What changes when feedback lands?

“Prior to Nurture, we never really prioritised feedback because of the time constraints. Now we can read through what the AI has generated for us, modify it to suit our students, and give specific feedback to help them improve.”

“It's actually really trying to help you make your writing even better.”

“Makes you think about what you need to do — really taking in the knowledge rather than letting it go in one ear and out the other.”

“One of the key things that really resonates with our staff is that feedback only matters if students use it to improve their performance. That really shifted the conversation — it positioned formative assessment as not just another initiative, but as something that's part of our practice.”

“The instant feedback was really quick — instead of having 20 full conversations, everyone's here and we're ready to move on.”

“It's good feedback for the teacher — you know exactly where your students are in the lesson.”

“The students really enjoyed it — it gives them the language without having to think of it. They asked, 'Can we do it again?'”

“When we first started using Nurture it was quite overwhelming for some of them. Now they're seeing it as a way to improve their writing — their thinking brain is switching on.”

“Students who don't engage with me at all are asking me about the feedback that Nurture is giving them. And then we actually have a discussion about that.”

“With Nurture, shy students who'd never speak up in class can quietly say 'I need help with this.' If there's anything in my feedback I'm confused about, I just ask the teacher.”

“It doesn't take the driver's seat away from the teacher. They are in the driver's seat the whole time — you can elevate the language for a student that's exceeding the standards, you can tailor it for a student with an educational adjustment. You are empowered throughout.”

“The kids can articulate why they think they’re in that zone — and having that record come up on my computer, that part of it is fantastic.”

“The comments the kids put on the disposition check-ins were beneficial — not just for me, but for them, as a reflective tool to think about how they’re tracking their learning.”

“There was a lot more engagement from the normally quite quiet students — typically I get a lot of the same kids putting their hands up.”

“I didn't really get much feedback before. I just got like 'you did a good job.' Now the feedback's really helpful and it can help you become a better writer.”

“It's good to have a way to express what you're feeling in a private manner. It makes it feel easier.”

“Once we got used to how much feedback there was and how to implement it, it got easier.”

“I really like that the quiet kids get essentially an equal voice in showing me their concerns and their successes.”

“Students that are so scared to put their hand up and say they need help were able to just type a little comment, and I can address the entire class with that problem.”

“I helped about eight kids re-engage with their learning because I knew instantly what they needed help on — instead of getting to everyone one by one.”