LEAD ARTICLE: “Pastoral Care in not something schools do; It is something schools are” by NAPCE’s Dr Amanda Hatton

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“Pastoral Care in not something schools do; It is something schools are” by NAPCE’s Dr Amanda Hatton

Pastoral care is often described as the heart of a school.

However, it is not just an initiative or a programme, nor is it the responsibility of one team or individual. Rather, it is part of the culture and identity of the school. It is found in the relationships, routines and everyday interactions that help children feel safe, valued and ready to learn.

The most effective pastoral care is rooted in genuine listening and trust, making space for curiosity. It is one of the clearest expressions of a school’s ethos and values, where those values move beyond words and become part of children’s everyday experience.

Over recent months, I have had the privilege of visiting schools and working alongside staff.

This newsletter draws on some of the common themes I have observed during those visits, reflecting on the importance of pastoral care and the many ways it is brought to life in schools every day.

Pastoral care underpins children’s experience of school, providing stability, consistency and trusted relationships. As schools navigate increasing complexity, it matters now more than ever.

Schools are supporting children and families with increasing emotional wellbeing needs, rising levels of anxiety, attendance challenges, SEND pressures, online influences and social media pressures, financial hardship, and complex safeguarding issues.

Although these challenges are significant, they also remind us why strong pastoral care is so important.

Support is provided through the culture that is created by everyday experiences, including children being greeted by name, adults noticing changes, predictable routines, opportunities to be heard, consistent responses and a genuine sense of belonging.

Current safeguarding guidance reminds us that creating a culture where children feel safe, listened to and supported is everyone’s responsibility.

If pastoral care is something a school is, rather than simply something it does, then it cannot rest solely with a pastoral team, safeguarding lead or senior leader.

It is shaped by every adult who is part of the school community. Pastoral care is often found in the ordinary moments that can easily go unnoticed.

It is the smile and greeting at the school gate, the teacher who notices a child is quieter than usual, the teaching assistant who quietly offers reassurance, the office staff member who recognises when a child seems unsettled, the lunchtime supervisor helping children navigate friendships, or the site staff member who takes a moment to chat as pupils walk across the playground.

Individually, these interactions may seem small, but together they create an environment where children feel seen, valued and safe.

When children experience consistent kindness, respect and genuine interest from the adults around them, they begin to develop a sense of trust and belonging.

They learn that there are people who will listen, notice when something is wrong and respond with care. These everyday experiences help to build the relationships that sit at the heart of effective pastoral care.

Over recent months, I have had the privilege of visiting several schools and working alongside dedicated professionals. One of the things that has struck me most is that the strongest examples of pastoral care are rarely defined by one initiative or intervention.

Instead, they are reflected in a shared culture where everyone understands that they have a role to play in supporting children and young people.

Whether directly or indirectly, every interaction has the potential to make a difference. In my observations, I have noticed that these aspects are woven into the school day by everyone.

Perhaps this is one of the greatest strengths of a caring school community: every member of staff can help a child feel that they matter.

My visits to a number of schools have enabled me to see and feel how pastoral support is lived and experienced.

They have also reminded me that small things can communicate care and belonging. For example, one child smiled, said hello and asked how I was, while another said, “Goodbye, I hope you enjoy the rest of your day.”

These small, authentic moments are often the ones that communicate care and belonging most powerfully.  They reflect a culture where kindness, respect and genuine human connection are valued and modelled.

Discussions with children highlighted the importance of moments of connection with staff and with one another, and how these create a sense of belonging.

They spoke about respecting one another, taking active roles in supporting each other throughout the day, building friendships, recognising when they needed to regulate their emotions, and knowing how and where to seek help.

This moved beyond the importance of providing sensory spaces, quiet areas and supportive physical environments, demonstrating that children are not only recipients of care but also learn to extend care to others.

This reflects what might be described as an “invisible curriculum”: the aspects of school life that exist within the environment, atmosphere and relationships, where pastoral care is woven into everyday interactions rather than being confined to formal learning, the curriculum, planned strategies or interventions.

Children are always learning from the culture around them. Through this invisible curriculum, they learn what a school truly values and develop their own sense of belonging within that community. They learn that they can ask for help, that they are valued, and that relationships matter.

Viewed through a children’s rights lens, we can consider the importance of effective pastoral care, where children’s rights are realised through culture and practice, not just policies.

This is where rights become meaningful: where children are protected, listened to, respected, included and supported to participate.

Children are experts in their own experiences, and their voices provide valuable insights into the relationships, environments and everyday moments that help them feel safe, valued and that they belong.

Through this lens, pastoral care becomes something we create together, in partnership with children. As we approach the end of another busy academic year, we should thank everyone working in our schools.

Pastoral care involves significant emotional labour and often many extra hours added to the working day. Every day, staff are alert, noticing, listening and responding.

In holding this space, they often carry the weight of difficult stories while, at the same time, providing stability for children, both individually and collectively.

The kindness, patience and consistency shown every day often go unseen, yet they make an immeasurable difference to children’s lives.

Providing support for staff wellbeing is crucial to sustaining this culture, and a culture of care is strongest when it includes care for the adults as well as the children.

I hope the summer break offers an opportunity to rest, reconnect with family and friends, and return refreshed for the new school year. Looking after ourselves is not separate from looking after others; it is part of sustaining the compassionate relationships that lie at the heart of pastoral care.

Pastoral care is rarely defined by a single initiative or programme.  More often, it is found in the everyday moments that reassure a child they are safe, valued and that they belong.

Those moments may seem ordinary, but their impact can last a lifetime.

Dr Amanda Hatton
NEC Member, NAPCE

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National Awards for Pastoral Care in Education 2026 – Finalists Announced.

NAPCE was delighted to reveal the finalists for the National Awards for Pastoral Care in Education 2026 this month.

Following another exceptional year of nominations from across the UK and around the world, our independent panel of judges has selected an outstanding group of finalists whose commitment to pastoral care is transforming the lives of children and young people every day.

Congratulations to every finalist on this remarkable achievement. The winners will be announced at the prestigious Presentation Evening on Friday 9 October 2026 at the Graeme Hick Pavilion, Worcestershire County Cricket Club, Worcester.

Now in its seventh year, the National Awards have become the UK’s leading celebration of excellence in pastoral care in education.

Organised by NAPCE and proudly supported by Headline Sponsor Flourish, the Awards recognise the individuals, teams, schools and organisations that place wellbeing, belonging and inclusion at the heart of education.

They celebrate outstanding practice, inspire innovation, share excellence across the profession and shine a spotlight on those making a lasting difference to the lives of children and young people.

The standard of nominations this year has once again been exceptional, reflecting the passion, creativity and dedication of those working across education to ensure every learner feels supported, valued and able to thrive.

NAPCE National Chair Phil Jones said:

“Everyone who entered this year’s Awards should be immensely proud of the difference they make to the lives of children and young people through outstanding pastoral care. The quality of nominations has once again been exceptional, making the judging process both challenging and inspiring.

“Congratulations to all our finalists on this well-deserved recognition. Your commitment to creating inclusive, caring and supportive educational environments is making a real impact, and we look forward to celebrating your achievements together in Worcester on 9 October.”

Tickets for the Presentation Evening are free for finalists and their guests and can be booked at:
https://NAPCEPRESENTATION26.eventbrite.co.uk

ON THE SAME DAY – The NAPCE Annual Conference – Inclusion and Belonging in Education takes place during the day at the same venue. Finalists and their guests can attend at half the standard ticket price by booking at:
https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk

National Awards for Pastoral Care in Education – The Finalists

Pastoral Development of the Year

Sponsored by Taylor & Francis

Criteria: A pastoral initiative or idea that has achieved positive outcomes and improved the learning experience and future life chances of young people.

Empower Hour at Harris Science Academy – East London
Helen Parfect, Hobbs Centre, The Netherhall School & Oakes College – Cambridge
I3ntegrate Counsellors in School – Cambridge
The Nest, Sonning Common Primary School – Reading
Wellbeing Team, Wellingborough School – Wellingborough

Raising Awareness About Pastoral Care

Sponsored by The Association of School and College Leaders

Criteria: An individual, group or organisation that has raised awareness of pastoral care or pastoral issues and encouraged positive improvements for the benefit of young people.

Chris Tooley, Principal, The Netherhall School & Oakes College – Cambridge
Harris Academy Peckham – Peckham, London
Emily Malsom, Dene Magna School – Gloucestershire
John Leggott College – Scunthorpe
Jaspar Khawaja, Institute of Education, UCL & States of Mind

Outstanding Contribution to Pastoral Care

Sponsored by Twinkl

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

Rachel Davenport,The Netherhall School & Oakes College – Cambridge
Susan Gee, Shinsei Academy – Manchester
Claire Sutton, The Netherhall School & Oakes College – Cambridge
Sam Coton, Better Me Better You C.I.C – Worcestershire
Laura Stow, The Netherhall School & Oakes College – Cambridge

International Contribution to Pastoral Care

Sponsored by EDClass

Criteria: An international school, organisation or individual outside the UK that has promoted or delivered high-quality pastoral care.

Guangzhou Happy Seeds – Guangzhou, China
Primary Years Programme Pastoral Care, ISA Wuhan International School – Wuhan, China
ISA Tianhe International School – Guangzhou, China
Cogdel Cranleigh School Changsha – Changsha, China
Ally Feng, Dean of Upper School, BASIS International & Bilingual Schools Wuhan – Wuhan, China

Effective Pastoral Care to Support Transition

Sponsored by Pupil Pathways

Criteria: Demonstrating outstanding collaborative work to ensure children and young people experience positive transitions into new schools or educational settings.

Stockport Academy – Stockport, Greater Manchester
Lagan College – Belfast
Addey and Stanhope School – New Cross, London
Arushi Madaan, The Netherhall School & Oakes College – Cambridge
Denton Community Academy – Denton, Greater Manchester

Pastoral Team of the Year

Sponsored by Connect to Purpose

Criteria: A pastoral team demonstrating exceptional commitment to supporting young people to achieve their full potential.

Gospel Oak School – Tipton, West Midlands
Prospect House School – London
Withington Girls’ School – Manchester
St George’s Junior School Pastoral Team – Shrewsbury
Loreto Grammar School – Omagh

Pastoral Member of Staff of the Year

Sponsored by Flourish

Criteria: A member of staff who consistently goes above and beyond to support young people and help them succeed.

Janine Fogg, Mossley Hollins High School – Ashton-under-Lyne, Lancashire
Jackie Challenger, Severnbanks Primary School – Lydney
Hannah Campbell, St Patrick’s College– Dungannon
Marie Quetant, Harris Science Academy East London
Tonia Webb, LEO Trust – Cheam, Surrey

Pastoral Leader of the Year

Sponsored by Vicki Blackburn

Criteria: A leader who inspires colleagues through a passion for pastoral care and makes a lasting difference to the lives of young people.

Chris Woods, Deputy Principal, The Netherhall School & Oakes College – Cambridge
Zoe Ali, Deputy Headteacher, Thornhill Community Academy – Dewsbury, West Yorkshire
Chris Tooley, Principal, The Netherhall School & Oakes College – Cambridge
Claire Haller, Deputy Principal, John Leggott Sixth Form College – Scunthorpe
Michelle Black, Assistant Head (Pastoral), Djanogly Strelley Academy – Nottingham

Pastoral School of the Year

Sponsored by Global Equality Collective

Criteria: A school demonstrating an outstanding commitment to pastoral care that makes a real difference to the progress and personal development of young people.

Netherhall School & Oakes College – Cambridge
Richard Cloudesley School – London
Stoke Heath Primary School – Coventry
ISA Tianhe International School – Guangzhou, China
Woodlands Primary School – Telford, Shropshire

Additional Awards

The following awards will also be presented during the evening:

• Outstanding Pastoral Care for SEND Learners – The Edith Gerda Hanko Legacy Award
• NAPCE Special Recognition Award
• NAPCE Lifetime Achievement Award

Presentation Evening

Friday 9 October 2026 (Evening)
Graeme Hick Pavilion
Worcestershire County Cricket Club
New Road
Worcester WR2 4RL

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Dr Peter Lang – An Obituary by Ron Best and Peter Ribbins

27/7/1935 – 23/5/2026

It is with great sadness at the passing of Peter Lang, who has died aged 90, and in appreciation of his contribution to education, and specifically to pastoral care, that we write. In regard to the latter, there are few people (if any) whose contribution has been greater. We begin with an anecdote which captures something of his personality.

When NAPCE was founded in 1981, there was already a West Midlands Association for Pastoral Care in Education, which Peter had been instrumental in setting up. At an in-service event in that part of the country a year or two later, the guest speaker was about to begin their presentation when the door flew open, and Peter erupted into the room. He had come to publicise the next meeting of that Association, and, to his astonishment and amusement, he was introduced with the words: “Ah! Here is Peter Lang, another giant of pastoral care!”  For many years Peter would refer to other NAPCE founders as ‘giants of PC’, or otherwise find ways of referring to the episode. He was a very accomplished cartoonist, and one of his hand-made cards pictured two large figures waving to each other across a valley, with the caption: “Happy Christmas …. from one giant of PC to another”!

And Peter deserved the title if anyone did. He was a founder-member of NAPCE, and it was largely on the basis of Peter’s experience and that of his colleagues in the West Midlands Association, and their appeal to Michael Marland to be the convenor of a working group set up to consider founding a national association, that NAPCE came into being at all. Peter was a senior lecturer at the University of Warwick, and it was through him that Warwick became the venue for HEC meetings, and for many years the home of the NAPCE Base. It was no accident that in time, Professor John Tomlinson, CBE, head of the education department at Warwick,  became our President. The facilities provided to NAPCE and the accommodation of our meetings and workshops were all made possible by Peter’s lobbying and Professor Tomlinson’s good offices.

Peter was elected to the founding NEC, and on the well-known principle of “If no-one else will do it, I suppose I’ll have to!”, he became NAPCE’s first treasurer. The duties of the role were not much to his taste; he was far happier floating ideas for activities and for the development of the Association and doing his best to make them happen. He was one of the original co-editors (with Peter Ribbins and Maura Healy) of the Journal  –   the first in the field   –   and contributed articles, editorials and book reviews to it. He also participated in the setting up of the first formal university courses relating to pastoral care in the UK, and was very active as a scholar, author and editor of books and convenor of meetings of teachers and others concerned with pastoral care and personal and social education (PSE).

With Michael Marland, he edited New Directions in Pastoral Care (Blackwell, 1985), which resulted from an ESRC-funded seminar on “The future research needs of pastoral care” held (you will by now be unsurprised to learn!) at Warwick in 1984, a ground-breaking event which cast pastoral care in the research spotlight for the first time. NAPCE was largely an association of secondary teachers, and the term ‘pastoral care’ almost always related to that sector. However,  Peter was anxious that we should consider the primary sector as well, and believed that secondary schools could learn a lot from primary practice. (In later years he became very interested in Circle Time, which was originally conceived with primary schools in mind). His book: Thinking about Personal & Social Education in the Primary School (Simon & Schuster, 1988), broke new ground in bringing an explicitly ‘pastoral care’ perspective to the literature relating to this sector.

During the 1980s, Peter co-edited (with Peter Ribbins) the impressive Blackwell Studies in Personal & Social Education and Pastoral Care. They were keen to ensure that the series would be academically rigorous and professionally relevant but remain rooted in the daily work of teachers and schools, and to this end, they imaginatively paired practising teachers with academics and teacher-trainers to write each book. The Cassell Studies in Pastoral Care and Personal & Social Education, co-edited with Ron Best, and which included a major book of articles (Pastoral Care and Personal-Social Education, Cassell/NAPCE, 1995) which he edited with Ron Best, Caroline Lodge and Chris Watkins, continued Peter’s work as a series editor. While this series did not maintain the practitioner-academic teams of the earlier (Blackwell) series, it introduced an international dimension to the field, not least through Peter’s involvement with pastoral initiatives abroad. Two books in the series were co-edited by Peter with academics from Western Australia, Portugal and Israel.

Peter was very much an ‘internationalist’. In 1988, he was part of a team of people including Ribbins, Best and Tomlinson, invited to be major contributors to the Singapore Educational Administration Society’s third Biennial conference on the theme: ‘The Pupil’s Growth  –  our Major Concern’. Spin-off conferences followed at Edith Cowan University in Perth (Western Australia), and at Bond University on the Gold Coast in Queensland. More books followed.

Meanwhile, with a desire to get away from the (largely) British label of ‘pastoral care’ and to employ a more inclusive concept which might appeal in other countries, Peter convened an international seminar at Warwick with affective education as the umbrella-term. Delegates from Denmark, Germany, Netherlands, Greece, Italy, Spain, Ireland, Portugal, Belgium and the UK took part, and from this initiative grew the European Affective Education Network (AEN), which for many years flourished with a programme of international conferences in a different country each time. As time went by, further countries were represented including Turkey and Slovenia, where younger university and teacher-training staff could mingle with the ‘old brigade’ and contribute their own unique and fresh perspectives. Several books derived from conference papers and keynote presentations were published by universities hosting the Network’s conferences, including in Portugal, Italy and Denmark.

Peter Lang (L) with Peter Ribbins (C) and Ron Best (R)

While pastoral care, PSE and affective education were prominent in his researching, writing and editing, Peter never lost sight of the practitioner in the school. His work was characterised by both academic rigour and professional application, while never forgetting the practical realities of teaching. It was fitting that, in the fulness of time, Peter was awarded Life Membership of NAPCE, the Association which, without him, might never have happened, and by a PhD from Warwick by virtue of his body of published scholarly work in this field.

Peter was kind, generous with his time, loyal and ever ready to talk about education. He continued to teach university students by distance learning late into his long life  –  once a teacher, always a teacher!  –  because he believed in the value of what he was doing and wanted to share it with others. For all his achievements, Peter was appealingly modest. This meant that whilst he was always very generous about the contributions of others, he was very reluctant to listen to praise when they sought to thank him for his own achievements. This made him a joy to work with.

We salute Peter Lang, a Giant of Pastoral Care indeed!

Ron Best & Peter Ribbins

REPORT: Read About NAPCE’s Belfast Symposium 2026 Hailed  as “Great Success”

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NAPCE Belfast Symposium 2026  – A Great Success

The National Association for Pastoral Care in Education (NAPCE), in partnership with Stranmillis University College, was delighted to welcome delegates from across Northern Ireland and beyond to the NAPCE Belfast Symposium 2026.

Held on Tuesday 23 June at the Stranmillis University College campus in Belfast, the Symposium once again proved to be a great success, bringing together educators, pastoral leaders, researchers and school staff to share ideas, celebrate excellence and explore the vital role that relationships play in education.

This year’s theme, “Relationships at the Heart of Education: Building Respect and Wellbeing through Understanding,” set the tone for a day of inspiring presentations, thoughtful discussion and professional collaboration.

Delegates were privileged to hear the keynote address from Dr Anne Emerson, who explored how educators can foster meaningful relationships that promote school belonging, pupil autonomy and positive wellbeing throughout every stage of a young person’s educational journey.

The Symposium also showcased examples of outstanding pastoral practice from finalists and winners of the National Awards for Pastoral Care in Education 2025, providing delegates with practical ideas and inspiration to take back to their own schools and settings.

Among the highlights was a presentation from St John the Baptist’s College, Portadown, winners of the 2025 Pastoral School of the Year Award, who shared their successful approach to creating a culture where every young person feels valued, supported and able to thrive.

The programme concluded with an interactive discussion session, giving delegates the opportunity to engage directly with the keynote speaker and presenters, exchange experiences and explore the challenges and opportunities facing pastoral care in education today.

Throughout the day there was a genuine spirit of collaboration, with valuable networking opportunities helping to strengthen connections across the pastoral care community.

NAPCE would like to thank everyone who attended, our excellent speakers and presenters, and our partners at Stranmillis University College for helping to make another Belfast Symposium such a memorable and successful event.

Photo Gallery

Please enjoy our photo gallery below, capturing some of the highlights from another inspiring day dedicated to supporting and celebrating excellence in pastoral care.

You can view it here: https://www.napce.org.uk/napce-belfast-symposium-2026-a-great-success/

All photographs are courtesy of Greg McCready.