This study sets out to explore parents'l experiences of part-time nurture groups within three primary schools in a large urban authority in the North of England. Six parents were interviewed using a semi-structured narrative approach, to explore their experiences, perceptions, expectations and feelings about the nurture group intervention. A discussion of the findings using interpretative phenomenological analysis offers insights into the nature of relationships between parents, nurture group staff and children, and the impact of the intervention and its influence on parents' behaviour. Key themes which emerged from the data concerned the parents' relationships with nurture group staff. They perceived staff to be friendly, caring and trustworthy. They were encouraged by the individual, personalised attention given to their child and felt positive about the holistic, caring nature of the intervention. The gains that parents perceived their child had made included a positive attitude to school, engagement with learning and the development of constructive relationships with school staff and children. Key areas of concern centred on aspects of withdrawal/re-integration and limited information sharing with parents, and communication between nurture group staff and teachers. Findings were related to the theoretical notion of 'educational attachment' and collaborative models of parent partnership. The study concludes by identifying ways in which schools could further develop effective collaborative practice with parents of children with social, emotional and behavioural difficulties. Future research issues are also highlighted.