing info@themuddypuddleteacher.co.uk.
Is this course included in Gold Membership?
Yes. Outdoor Learning for Nurture Groups is included within Gold Membership alongside a growing collection of practical outdoor learning CPD courses.
Author
Written by Sarah Seaman PGCE MA
Founder of The Muddy Puddle Teacher®
Teacher for over 19 years
Bloomsbury author
Trainer of thousands of teachers across the UK
