Models of nurture group best practice at primary level are now well established. In secondary schools however, best practice models are less clearly defined and guidance on establishing a successful nurture group in a secondary school is currently lacking. This research project aimed to create an evidence-based guide to opening a secondary school nurture group based on the experiences, opinions and ideas of professionals working in the field. The research sought to capture the views of 29 professionals on the prerequisites, operational features, and the challenges to anticipate once the secondary school nurture group is up and running. A qualitative research methodology was employed where data derived from eight focus group interviews were thematically analysed at Phase 1. At Phase 2 the emerging findings were member checked through a process of semi-structured interviews with four nurture teams. Phase 1 and 2 data were then combined through a recursive process to answer the research questions. Results found that commitment from the senior leadership team and training for mainstream staff on the principles of nurture and attachment informed practice were important prerequisites. Operationally, the nurture group needed a dynamic and flexible curriculum that prioritised social and emotional development at regular points each week. Support for staff wellbeing and supervision sessions were highlighted as key features of a successful nurture group as well as taking opportunities to raise the profile of nurture across the school. Once open, the challenges to anticipate included managing parental perceptions of nurture and planning appropriate cover for absent nurture staff.