Nurture groups aim to replace missing early experiences by developing secure relationships in a supportive environment that aim to promote a readiness to learn and a sense of wellbeing. This small-scale, qualitative study investigated the primary nurture group curriculum based on the perceptions of pupils, parents/caregivers and staff through face-to-face interviews supported by observations in both nurture groups and mainstream classrooms. Previous research indicated that primary school nurture groups can be successful, but research into the specific characteristics including curriculum provision is sparse and required further investigation. Thematic analysis of data was based on classroom observations and interviews with 16 pupils, 10 parents/caregivers and eight staff members from three primary schools in the North West of England. Findings highlight the similarities and differences between the nurture group and mainstream curricula alongside the perceptions and experiences of all stakeholders. Common themes identify increased levels of both pupil and parental confidence, improved pupil concentration and independence that led to a greater desire to learn. In conclusion, implications for pupils, parents, nurture groups and schools are discussed.