Exploring social and cognitive gains as measured by the Boxall Profile (Bennathan & Boxall, 1998) has been the focus of research on nurture group intervention. More research is needed to learn about the psychological states of individual children and examine the role of attachment in the work that is carried out. This study provides an innovative contribution to the evaluation of part time nurture groups by examining how children and teachers perceive their relationship with each other and if this improves over time. A total of 63 pupils aged 7-11 years attending five part-time nurture groups and five mainstream classroom in matched schools participated in the study. Two self-report questionnaires, the Student-Teacher Relationship Scale (Pianta, 1992) and the Teacher Acceptance Scale (Harrison, Clarke & Ungerer, 2007) were used to assess teacher and pupil views of child-teacher relationship quality. Fury's (1996) development of a quantitative child-family drawing method was also used to assess pupil views of child-teacher relationship quality. Although difficulties with reliability and validity remain with using drawings, findings from Fury's (1996) drawing method indicate that feelings of emotional uncertainty (vulnerability) on the part of the child may be improved by attending a nurture group. Stronger feelings of closeness and teacher acceptance were also reported by teachers and students attending nurture groups.