Unlocking the social, emotional & developmental potential of all pupils aged 4-18.
A comprehensive whole-school approach to assess and support the social, emotional, and development needs of all children and young people, to positively impact their learning, behaviour, attendance, and wellbeing.
- Comprehensive assessments
- Identify and visualise need
- Individual and group learning plans
- Tracking progress
Staff use a quick two-part checklist to assess skills and identify developmental needs, helping tailor support based on evidence.
Set and track achievable targets to support student development and improve group and class dynamics.
Track individual and school-wide progress to guide decisions on resources and interventions.
Championing nurture in education
We help to unlock pupils’ potential, by removing barriers to learning. In the last year we’ve reached over:
Why do we need to assess pupils’ wellbeing?
On average, over a third of pupils have some social, emotional or mental health (SEMH) need. For one in ten pupils, this need will be high, presenting as behavioural difficulties or diagnosable disorders like ADHD.
However, research in our Now You See Us study suggests that another quarter of pupils will have moderate SEMH needs, which are much harder for educators to identify, but which can have a significant impact on pupils’ learning.
The award-winning Boxall Profile® Online is the first step along the graduated approach to nurture and is the best way to identify and address hidden issues, ensuring that every child and young person gets the support they need to engage fully with their learning. The combination of the assessment tool and the graduated approach helps to create a nurturing and supportive environment, ensuring that children and young peoples emotional and social wellbeing is addressed effectively throughout the different levels of support.
Boxall Profile® assessments are not designed as a diagnostic tool for specific mental health conditions, learning difficulties or developmental difficulties. Instead, assessments are designed to help professionals understand and work more effectively with children and young people, in a way that’s sensitive to the needs of the child or young person being assessed.
The two-part checklist
The two-part checklist, which is completed by staff who know the child and young person best, is quick — and, very importantly, identifies the levels of skills that children and young people possess to access learning.
Who Benefits?
- Children and Young People
- Practitioners and Teaching Staff
- Schools and Education Settings
- Local Authorities, Trusts and Governments
NEW Track and measure progress
Track the progress of individual pupils and the whole school. View a snapshot of your whole school and create comparison reports to track progress over time and empower staff and senior leaders to make data informed decisions, helping them to plan whole school, class or individual resources, interventions and support to ensure that pupil wellbeing is supported across the whole setting.
The Boxall Profile® helps with
Early identification and
assessment
Supporting staff to develop their observational skills and their understanding of children and young people's difficulties.
Target setting
and intervention
Setting individualised, group and class, achievable targets that reinforce target behaviour and skills.
Tracking
progress
Helping staff review children and young people's target behaviour.
Loved by industry leaders
The implementation of the Boxall Profile® has been a transformative initiative, enabling the school to take a proactive and holistic approach to supporting its pupils' wellbeing. By identifying needs early and providing targeted interventions, the school has seen improvements in overall emotional and social development. The project's success highlights the value of using robust assessment tools to inform tailored support, and the school's commitment to prioritising the wellbeing of its community.
Primary Teacher
“As a headteacher, I found this system so easy to use, quick to run and powerful to share with stakeholders. It had some great impact. The biggest differences we saw were around self-esteem which supported regulation which supported attendance. The reports were also super useful to share with parents and carers. The most helpful thing about using the online programme was being given the interventions to run which in most cases didn’t need to be run as such – they could be managed in class.”
Kirsty Fitzscott
Former Headteacher
"I wish it could have been delivered to our whole school. A well thought out assessment and support tool for all children and for teachers."
Theory and Practice of the Boxall Profile® Course Delegate
“The Boxall gives you ownership, you can unpick the child’s behaviour and put strategies in place in class. It improves your understanding and your relationship with the child.”
Primary Teacher
“You do a Boxall Profile and realise that there is so much more you need to work on, it’s crazy you think you know your children, then you complete a profile and realise how much more there is to learn about them.”
Teacher
“This year was my first time doing Boxalls and I found it incredibly insightful. I found that it made me think more deeply about individuals and the results were interesting. For some children, choosing an answer was immediate, for others it took a little bit of thinking time. Conversations after the completion of the Boxalls were helpful and allowed me to understand why children are the way they are and what we can do to support them best. I was initially worried about doing the Boxalls as it was my first time, but I enjoyed the process and found the questions clear and understandable. I feel that I have a better understanding of how to support my pupils with their social and emotional wellbeing.”
Tiffany Dunworth
Teacher at Laurance Haines School
"The Boxall Profile helped us gain a positive language. To identify where a child is in different areas in their development... It helped staff to look more perceptively, to think where does this behaviour come from?"
Primary School Headteacher
"When we [assessed] the whole school, there were children that were highlighted that… we’d never done any work with because they present as quiet and calm within school. But actually, they had more of a deep-rooted problem."
Primary School Teacher
Latest News, Evidence & Impact
Elevating your school improvement plan with the Boxall Profile® Online
At nurtureuk, we believe a happy school starts with nurturing the whole child. As educators, you're constantly shaping the best environments for learning, behaviour, and wellbeing. Your School Improvement Plan (SIP) is that powerful roadmap, guiding your strategic efforts across every area of school life.
Read more
Unlocking potential: How the Boxall Profile® Online tailors support and fosters growth
Ceara School, a special education school in Lurgan, Northern Ireland has recently been awarded our National Nurturing Schools Award. They use nurture and the Boxall Profile® Online as part of their mission to create a caring and child-centred community.
Read more
Nurtureuk and the Boxall Profile® Online win the Wellbeing Award at the Education Resource Awards 2025
At nurtureuk, we are absolutely thrilled and deeply honoured to have been awarded the Wellbeing Award for the Boxall Profile® Online. This recognition means the world to us.
Read more
Evidence & Impact
Analysis of the Boxall Profile® data gathered by BCP primary schools during the academic year 2017/18 revealed high levels of SEMH needs in schools that
assessed the whole school or whole-year groups of children.