LEAD ARTICLE: NAPCE Chair Phil Jones Explores the Fundamentals – “Why We Need Pastoral Care in Education”

Find Out More

Why Pastoral Care is Important in Education by NAPCE Chair Phil Jones

I reminded delegates at the start of our National Conference in October that NAPCE had been formed in 1982 by leading educationalists who believed that supporting learners to achieve their full potential from their education was important.

Providing guidance, inspiration, motivation and support continues to be an important part of a child or young person’s learning experience in a rapidly changing technological world.

A world where it is vital that they have the skills to critically explore information and different views and opinions and to be safe and make a positive contribution to society.

NAPCE’s 2025 campaign, ‘Why we Need Pastoral Care in Education’ has been the focus for events in Northern Ireland, Wales and England this year and what has emerged from the discussions is a consensus that providing effective pastoral care makes a difference in the academic progress and personal development of children and young people from all backgrounds and locations.

One of the NAPCE founders, Michael Marland, who was the author of the book ‘Pastoral Care’, published in 1974, highlighted that pastoral care should not be seen as merely supporting the academic work but as having a central educative purpose.

Without this daily task of moving learners in a positive direction, schools would find it difficult to operate with a sense of purpose and to support children and young people to have the opportunity to achieve their full potential.

It is perhaps the word ‘care’ that is more contentious. It is true that pastoral care has a different meaning in different locations and is sometimes seen as being a spiritual concept.

Care is often seen as something that it is nice to do when we have the time but is should not distract from the priorities for schools of being accountable for the outcomes achieved with the resources available.

Care is not the soft option and requires a culture of support and challenge to effectively enable children and young people to make sense of their world and to take full advantage of the opportunities, to thrive in their lives and to make a positive contribution to society.

The importance of pastoral care in education goes further than this and it should be seen as a bridge for all the actions and interventions that schools need to make to support learners in achieving their full potential.

Effective pastoral care provides the foundations for the energy and expertise to achieve success in children and young people’s learning experience and preparation for their future lives.

Pastoral care is mentioned in the new Framework for Inspection in Schools in England, but it is seen as an intervention when there is a problem.

This misses an opportunity to value and recognise the contribution that effective pastoral care can make as a proactive strategy for schools to develop and sustain a positive culture for learning.

This does not happen without the ideas and inspiration of pastoral leaders and the effective implementation of support to meet the diverse needs of learners, by staff in pastoral roles in schools.

The reality is that what is inspected has an impact on priorities for policies and practice in schools.

Educationalists need to be brave and challenge those who hold us accountable to recognise the contribution made by the education sector in making learners into better human beings.

And this focus supports both personal development to prepare children and young people for their future roles in society and their academic achievement to develop a workforce with the skills and expertise required by a modern rapidly changing technological world.

I was pleased to contribute to Connor Acton’s recently published book, ‘Pastoral Care in Schools. Developing yourself your school and your community’. Connor is a former member of the NAPCE National Executive Committee.

In his book I shared information about a ‘Learning Centre’ that I had helped to develop using my expertise and experience as a headteacher and school leader in secondary schools.

The case study highlights how effective pastoral care that promotes a vision and positive values creates a culture where learners can thrive despite the challenges they face, and they can become more confident about achieving success in their education and future lives.

Connor highlights in the introduction to his book why we need pastoral care in education.

“The world we live in is fraught with difficulty for the students in our care and there are more barriers for them to overcome than ever before”. (Acton 2025)

Connor points out the important role that pastoral systems in schools have to create environments where young people flourish and thrive and where in some cases the pastoral care and support provided is the only constant in their difficult lives.

Connor supports the view that the pastoral work of the school provides the foundations for the daily operation, and the contribution schools make to preparing children and young people for their future lives.

“Pastoral care systems in schools are all encompassing with responsibility for driving forward behaviour management, safeguarding, achievement, attendance, mental health and wellbeing and academic achievement”. (Acton 2025)

The new inspection framework in England places a focus on professional development and reminds school leaders about their responsibility to ensure that their staff have the required skills and expertise.

This needs to consider the professional development requirements for providing effective pastoral care and support and it needs to be recognised that all staff have a pastoral role.

Unfortunately, the pastoral work of a school is frequently not a priority in the planning of professional development and staff in pastoral roles are not allowed out of schools for training opportunities, probably because the school cannot cope for a day without them.

Professional development for pastoral care cannot be a tick box approach to meet the needs of performance management but it needs to be a “meeting of minds” where discussions focus on the different challenges that are emerging for schools to face and involves sharing good practice.

The pastoral work of the school involves creating a positive learning environment and a resilience in staff to respond to different and changing issues.

It requires staff to be able to ‘think on their feet’ and be aware of effective strategies that they can use in different and new situations to support the children and young people in their care.

It is only by engaging in discussions about good practice and new ideas that schools can provide professional development that supports their staff in their pastoral roles.

NAPCE will continue to support professionals in education in 2026 as it has since 1982 by providing the latest research in the Journal to inform policies and practice and by organising opportunities for professionals to engage in conversations that develop understanding and expertise.

There has been a recent focus on inclusion in emerging educational policy and in the priorities for accountability seen in the new framework for inspection in England.

It can be questioned whether inclusion is an achievable goal for education without effective pastoral care being a priority in schools and being recognised and valued for the important contribution it makes to children and young people’s learning experience.

The NAPCE events around the UK in 2025 have demonstrated that when you get a group of educators together in a room it is recognised that a world class curriculum and quality teaching are important but this needs to be supported by effective pastoral care which makes sense of the learning experience for children and young people.

Pastoral care in schools provides structures and systems for a whole school approach to supporting learners with different needs and experiences to achieve their full potential from their education in preparation for their future roles in society.

Effective pastoral care and support for learners in schools provides opportunities for developing a positive culture for learning. The
need for effective pastoral care in schools in the 21^st century is encouraged by the comments Of Louise Michelle Bomber.

“There’s still a one size fits all approach, which overlooks the rights and needs of children, emotionally mentally and socially and academically.” (Bomber 2025).

What is needed is not initiatives and interventions to ensure children and young people all conform to the same expectations but a whole school approach that values pastoral care and support because it can be flexible in using structures and systems to meet different needs.

Anne Emerson, who is a member of the NAPCE Editorial Board for the Journal, ‘Pastoral Care in Education’, points out in her recently published book with the brilliant title ‘How to be and Remain a Compassionate Educator’, that “as educators the attitude with which we approach our work has considerable impact on the outcomes for students”. (Emerson 2025).

She explains the benefits of developing a compassionate culture in schools and how they can be created from one person’s actions slowly spreading, since compassion breeds compassion.

The book encourages educators to be part of creating a culture where you can “happily be yourself, act with integrity, find meaning in helping others and ensure you look after yourself” (Emerson 2025).

If the goal of inclusion is going to be achieved, then pastoral care needs to be at the centre of  the work of schools, to develop and sustain a culture that support learners to thrive and achieve.

The new membership year for NAPCE starts in January 2026. I hope that you will become a member so that you can be supported in your valuable and important pastoral work with children and young people and to be part of a network that shares good practice and inspirational ideas.

The details and a link for membership can be found on the website at https://www.napce.org.uk/membership

I would like to thank you for your interest in the work of NAPCE and for the difference you make for children and young people.

I would also like to take the opportunity to wish you and your family a very Happy Christmas and a successful New Year.

Phil Jones
National Chair
The National Association for Pastoral Care in Education (NAPCE)

References

Acton, Connor. (2026) ‘Pastoral Care in Schools. Developing Yourself, Your School and Your Community’. Routledge. London.
Bomber, Louise Michelle. (2025), Introduction to ‘Restoring Education. Educators Paving the Way to Radical Change Through Relationship. Worth Publishing
Emerson, Anne. (2025). ‘How to Be and Remain a Compassionate Educator. Learning from Neurodivergent Students for the Benefit of All.’ Routledge, London.
Marland, Michael (1974). ’Pastoral Care’. Heineman Educational Books. London
.Ofsted, (2025) ‘State Funded School Inspection Toolkit’. State-funded school inspection toolkit version 1.1

ARTICLE: NAPCE Begins Search for New President & Pays Tribute to “Highly Respected” Educationalist Professor Richard Pring

Find Out More

NAPCE Begins Search for New President and Pays Tribute to Professor Richard Pring – An educationalist of “great stature”

NAPCE haas begun the search for a new President and pays tribute to former office holder Professor Richard Pring who passed away in 2024.

Professor Pring was a highly respected figure in pastoral care in education whose achievements are manyfold and everyone at NAPCE was deeply saddened to hear of his passing.

His contribution and impact upon the world of educational research and academia is very significant indeed.

Professor Pring was a “heavyweight” who brought gravitas to NAPCE through his role as President.

Professor Alis Oancea from the Department of Education at the University of Oxford, where Richard worked reflected on his professional life on the departments’ website.

“Richard was Director of the Department of Education at Oxford for 14 years, from 1989 to 2003, as well as the holder of the first-ever Chair in Education at the University of Oxford, and the Director of the Nuffield Review of Education and Training in England and Wales (2003-2009).

“Before, during and after that time, he published numerous books, articles and reports, gave countless talks to very diverse audiences across sectors and geographical boundaries, taught, supervised and mentored many cohorts of education students.

“Richard’s life and scholarship were dedicated to education and philosophy, through his formative years, shaped by philosophical education as a young seminarian in Rome and then as a philosophy student at University College London; his PhD (with
R.S. Peters) on curriculum integration and, some decades later, his honorary doctorates from UCL Institute of Education and Canterbury; his teacher training at the College of St Mark and St John; his academic positions at Goldsmith, Cambridge, Exeter, Winchester, Birmingham and Oxford; and his vast volume of
published work, from the first article on philosophy of education and educational practice (1970) to the books and articles published after his retirement, including Philosophy of Education (2004), John Dewey (2007), Education for All (2009), The Life and Death of Secondary Education for All (2012), Philosophy of Educational Research (2015, 3rd edition), Challenges for Religious Education (2020), and Education, Social Reform and Philosophical Development (2021).

“Richard’s work engaged powerfully with questions and arguments about, for example, what it means to be an educated person in the 21st century, common schools and faith schools, liberal vocationalism, knowledge and the curriculum, and the philosophy of educational research. He exposed ‘false dualisms’ in research, challenged ethical ‘vices’ and injustices, and dispelled ‘confusions’ in educational thinking.

“He shared legendary anecdotes, ran 27 marathons and engaged in deep conversation with students and colleagues all over the world.

“Richard had time for everyone, which he shared with generosity of spirit, sense of humour and profound compassion; he would ask meaningful questions and take interest in each individual story.

“The Rose and Crown on North Parade hosted many meetings, and so did the Old Philosophy Library on the first floor of the University Church, as well as Pring’s, the departmental cafe that bears his name and where his portrait (pictured), unveiled in celebration of his 80th birthday, welcomes visitors to the Department.

“His beloved fountain pen may be at rest now, but his questions and commitment to philosophical interrogation of educational practice and policy, thoughtful and ethical research, and education for all, remain as relevant as ever.”

NAPCE members reflected on their memories of Richard, whose said passing was announced in October 2024.

“Richard was our speaker at the launch of the NAPCE Journal’s move to Routledge/ Taylor Francis at the RIBA in 2006. Michael Marland, our previous president, had died recently and we invited him to become President, which he accepted. 
He came to the next executive meeting in London and was running the London Marathon a few weeks later which we sponsored him for. He was a lovely man so approachable and friendly.” – Jill Robson, NAPCE National Secretary

“When Richard was first appointed as President of the Association Stan Tucker, who was the Editor of the Journal and I, had regular contact with him. We arranged to both go to Oxford to have lunch with Richard in March 2020. Unfortunately, Covid arrived and the lockdown meant that we were unable to meet up as planned but I remember my conversations with him on the phone when he said he was not as young as he used to be, but he was still writing!” – Phil Jones, NAPCE National Chair

“I met Richard a few times at conferences I attended in Oxford when I was still teaching and he was absolutely brilliant as a thinker and very entertaining as a speaker too. At one point I was in touch with him about applying to do my D Phil with him at Oxford… and then I met my wife in Belfast and ended up opting for Queen”s University instead! It will be hard to find someone of that stature to replace him as president.”  – Professor Noel Purdy OBE, Editor of the journal ‘Pastoral Care in Education and member of NAPCE NEC.

The Association is honoured that Professor Richard Pring was the President of the NAPCE. 

It is planned that nominations for the role of President for the National Association for Pastoral Care in Education will be considered at the next Annual General Meeting.

Members can send suggestions for nominations for the role of President of NAPCE to admin@napce.org.uk

Find Out More
The National Awards for Pastoral Care in Education – Sharing Good Practice – Outstanding Contribution to Pastoral Care Award

The National Awards for Pastoral Care in Education 2025 was our biggest event yet, with a huge amount of high quality entries and a sell-out audience, once again.

Every year we share many great examples of excellent practice in pastoral care and we’re proud to offer some of these to you in NAPCE News which may help guide and inspire your own work.

For this second instalment of the new series, taken from the 2025 Awards, we’re focussing on the “Outstanding Contribution to Pastoral Care” category, which was sponsored by Pupil Pathways.

The National Awards for Pastoral Care in Education, organised by NAPCE, highlights the amazing examples of good practice that is taking place across pastoral care in education.

The Outstanding Contribution to Pastoral Care Award Criteria

A person, group or organisation that has made a real difference for the benefit of young people in the area of pastoral care.

The Winner

Heather Law – Glenlola Collegiate School

Heather has been Head of Pastoral Care in Glenlola Collegiate School for 10 years. During this time, she has been nothing short of inspirational, both to staff and to pupils. She has transformed the pastoral provision in the school, from a reactive to a proactive system, building a popular wellness centre which is used by pupils and staff. Heather has inspired the pastoral team and school community with her ambitious ideas.

It is not an exaggeration to say that many pupils have been able to access education who would not have done so without the changes Heather has made in the last ten years.  Heather has encouraged the entire school community to focus on our physical and mental wellbeing.

Older pupils can take on responsibility within the pastoral team. Peer supporters have full responsibility for form time on a Thursday leading imaginative games and promoting our school values, all of which allow younger pupils to build real relationships with their older peers.

Heather’s tireless work and enthusiasm have never faded, and she has built a team of staff who are as passionate about pastoral care and dedicated to their roles as she is. Where she shines though is in her dedication to caring about the pupils.

Nothing is ever too much. She gives up every lunch time to be available to pupils who need her. She listens to them and guides them. She deals with pupils and staff with respect and often humour Heather is leaving the pastoral care team in June to start phased retirement and will be sorely missed.

The finalists in this category were.

The Finalists

Kingsford Community School in Newham, London

The school serves an area marked by socio-economic deprivation and cultural diversity.

It has consistently demonstrated an exceptional commitment to pastoral care through its pioneering global outlook and transformative character-building initiatives.

Established in 2000, the school serves a community where 72% of pupils speak English as an additional language and nearly half are eligible for free school meals. Kingsford’s ethos of Aspire, Succeed, Be Excellent empowers pupils to thrive as resilient global citizens, a vision that earned it a Top 10 World’s Best School Prize in Overcoming Adversity (2024) and recognition as an IQM National Inclusion Champion (2024–25), one of only nine UK schools awarded this prestigious title.

The school’s transformational international programme, with its award-winning Confucius Classroom and global partnerships, equips pupils with the skills and perspectives needed to excel. Kingsford’s ‘Global Ambassadors’ are coached to confidently welcome visitors in multiple languages, earning praise for their confidence and leadership. Annual trips and work placements in China, Spain, and France immerse pupils in diverse international environments, boosting their cultural proficiency and wellbeing.

The school’s Community Cohesion team provides vital bilingual and cultural support for new pupils and their families, sometimes from war-torn countries, offering tailored English lessons and expert in-lesson support.

Central to Kingsford’s pastoral strategy are its FIRST values (Focus, Integrity, Respect, Self-determination and Teamwork), which permeate daily life.

Rachel Davenport – The Netherhall School and Oakes College, Cambridge

As a Deputy SENDCo, Rachel consistently goes above and beyond to ensure students receive the support they need.  Rachel’s compassion and unwavering commitment drive her to pioneer innovative and responsive interventions and support for some of our most vulnerable students.

Her strength lies in sourcing interventions (including funding) to ensure that no student falls behind. Whether it’s a need for literacy and maths support or the need for a mentor, Rachel takes the time to understand what is needed and will do everything in her power to make it happen.

She has introduced various therapies, including LEGO, baking, and art therapy, to enhance student wellbeing.

Noticing a high rate of neurodiverse students being removed from lessons due to behavioural incidents arising from overstimulation, she recognised that these students as behavioural cases was inappropriate, she set about to change this, embodying the relational approaches championed within school.

She has introduced evidence-based sensory circuits within school. These circuits allow overstimulated students to leave lessons for short periods to burn off energy and reset, ready to return to class and engage with their learning.

Recognizing the mental health struggles of students with SEMH needs, Rachel established a therapy dog programme, now featuring three therapy dogs – Hugo, Duggie, and Bonnie who are on-site daily.

Another development was a summerhouse, ‘The Crow’s Nest’, as a safe space for students in crisis.

Overlooking a green expanse, this fully furnished, heated retreat offers students a quiet place to decompress when in crisis. Rachel is now transforming the surrounding area into a sensory garden, further enriching the provision.

Laura Stow The Netherhall School and Oakes College, Cambridge

Laura is the lead teacher for the school internal alternative provision, Hobbs. Hobbs was established four years ago with the intention of supporting Year 11 students at risk of NEET and during this time Laura has been instrumental in developing a rich and supportive environment for students who may otherwise have been at risk of permanent exclusion or directed to work online from home.

For Laura, it is essential that the students in Hobbs feel safe, cared for and leave school with a positive view of themselves. A student coming into Hobbs knows that they have free access to warm drinks, food, personal hygiene products and clothing, all provided by Laura with the lightest of touches without any individual feeling patronized or embarrassed.

Laura is quick to find out about each student, their needs, Laura is fierce in her loyalty to her students and determined that they feel valued: every birthday and life event – the good and the bad – are celebrated and supported. Students’ feelings are given validation and Laura gives them the space to be excited and sad, to love and to mourn loss and above all to support one another in this.

Success for students in Hobbs is clear to see: one student who arrived in Hobbs with 16% school attendance now comes every day, another student, supported to pursue her Art GCSE has been accepted onto an Art college course for September.

One of the biggest achievements, is the overwhelming feeling of positivity that greets you when you step into the Hobbs room: students are happy, they feel safe and they know that they are cared for.

Sue White – The Netherhall School and Oakes College, Cambridge

Sue White is our exceptional Director of Pastoral Support whose dedication, professionalism, and compassion have made a profound and lasting impact on the lives of countless young people. Sue joined the school in September 2004 as a Student Support Assistant and unqualified English teacher, Sue has dedicated over two decades to supporting students, particularly those from challenging backgrounds.

Appointed as Pastoral Manager in January 2016, Sue has become the cornerstone of the school’s pastoral provision.  Sue’s role is wide-ranging and vital. She leads the pastoral team with clarity and purpose, ensuring all team members carry out their duties effectively while maintaining high standards.

As the most experienced Designated Safeguarding Lead in the school, Sue brings an invaluable depth of knowledge to every situation. She regularly provides expert advice and support to staff dealing with complex issues and takes the lead on major safeguarding concerns.

Her work extends beyond the school gates as she completes Early Help Assessments to secure vital external support for families in need. Sue’s commitment to the future of the school and its students is unwavering. She consistently goes above and beyond her role, attending support meetings during holidays, staying after hours to ensure student safety, and even coming into school on her days off when needed.

Her professionalism is matched only by her compassion, she treats each student as an individual, no matter how complex or difficult the situation. Sue never shies away from difficult decisions when she knows it is in a student’s best interest.

The students Sue works with often face significant challenges – social, emotional, behavioural, and sometimes safeguarding-related.

These young people need structure, understanding, and someone who truly believes in them. Sue embodies this balance perfectly: she is firm but fair, sets clear boundaries, and always puts the student’s welfare at the heart of her decisions.

For many, Sue has changed the course of their lives, providing the support, structure, and care they needed to succeed.

YGAM

Ygam is the UK’s a leading charity dedicated to preventing gaming and gambling harms among young people through education, safeguarding and empowering young people and those around them.

Through innovative educational programmes, research, and partnerships, we have made a significant impact on the pastoral care of young people.    Ygam has developed a range of ‘train the trainer’ style programmes.

Our programmes are City & Guilds assured or CPD accredited and are designed to raise awareness about the risks associated with gaming and gambling, provide practical strategies for spotting the signs of harm, and open up conversations around gaming and gambling harms.

They also offer 1000+ free PSHE and RSE resources including lesson plans, tutorial sessions, and interactive activities.

Ygam believe that by empowering those working closely with young people, they can ensure that they are confident addressing gaming and gambling harms within the pastoral curriculum, family unit and within wider communities, so that young people receive the support they need.

Ygam provides dedicated training, as well as resources and guidance, to help parents understand the risks associated with gaming and gambling. The support form Ygam includes  workshops, online resources, and a dedicated family hub to support parents and carers in having informed conversations with their children and setting appropriate boundaries.

Ygam’s efforts have had a profound impact on the pastoral care of young people. The organisation’s educational programmes have reached over 4.6 million young people and 28000 professionals over the course of the charity lifespan, equipping them with the knowledge and skills to make informed decisions and remain safeguarded against gaming and gambling harms. Educators and professionals trained by Ygam are better prepared to support their young people, and parents have the resources they need to guide their children effectively.

Ygam has created a safer and more supportive environment for young people, ensuring their well-being and empowering them to thrive.

The nominations for the National Awards for Pastoral Care in Education 2026 are now open.

Find out more and link to the entry form here https://www.napce.org.uk/national-awards-for-pastoral-care-in-education-2026-entry-now-open

NEWS: NAPCE Announced as Official Supporter of Safer Internet Day 2026

Find Out More

NAPCE is Proud to Officially Support Safer Internet Day 2026

NAPCE is very pleased to be supporting the annual awareness campaign Safer Internet Day, once again.

National Chair Phil Jones has been attending the planning meetings for the event which is scheduled to take place on 10^th February 2026.

Free educational resources are available by visiting saferinternetday.org.uk and there will be a live programme from the top of the BT tower to raise awareness about safe use of the internet on the day.

The focus will be on “smart tech, safe choices and exploring the safe and responsible use of AI”.

Find out more about the event here: https://saferinternet.org.uk/safer-internet-day/safer-internet-day-2026

NEWS: SAVE THE DATE – NAPCE Dates for Your Diary in 2026

Find Out More

SAVE THE DATE – Dates for Your Diary in 2026

FREE EVENT: NAPCE Spring Online Conference 2026 – The Impact of AI on Pastoral Care in Education – BOOK NOW

Find Out More

NAPCE Spring Online Conference 2026 – Details Announced

We are very pleased to share details for the NAPCE Spring Online Conference 2026 – Please book early, it’s a popular event!

The theme for the event, which takes place on 16th April 2026, is “The Impact of Artificial Intelligence on Pastoral Care in Education”.

And we are very excited to announce that our Guest Speaker will be Dr Rohan Jowallah.

Here are some key details about this FREE event.

Guest Speaker Dr Rohan Jowallah

About the Speaker

Dr. Rohan Jowallah is a globally recognized educator, researcher, curriculum designer, and instructional innovator with over 30 years of experience across the Caribbean, England, and the United States. His work lies at the intersection of pedagogy, technology, and inclusion, with a mission to humanize and ethically steer the AI revolution in education.

Purpose of Event

• To share views about the opportunities and challenges of artificial intelligence
• To explore the potential Impact of artificial intelligence on future policy and practice.
• To consider the possible impact of artificial intelligence on pastoral care and support for learners
• To share good practice in pastoral care and support for learners.
• To discuss current issues in education, pastoral care and support, for learners.

Delegate experience   

• Keynote expert speaker
• Exploring current issues
• sharing good practice

Date

Thursday 16^th April 2026, 7-15pm

Venue

Online

Free Tickets available on Eventbrite via this link https://NAPCEONLINE26.eventbrite.co.uk

Programme

7-15pm Welcome Phil Jones, National Chair of NAPCE
7-20pm Guest Speaker, Dr Rohan J Jowallah
International Keynote Speaker on AI in Education
‘The Opportunities and Challenges of Artificial Intelligence.’
7-50 pm Questions and discussion

8-00 pm Pastoral Question Time 
Chaired by Phil Jones with

• Professor Mark Diacopoulos Pittsburg State University, KS. (USA)
• Dr Nicole Ponsford, CEO – Global Equality Collective
• Sam Marsden, author and teacher
• Other panel Guests to be confirmed

9-00pm Close

EVENT: NAPCE Partners with ASCL for the Conference for Pastoral Leaders 2026

Find Out More

ASCL Conference for Pastoral Leaders 2026 – Further Details Confirmed

NAPCE is very pleased to be working with The Association of School and College Leaders (ASCL) to organise the annual Conference for Pastoral Leaders.

The 2026 event takes place on Thursday 29^th January at Bridgewater Hall in Manchester from 8-30am until 4-00pm.

The title for the 2026 conference is “Sharing Good Practice to Strengthen Engagement and Participation”.

The conference is sponsored by humantopia and confirmed speakers include.

• Margaret Muholland, SEND and Inclusion Specialist, ASCL.
• David Whitaker, Chief Education Officer, Well Spring Academy Trust.
• Professor John Jerrin, Director of Research, Impact Ed Group.
• Jacqueline Bebbington, Co-Executive Principal and Co- Director of SENDSCOPE Independent School and Consultancy Service.
• Natalie Walsh, Co-Executive Director of SENDSCOPE Independent School and Consultancy Service.

The ASCL Annual Conference for pastoral leaders is always an important event in the education calendar and it is important for delegates to book their tickets early to not be disappointed.

NAPCE looks forward to the opportunity to meet our members at the conference and other professionals with an interest in how effective pastoral care can support the education of children and young people.

For information about the full programme for the conference and to book your tickets follow the link ASCL – ASCL Conference for Pastoral Leaders

PODCAST: NAPCE’s Dominic Riste is Guest on Popular Safeguarding Podcast

Find Out More

NAPCE NEC Member Dominic Riste is Guest on Safeguarding Refined Podcast

NAPCE National Executive Committee member Dominic Riste recently spoke with the podcast Safeguarding Redefined about the importance of school culture and consistency and how these factors must underpin everything we do in schools to support vulnerable children.

In the episode Dominic discusses his whole-school model, which focuses on stability, safety and belonging and the impact it’s had on young people.

He discusses, what safeguarding looks like in schools and explains why it consistently beats tick-box support as well as breaking down the pillars of our safeguarding culture.

Have a listen to the podcast via one of the links below.

https://open.spotify.com/episode/05dXqWkaC9lVUPgF6LOBSd?si=B28wZdQ_Qk-lwoA9cJTzKQ

https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=1778826127&i=1000737735509

AWARDS: Flourish Partners with NAPCE to Sponsor 2026 Awards.

Find Out More

NAPCE is delighted to announce that our headline sponsor for the National Awards for Pastoral Care in Education 2026 Grand Presentation at the Graeme Hick Pavilion at Worcestershire County Cricket Club on Friday 9^th October 2026 is:

ABOUT FLOURISH

At Flourish, we’re known for learning but loved for caring. We’re all about delivering practical solutions to real problems, transforming education with attachment-aware, trauma-informed training and eLearning.
 
Flourish is also sponsoring the Pastoral Member of Staff of the Year 2026 category and we would like to thank them for their support.

Nominations are now open by following the link NAPCE Awards 2026 – Entry Form

We are looking forward to congratulating the finalists and winners in the 2026 awards with our sponsors at the Grand Presentation Event in October.

Contact NAPCE at admin@napce.org.uk if you have any queries about the Awards.