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NAPCE News – October 2023

NAPCE News – October 2023

Making a positive difference to young people through pastoral care

LEAD ARTICLE: “NAPCE’s Georgina Saralis Discusses the Value of Recognition and Awards in Pastoral Care

The Value of Recognition and Awards in Pastoral Care by Georgina Saralis

For those who were present at the NAPCE National Awards for Pastoral Care in Education 2023 evening, on 29th September at the Graeme Hick Pavilion, Worcestershire County Cricket Club, it was an opportunity to celebrate the hard work of the deserving finalists and to recognise the outstanding achievements of the eight winners.

To be able to shine a light on the great practice that is happening day in and day out and to hear accounts of how individuals and teams are dedicated to supporting children and young people in their learning made this a special evening, especially for those who acknowledge the imperative of excellence in frontline pastoral care in any educational institution.

This is the fourth year of these awards and there is no doubt they boost the morale of the educators and support staff involved and encourages them to continue their good work.

They promote, too, the sharing and implementation of effective approaches across the education sector and are setting a benchmark for other schools to strive for.

The National Teaching Awards have been running since 1998 and as yet have not evolved to include a discrete pastoral care category; it makes the NAPCE Awards all the more significant in highlighting the importance of holistic development in education, sending a clear message that academic achievement is not the only focus, that the overall development of the child is equally important.

Recognition in this way can raise awareness among parents, educators, and the wider community about the crucial role of pastoral care.

It can give an insight into the efforts being made to help address the social, emotional and mental health needs of students, at a time when the charity YoungMinds report on their website an increase in referrals to CAMHS by 53% since 2019 suggesting ‘that more children and young people than ever before are struggling with their mental health’ (June 2023).

The Pastoral School of the Year was awarded to the Richard Cloudesley School and collected by headteacher Mr Francis Gonzalez, who is clearly very proud of his staff who, he says, work tirelessly to get the best outcomes for every single child and their family.

This respect for the efforts of his colleagues to support the 80 students who attend this school, who have profound learning difficulties, physical disabilities and complex medical needs, is rooted in his commitment to their right to access learning and to the life that learning makes possible.

This is underpinned by a determination to ensure every student has an opportunity to express an authentic voice and the school invests in a range of communication systems and training for all of its staff members to make this possible.

Having a voice raises self-esteem and confidence and may engender in a young person a feeling of social inclusion and having agency in their own life, which are key social and cultural components of mental wellbeing (Mahmud and Satchell, 2022).

Working at Richard Cloudesley can be both rewarding and challenging; sadly, the fragility of the students means they may succumb to their health condition.

The essential features of proactive pastoral care focus ‘on creating, embedding and nurturing a community’s wellbeing culture’ (O’Neill, 2021) and the staff’s mental health is included in this and is taken very seriously.

There is a well developed coaching culture to encourage reflective practice, along with wellbeing champions and, more recently, mental health first aiders and a staff social events group.

Physical development is an important aspect of a student’s overall well-being and the school’s July newsletter gives an account of how they have been carrying out pioneering research on Innowalk, having raised £60,000 to do so, to explore whether the use of a robotic rehabilitation trainer could influence the quality of life of their students with severe cerebral palsy.

They are working also with The Department for Health on their cross party research into acquired brain injury.

Striving to create a learning environment where everyone feels valued, respected and supported is at the heart of this school community. At Richard Cloudesley, as Francis Gonzalez says, no child is too anything to learn.

The equity, diversity and inclusivity that underpin this example of best practice requires the collective effort of all stakeholders, which makes the Award for Pastoral Team of the Year an essential celebration of the teamwork and collaboration involved in this shared responsibility.

This year it was won by Stockport Academy and Assistant Principal Katherine Appleby fully believes that they nurture community that is within and outside school contributing to positive family lives and the happiness and success of all as a result.

The context of the school reveals it sits within an area of socio-economic disadvantage with many children from some of the most income-deprived households. In addition 24 per cent students at the Academy have an identified SEN need and 41 per cent students are pupil premium with 37 per cent entitled to FSM.

Partnership working is an essential part of supporting vulnerable students and in addition to an extensive pastoral team of five heads of year, five pastoral managers, a positive behaviour mentor and full time counsellor there is also an Early Help Assessment coordinator, a home liaison officer, attendance support team, young carers lead, a mental health lead and a safeguarding team who have been recognised for their exceptional proactive approach.

In particular, alongside the home liaison officer and attendance lead who visit homes of many families to remove barriers such as providing uniform or transport, the safeguarding team provide early help interventions for students that include their families.

The outcomes achieved are reduced exclusions and improved attendance and engagement; the work Stocktport Academy is doing gives evidence of when a school encourages increased parental engagement with their children’s learning ‘overall children’s achievement tends to improve’ (Goodall & Montgomery, 2014). Furthermore, when considering a students ’s overall wellbeing’ family and social relationships are a crucial element.

Kate Appleby speaks with passion about how the pastoral team ensure that all students are supported to be successful in school, to access opportunities and positively impact the lives of others around them and generations of their own families.

The pastoral team she explains, see this as their responsibility and their privilege. The outcome – students are unanimous in their feelings of being safe and happy at their school.

Pastoral care matters: how we make young people feel on a daily basis in school shapes their personal and social development.

Every child deserves to be in an environment where they feel safe, cared for, and supported and NAPCE national awards for pastoral care in schools promote this ideal.

Georgina Saralis
National Executive Committee
NAPCE

The photograph was sent by Francis Gonzales of Richard Cloudesley School and shows a student presenting him the Pastoral School of the Year Award from the National Awards for Pastoral Care in Education 2023.

References 

Goodall, J. & Montgomery, C. (2014). Parental involvement to parental engagement: a continuum. Educational Review66(4), 399-410.

Mahmud, A., & Satchell, L. (Eds.). (2022). Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds (1st ed.). Routledge.

O’Neill, M. (2021) Proactive Pastoral Care: Nurturing happy, healthy and successful learners. Bloomsbury.

YoungMinds Press Release (June 2023). Accessed 4 October 2023: https://www.youngminds.org.uk/about-us/media-centre/press-releases/yearly-referrals-to-young-people-s-mental-health-services-have-risen-by-53-since-2019/

AWARDS: “What a Wonderful Evening” – National Awards for Pastoral Care in Education Awards 2023 – WINNERS ANNOUNCED

NATIONAL AWARDS FOR PASTORAL CARE IN EDUCATION 2023 – “A  WONDERFUL EVENING”                                                                                                                                                 

The nominations for the 2023 awards closed in April and the judges then spent the next month reading through the high-quality examples of good practice in pastoral care in education.

The finalists were announced by NAPCE in June and the preparations started for the Presentation Event in Worcester on the 29th September to celebrate and recognise the achievements of all the finalists and to announce the winners.

The venue for the Presentation event was the Graeme Hick Pavilion, at the Worcestershire County Cricket Ground in Worcester with the amazing views across the cricket pitch towards the River Severn with the Cathedral in the background.

The event was sponsored by Majesticare, who have been providing award-winning, outstanding care for older people for over 20 years.

On the Friday morning the venue staff arranged the tables and the yellow and blue balloons in NAPCE colours and other decorations were placed on each table.

In the afternoon there was time to prepare the prosecco and refreshments ready to welcome the guests.

The photographer arrived and set up on the red carpet at the entrance to the pavilion to capture the special moment as the guests arrived.

The guests included sponsors, judges, NAPCE members and of course the finalists all dressed to impress for the evening.

When Phil Jones, the national Chair of NAPCE, stood up to welcome everybody to the presentation the room was full, and many others joined the event through the live streaming including guests from Malta, Denmark and Switzerland.

It was brilliant to have so many people at the event with an interest in supporting children and young people to achieve their full potential from their education.

The guest speaker was Ron Skelton the Headteacher and CEO of Broadway School in Birmingham.  He gave an excellent presentation, sharing his experiences of building the values and culture of a school and the important contribution that pastoral care makes.

The entertainment on the evening was provided by performers from Alderbrook School in Solihull, Chipping Campden School in Gloucestershire, and McCarthy Felton School of Irish Dancing in Bidford on Avon in Warwickshire.

The finalists were introduced in each category and the winners announced to collect their plaques and prizes.

The winners of Awards were:

International Contribution to Pastoral Care 
Sponsored by Global Equality Collective
Presented by Chloe English, World Irish Dancing Champion

  • Charlene Secondary School Kiryandongo Uganda

Raising Awareness about Pastoral Care Finalists
Sponsored by The Association of School and College Leaders
Presented by Margaret Mulholland from ASCL

  • Ellie Costello, Team Square Peg

Outstanding Contribution to Pastoral Care 
Sponsored by Eileen Donnelly Educational Development Limited
Presented by Eileen Donnelly, Member of NAPCE National Executive Committee

  • Mohammed Adam, Manchester Academy

Pastoral Development of the Year – 
Sponsored by Crown House Publishing
Presented by Ron Skelton Headteacher and CEO, Broadway Academy, Birmingham.

  • Raymond Herron, St. Mary’s Christian Brothers Grammar School

Pastoral Leader of the Year
Sponsored by Taylor and Francis
Presented by Mel and Ellie from Majesticare

  • Mrs Aine Deane, Sacred Heart Primary School, Derry

Pastoral Member of Staff of the Year 
Sponsored by North London Collegiate School, Jeju, South Korea
Presented by Jill Robson, NAPCE National Secretary

  • Liz Tzouliou, East Barnet School

Pastoral Team of the Year
Sponsored by Connect to Purpose
Presented by Georgina Saralis Founder and CEO, Connect to Purpose

  • Pastoral Team, Stockport Academy

Pastoral School of the Year
Presented by Luke Ramsden, NAPCE National Executive and previous winner in the National Awards for Pastoral Care in Education.

  • Richard Cloudesley School

The Headteacher of the School of the Year Award winner made the following comments after their victory was announced.

“My name is Francis Gonzalez and I am the Headteacher at Richard Cloudesley special needs school in Islington, London.
This award means a lot because at Richard Cloudesley School supporting pupils with the social and emotional aspects of learning, their pastoral needs, underpins everything we do.

“We are a school for children with complex physical and medical needs and many of the children we teach would but have even made it to school not so long so.

“Our pupils are vulnerable in many ways so pastoral work to build emotional and physical resilience, and to promote wellbeing, is vital and something we work really hard to get right. Our children have many struggles.  But we don’t just aim for our children to cope in the big wide world. We want them to the contribute, to particulate, and most of all to thrive.

“So to have this work recognised makes me and everyone at the school so proud. Getting to work with our children is a gift, getting to work with my staff is humbling, and receiving this award is an as an absolute honour.

“On behalf of my staff, the families and most of all the pupils of Richard Cloudesley School…Thank you.”

After the winners in each category had been announced there was time to meet other guests and celebrate the good practice that had been highlighted by the awards.

The guests had travelled from all parts of the United Kingdom to attend the Presentation for the 2023 awards and this is illustrated by the chart below.

Theses are some of the comments that were made about the Presentation Event for the 2023 National Awards for Pastoral Care in Education.

  • “Many thanks for a wonderful occasion and for making me feel welcome”.
  • “What a wonderful evening arranged”.
  • “Well done to the organisers of this touching event. It reaches many hearts”.
  • “I had an enjoyable time at the event and got the chance to speak with some interesting people”.
  • “We had a lovely night and were proud to be in the final 5 for Pastoral School of the Year Award. Thanks so much for a lovely evening”.
  • “To have this work recognised makes me and everyone at the school so proud”.
  • “Thank you so much for the wonderful NAPCE Awards Presentation in Worcester. I thoroughly enjoyed the experience, and it was wonderful hearing about all the amazing thigs being done in education”.
  • “The event, the venue and the organisers were all exceptional”.

Future editions of the newsletter will share good practice highlighted by the nominations for the 2023 awards.

The nominations opened on October 1st for the
National Awards for Pastoral Care in Education 2024.

Nominations can be made by following the link NAPCE Awards 2024 – Entry Form (wufoo.com)

Follow the awards on X (was Twitter) (@napce1) using #napce24.

The Presentation Event for the 2024 Awards will take place in Worcester on Friday 11th October 2024.

More information about the 2024 National Awards and the Presentation event will be shared in future editions of the Newsletter.

Autumn Meetings

The autumn meetings of the NAPCE National Executive Committee and the Editorial Board for the journal ‘Pastoral Care in Education took place in London on Saturday 14th October.

The meeting was an opportunity for members of the committees to meet face to face to discuss recent events and issues and to plan actions and activities on behalf of NAPCE members and subscribers to the journal in the future. The National Executive Committee meeting included a discussion of members actions on behalf of NAPCE in recent months a report on conferences, events including the 2023 national awards and updates about publicity, marketing, administration finance and membership.

Ideas were shared and plans made for NAPCE activities in 2024 including an online event and a conference to explore current issues in pastoral care in education. the Editorial Board were given positive reports about the journal and discussed plans for future special editions.

More information about NAPCE activities planned for 2024 will be included in future editions of the newsletter.

SAFER INTERNET DAY 2024

NAPCE is once again pleased to be a partner organisation for Safer Internet Day. Phil Jones, the Associations’ National Chair attended the online planning meeting for Safer Internet Day on Thursday 28th September. This annual event raises awareness about how children and young people can use the internet safely. Safer Internet Day 2024 takes place on Tuesday 6th February. The theme for 2024 is “Inspiring change, making a difference managing influence and navigating change online”. Please visit www.saferinternet.org.uk for information about the plans for the event. NAPCE will be represented at the next planning meeting in November and further details about the plans for the day will be shared in the NAPCE newsletter.

ASCL 2024 Conference for Pastoral Leaders

In recent years the annual conference for pastoral leaders has become an important event on the educational calendar. The 2023 conference took place in Manchester and NAPCE partnered ASCL in organising the event.  As in previous years it was an important opportunity for pastoral leaders and staff in pastoral roles to meet and discuss the current issues and challenges they face. Once again NAPCE will be supporting ASCL with the planning of the 2024 conference and National Chair, Phil Jones has attended planning meetings. More information about the conference will be available on the ASCL website and shared in future editions of the NAPCE newsletter.

 

BOOK: New NAPCE Book Published

NEW NAPCE BOOK PUBLISHED

The new pastoral care book edited by NAPCE will be published in hard back by Cambridge Scholars Publishing. It is available to pre order now from Cambridge Scholars Publishing website, on Amazon and in Bookshops. Follow the link https://www.amazon.co.uk/Pastoral-Care-Education-Directions-Times/dp/1527532461/ref=sr_1_2?crid=TQNI0B2YYBG1&keywords=pastoral+care+in+education&qid=1697478774&sprefix=pastoral+care+in+education+%2Caps%2C85&sr=8-2

The Book edited by Dave Trotman, Phil Jones, Noel Purdy and Stan Tucker with contributions from NAPCE members is called Pastoral Care in Education. New Directions for New Times.

This book is both a celebration of 40 years of the National Association for Pastoral Care in Education (NAPCE) and a forward-thinking volume examining the key pastoral issues of our time. Bringing together a range of expert contributors from a variety of educational settings, the book offers fresh insights and evidence-based strategies which will be of immediate relevance for all educators.

This unique volume considers a wide range of themes, from charting the early days of pastoral care in education in the UK and the establishment of NAPCE through to the discussion of contemporary pastoral challenges facing children and young people around the world. This timely volume makes the case for the centrality of pastoral care in education and offers new directions for pastoral education, research, policy and practice.

 

AWARDS: NAPCE AWARDS 2023 Photo Gallery now LIVE

 

The National Awards for Pastoral Care in Education 2023 was a tremendous success.

It took place at the Graeme Hick Pavilion, Worcestershire County Cricket Club on September 29th, 2023 and was sold out.

Winners were crowned from eight categories and the deserving finalists were also celebrated on a special night for people who work in pastoral care roles in education settings.

We are delighted to now share a full photo gallery from the event.

You can view the full gallery and choose which photos you would like to download right here: https://drive.google.com/drive/folders/1VbVapRpjSEqN5n4M4OXUp3VghhMXDSBK?usp=share_link

MEETING: Free Training Session on November 16th – BOOK NOW 

Ever Considered Becoming a Reviewer for NAPCE’s Journal?

Have you ever considered becoming a reviewer for an academic journal and learning more about what makes a good research article?  Perhaps you already review articles but feel that you need some refresher training?

If so, then please consider registering for a FREE online training session facilitated by Victoria from Taylor & Francis (publisher) and myself as Editor of the journal Pastoral Care in Education.

The session will be held on Thursday November 16, 2023 4:00 PM (UK Time) and will cover all aspects of how to be a peer reviewer, including ethical considerations in peer review, responsibilities of a reviewer and how to write a report, as well as example cases.  The session will last around an hour (max 1.5 hours) depending on how long the Q&A lasts.

Most of the content is generic to any discipline, but this training also offers participants the opportunity to learn more about being a reviewer forPastoral Care in Education in particular and thus to gain further experience and build connections in the field.

Whether you are new to reviewing or looking to polish your skills, sign up here:
https://zoom.us/meeting/register/tJAvde-upzwuGd0NvDNMk5oABtge4ojwXhCg
 
If you have any questions, please don’t hesitate to contact me.
With best regards,

Professor Noel Purdy
Editor, Pastoral Care in Education

NAPCE Awards 2023 – Photo Gallery Now LIVE!

The National Awards for Pastoral Care in Education 2023 was a tremendous success.

It took place at the Graeme Hick Pavilion, Worcestershire County Cricket Club on September 29th, 2023 and was sold out.

Winners were crowned from eight categories and the deserving finalists were also celebrated on a special night for people who work in pastoral care roles in education settings.

We are delighted to now share a full photo gallery from the event.

You can view the full gallery and choose which photos you would like to download right here: https://drive.google.com/drive/folders/1VbVapRpjSEqN5n4M4OXUp3VghhMXDSBK?usp=share_link

 

NAPCE News – September 2023

NAPCE News – September 2023

Making a positive difference to young people through pastoral care

LEAD ARTICLE: Pastoral Care For All – One Brain at a Time” by NAPCE Officer Eileen Donnelly ?”

My attention was caught recently, by an article in The Pastoral Care for All – One Brain at a Time
 
As we celebrated the 40th Anniversary of NAPCE we reflected on the role it has had in informing our pastoral provision in schools.

Our postponed celebratory dinner – which took place earlier this year – afforded us the opportunity to express gratitude to the many authors and contributors to the journal which over the years had shaped and formed our thinking enabling us to arrive at where we are today.

The pastoral journey spans from the earliest years of providing financial and physical support to small numbers of individual students, through to the development of a topic-based curriculum delivered to the ‘less able’ students, and more laterally a statutory skills based Personal Development programme which supports students to take responsibility for their social, emotional and cognitive development.

Additionally, the literature helped move us away from the historic divide between the ‘pastoral’ and ‘curricular’  aspects of the school. Subject teachers were encouraged to get to know their students and build strong relationships with them. Pastoral care was to be ‘caught’  in addition to ‘taught’ 
 
More laterally, the field of neuroscience had added even more grist for the mill giving Teachers an insight into the uniqueness of each student’s brain, the behavioral impact of underdevelopment and the need for support to compensate.

We are learning that the adolescent brain is  very much ‘under construction’. Many of the regions including the frontal lobe (top front) which is concerned with executive function, judgement, and impulse control will not be fully developed until early adulthood, long after they have finished their formal school education.

Normal growth appears to occur between the ages of six and ten (KS2) and again in early twenties leaving the years between ten and eighteen (KS3 & 4) void of improvement.

Might this go some way to explain students’ lack of focus, poor organization, time management skills, and inability to register tasks and follow through with them until completion. Might our expectations of some students be just too high? Might this bring a new focus to the kind of care we need to provide for them? 
 
When they appear tired and lazy, we may be right in thinking they have had late night ‘screen time’ however it may indeed be because their brain has been busy ‘pruning’.  The process of cutting back old unused neuron connections to reshape new brain connections and allow for more growth happens mostly at night and requires energy.

Similarly, melatonin levels in adolescents naturally rise later at night and fall later in the morning . This may explain why many teens stay up late and struggle with getting up in the morning.

They frequently need more sleep than children. This sleep interruption can explain lethargy, lack of concentration, poor engagement with learning,  increased impulsivity,  irritability and depression. Until we create a greater awareness of this, student’s health and wellbeing may not be addressed appropriately.
 
Dopamine is a neurotransmitter in the brain associated with producing intense feelings of pleasure and reward. During adolescence, levels in the limbic system can increase dramatically.

Serotonin, known as the calming chemical, on the other hand, eases tension and stress and can counteract the excitement and recklessness that dopamine can produce.

If there is a defect in serotonin processing in the brain, there can be vulnerability to boredom, increased risk taking and impulsiveness manifesting in behaviours which can have lasting negative consequences.

Neuroscientists have also alerted educators to what they describe as  ‘temporal discounting preference,’ and ‘underdeveloped brain organization.’

The impact of this is seen in students’ impetuous behaviour and making choices which offer short-term rewards.

Despite this, our expectations of students is that they become self-motivated, make responsible career choices, set personal and academic targets, and strive to achieve them. We need to rethink how best to achieve this, considering these findings.

The prefrontal cortex which essentially manages emotions and impulse control has developmental delays years behind the limbic system. Until it catches up with the rest of the brain our students will rely on the amygdala to steer them through very difficult situations. For many, this will prove an unreliable source of support as it is not a thinking organ, rather, it works on instinct rather than logic.

This turmoil often explains why the period of adolescence is when many mental disorders such as schizophrenia, anxiety, depression, bipolar disorder and eating disorders emerge. Early intervention strategies that create an awareness of this and train the amygdala to make better decisions are essential.
 
Perhaps most interestingly, research into neuroplasticity offers teachers the most hope by dispelling the notion of fixed intelligence.

We have always known that neurons and synapses, changing and strengthening connections, are at the root of all learning in the brain.

However, we believed that neurons were predetermined at birth by biology and genetics. Using a carbon dating technique scientists can prove that neurons can grow in the hippocampus region of the brain which is known to play a crucial role in  memory and learning.

Teachers have to accept that students can get ‘smarter’ and figure out how best to achieve and capitalise on it.
 
Neuroscience has lots to offer Teachers, but does it pose more questions than answers?

  • Should research developments feature more on Teachers CPD?
  • Might it revolutionize the care and support we give Students during their most vulnerable years?
  • Without the luxury of magnetic resonance imaging scans how will we know who to target for support?

And the students:

  • Can they really blame it all on their brain?
  • Can we afford to ignore it?
  • Can we even begin to measure the destructive impact this can have on their lives?
  • Will they be receptive to intervention strategies until their brain ‘grows up’?

The GL PASS Psychometric test provides insightful information on the mindset of students, how they will respond in certain situations and the impact it will have on their behaviour and learning. Schools are using it to identify students in need of immediate support. In response, we have developed a range of brain-based intervention strategies informed by research from the fields of Neuroscience and behavioural change techniques.

The  ‘PASS – Mentoring Intervention Programme’ introduces pupils to a basic understanding of their brain and uses videos to demonstrate the skills driven behavioural change strategies, which, with persistent practice, will change their behaviour enabling them to be more in control of their lives.

Our approach works, schools report an average 25 per cent increase in student PASS scores when reassessed after programme completion. The outcomes for students can be  life changing.

If you would like to feedback on the contents of  this paper or find out more about the
PASS – Mentoring Intervention Programme please email me
eileen@eileendonnelly.co.uk

Eileen Donnelly
NEC Member
NAPCE

ARTICLE: Introducing “World Kindness Day” a event to be celebrated with Liz Bates

Did you know it is World Kindness Day on November 13th ? Asks Liz Bates                                                                                                                                                      

And of course November 13th is also the start of Anti-bullying Week.

With ‘Make a noise about bullying’ being this year’s slogan perhaps it is also time to ‘make a noise about kindness’.

There is no escaping the rise of unkindness in its most evident, explicit and toxic form.

The internet has allowed anonymity to enable a ‘no rules’ onslaught of unkindness which is almost impossible to challenge.

Then at the other end of the scale are the minute by minute, everyday choices that are made, to be unkind.  And that is the root of conversations we can have with children – that unkindness is a choice and, crucially, so is kindness.

Scientific studies have shown that kindness has a great number of physical and emotional benefits and that children require a healthy dose of good, positive feelings in order to flourish as healthy, happy, well-rounded individuals.

Kindness can change our brains by simply experiencing it. We can think and talk about kindness but that is not enough.

Experiencing kindness is the best way to learn about it.

Kindness can….

  • increase positive behaviour and help to create warm, inclusive environments where children can feel safe, secure, noticed and listened to, where children can belong
  • increase the likelihood of forming relationships, children are more likely to be accepted if they are well-liked – kindness is a pro-social skill
  • change a viewpoint when helping others less fortunate
  • produce endorphins activating parts of the brain that are associated with pleasure – this can lead to good feelings
  • lead to a release of oxytocin – this can increase individual levels of happiness
  • result in ‘helper’s high’ increasing a sense of self-worth
  • increase levels of serotonin which can affect mood and other aspects of health

and all of these can lead to better mental health.

Giving and receiving kindness are equally important. Being kind to others feels good, as does someone being kind to you. And not to be forgotten is being kind to ourselves, which I will come to shortly.

Remember ‘kindness can be catching’.

The more children see and hear adults and other children ‘modelling’ kindness the more normalised those behaviours become. I am more likely to be kind to someone else if someone has been kind to me (replace kind with unkind and that too is true).

What we do and what we say are our choices, so we can talk with children about this, asking, “Why would someone choose to be unkind if we have a choice to be kind?”

Because 99 times out of 100 there is a choice.

We can interrogate the reasons that someone might have for choosing to be unkind. We can look at kindness as an active choice, not a passive act. ‘I am choosing to do this…I want to say this….why would I do or say something else instead?’ Let’s see kindness as a superpower which we all have.

There is plenty more on this in Cool to be Kind: A Storybook and Practical Resource for Negotiating the World of Friendships and Relationships such as exploring the language of kindness and I will say a little more here about that, the words we choose to say.

Language is a very powerful instrument. The words we choose to say can be helpful or harmful.

We can speak words of encouragement, praise, inspiration and enthusiasm. We can also speak words of threat, hatefulness, put downs and criticism.

And once unkind words have been said they are hard to take back.

They can sometimes leave a mess that is very hard to clean up – imagine that words are like eggs.  We have to treat them carefully – if we don’t they can leave a horrible mess.

We also have to own the words that we say – they belong to us, no-one else.

If we make a bad joke or say an unkind thing we cannot then blame the other person for not getting the joke or being upset, the unfeasible “can’t you take a joke?” ‘defence’. They are our words and we have to take responsibility for them.

So the language of kindness:
Is positive and supportive.
Is clear, with a shared understanding, so it isn’t misunderstood.
Is inclusive and does not deliberately exclude.
Belongs to us – what I say are my words, I choose to say them so they are my responsibility.  I cannot blame anyone else for the words I choose to say.

Kindness isn’t about agreeing with or liking someone else but about accepting them and upholding their right to feel safe. It is about an absence of cruelty, meanness and nastiness.  But if we do get it wrong it is important to forgive ourselves and commit to doing better and getting it right next time.  Just like anything else, the more we practice, the better we get.

We know that nurturing the moral development of children has both positive individual outcomes and also positive outcomes for others, for the group, for their peers, for the classroom, for the school, and kindness is a fundamental building block in that development.

As is our modelling of behaviours, and of language; the thousands of micro-moments we have when interacting with children.  As adults we show children kindness – why wouldn’t we?
As well as talking about what kindness means, try introducing a regular ‘kindness reflection’.

In schools this could be done on a Monday morning and Friday afternoon.

Head on table, eyes closed (if the child/children feel comfortable doing this)
Spend 1 minute thinking about:
The kind people you know
Kind acts that someone has done for you
A kind act that you could do for someone
How do you show kindness?
What more can you do to be kind or show kindness?
What can you do today or this week that is kind?
And on Friday afternoon….
What have you done this week that is kind?
What can you do this weekend that is kind?

Self-kindness

There are some children whose unkind narrative is a repetition of what has been said or done to them by others – both adults and children.  A child who is unkind to others may be repeating the unkindnesses done to them. And may be reinforcing those unkindnesses to themselves. Self-kindness also needs to be cultivated, looked after and, as alluded to earlier, practiced.  It is about being sensitive to our own feelings as well as the feelings of others, particularly negative feelings and negative thoughts.

Some children can be self-critical to the extent that it prevents them from developing, moving forward and achieving.  This self-criticism might be said aloud and heard by others, but it is often hidden in the head of the child.

Their anger, frustration and disappointment is reinforced by their internal voice, thus maintaining the negative emotions and potentially making them worse. Supporting these children will include challenging negative self-talk and helping them to not necessarily believe their thoughts – learning to challenge that voice in their heads, the internal monologue that may be unfair and unrealistic.  Helping them to move towards accepting themselves.

There are activities and strategies we can introduce such as ‘Mean Mate’ and ‘Patient Pal’, all of which are described in detail in Cool to be Kind and the accompanying adult resource.

And finally, as Henry James said, “Three things in human life are important: the first is to be kind; the second is to be kind; and the third is to be kind.”

For much more on raising awareness, activities and lesson plans:

Cool to be Kind: A Storybook and Practical Resource for Negotiating the World of Friendships and Relationships
routledge.com/9780367537807

So have a think about what you can do to raise the profile and make a noise about  kindness in your setting and celebrate World Kindness Day, not just on November 13th,  but every day.
LIZ BATES
lizslamer@gmail.com

 

ARTICLE: A Guide to Setting Up & Running an Effective School Council from VotesForSchools

A GUIDE TO SETTING UP AND RUNNING AN EFFECTIVE SCHOOL COUNCIL with VotesForSchools

NAPCE is very pleased to enjoy a positive collaboration with VotesForSchools.

Once again in this month’s NAPCE News we are delighted to share an insightful article from the organisation, which we hope will inspire you.

Discover the ultimate guide to setting up and running a successful school council, empowering student voices and fostering leadership skills with VotesforSchools’ free resources.

We all know how important pupil voice is – it can bring about positive change in your classrooms, playgrounds, and beyond.

And yet, the prospect of setting up and running your school council can still be daunting, especially in a jam-packed schedule. But I can assure you it’s worth the effort: its success lies in equipping your young people with the skills they need to self-manage and lead with confidence.

What is a school council?

A group of young people who are elected by fellow pupils to represent their school and think of ideas for improving it.

Why is school council important?

Article 12 of the UN Convention on the Rights of the Child (UNCRC) states that every child has the right to express their views, feelings, and wishes in all matters affecting them, and to have their views considered and taken seriously.

EMPOWER YOUR SCHOOL COUNCIL:

Let them lead the charge against bullying and amplify their voices for a safer, inclusive school..

Sign up today to receive your free Anti-Bullying Week 2023 lessons straight into your inbox ahead of the week.

Hold an election

At the start of each academic year, invite pupils from each class to create a pitch that highlights their school-wide ambitions for the year ahead. A good place to start is by reminding them of the dos and don’ts when it comes to voting and getting them to think critically about the qualities of a good representative. This not only stops elections from becoming a popularity contest, but also means that they are putting their knowledge of the democratic process into action. Getting creative by using vote slips and ballot boxes is also a great way to introduce your pupils to the voting system.

Provide opportunities for all

In your first school council meeting of the academic year, encourage members to discuss their interests and favourite subjects. This may help them to decide on who is the best fit for each role or responsibility. A good listener? Chairperson! Enjoy working with numbers? Treasurer! A keen writer? Secretary! But, most importantly, make sure that there’s something for each person to take a lead on.

Get organised

A little bit of organisation goes a long way. Having an agenda for each meeting to keep discussions on track and putting a date in the diary for the next meeting means that the councillors’ valuable time will be well spent. These might be things you want to sort out ahead of time, or as you go – decide what works best for you and your school community.

Communication is key

Keeping pupils and colleagues in the loop about upcoming meetings and events helps with the smooth running of a school council. It also makes sure that everyone knows how, when, and where to make their voices heard. Whether these details are shared through emails, posters, or assemblies, involving your school councillors in the wider conversation helps to reduce your workload and enhance their leadership skills.

Shine a spotlight on councillors

Giving your councillors the opportunity to get involved in wider school life by leading an assembly or holding a weekly surgery at break times can help make them identifiable amongst their peers and encourage pupils to share their views with them. These actions can also help to build momentum and generate enthusiasm for the school council in order to make it fully pupil-focused.

Showcase change

Making sure that the ideas raised by the representatives are being enacted in school and in the wider community allows young people to see the difference their actions are making. Small changes such as changing from single-use sauce packets to bottles at lunch, or new equipment in the playground should be celebrated for all to see. You could do this by inviting the Headteacher or your local MP to an upcoming meeting, or by encouraging the councillors to write a proposal that outlines the changes they want to make in future.

Remember, your role as teacher representative is to facilitate, rather than lead. By putting these things in place early in the academic year, it will benefit pupils and help minimise your to-do list in the long-term and inspire further school council ideas.

While working in the profession, Sophie was the teacher representative for her school council and supported students in making positive change in their school and local community. She is passionate about fostering young leaders, inspiring pupil voice and promoting democracy

About VotesForSchools

Each week VotesforSchools creates resources for teachers to have informed discussions with their classes on topical issues. The children then get a chance to vote and comment, and they then publish that data – ensuring that pupil voice goes on to have an impact. Each week around 40,000 children vote.

They want children to be informed, be curious and be heard.

Due to the nature of the debate and voting and the topics covered. VotesforSchools provides a brilliant resource for the whole school to meet British values and Prevent requirements. For more information contact info@votesforschools.com

The website https://www.votesforschools.com

 

AWARDS: National Awards for Pastoral Care in Education 2023 – Programme Revealed

 

The programme for the National Awards For Pastoral Care In Education 2023 on September 29th has been announced.



The SOLD OUT Presentation Evening at Worcestershire County Cricket Ground, Worcester – which will be busier than ever –  will include a selection of entertainment alongside guest speakers and the glitzy awards ceremony.

Tickets for the NAPCE Awards are FREE and the event includes a fizz reception, guest speaker, entertainment, pay bar and the grand presentation.

The event is SOLD OUT, however feel free to contact Anne at admin@napce.org.uk to join a waiting list for returns.

Now in its fourth year, the NAPCE Awards is a standout event on the education calendar.

The ceremony is open to all people working in pastoral care in education roles.

It offers a unique opportunity to celebrate the work and achievements in pastoral care and is a wonderful networking event.

The NAPCE Awards was launched by  in 2019 and is the first UK-wide scheme to recognise outstanding achievements across pastoral care in education settings.

It was created to highlight excellent practice in pastoral care and to celebrate the people making a real difference in the educational experience of young people.

It also encourages new initiatives and ideas in pastoral care and recognises the contributions being made to developing policy and practice in pastoral support.

MEETING: Next NAPCE NEC Meeting Scheduled for October 14th, 2o23

NAPCE NEC Meeting October 2023
The next meeting of the NAPCE National Executive Committee will take place on October 14th, 2023 in London.

The event will take place for the first time at Mixing Networks, Second Floor, 36 Spital Square, London, E1 6DY and will be chaired by Phil Jones.

It will be followed by a six-monthly meeting of the Pastoral Care in Education Journal Editorial Board.

This event is not open to the general public.

For more information about NAPCE, our NEC and the Journal visit https://www.napce.org.uk

 

The team at NAPCE would like offer to our sincere thanks to all of our readers. You play a key role in the development of NAPCE and the education community at large. A key part of our mission statement is to continue to expand the NAPCE community. If your staff team are not ‘pastoral care aware’ please send on the link below to your colleagues. The more we share, the more we can make a positive difference to young peoples’ wellbeing throughout their school education experience.
Click here: An Introduction to Pastoral Care

NAPCE News – August 2023

NAPCE News – August 2023

Making a positive difference to young people through pastoral care

LEAD ARTICLE: “Do our schools in the post pandemic 21st century adequately prepare our young people for the life that the majority will live?” by NAPCE’s Jill Robson –

Do our schools in the post pandemic 21st century adequately prepare our young people for the life that the majority will live?
My attention was caught recently, by an article in The Times in June, reporting that Chief Scout and adventurer Bear Grylls had declared that schools are not teaching the skills that matter, when life is harder for young people, than at any previous time.

Bear Grylls has long been critical of the education system, contributing to a Times Education Commission in Jan 2022, he stated that our education and assessment system is too narrow and should recognise and reward life skills such as resilience.

He is also attributed with stating that there is a huge gap between the skills that young people need for life and what is being taught in schools and that we need to close the life skills gap and demystify what is required to succeed in life.

Tim Brighouse and Mick Waters writing in the TES in March 2022 said the they believed that the push for a knowledge-rich curriculum and a focus on facts means we may have created a generation unprepared for the modern world.

When you look at schools’ visions statements, they frequently include an intention to prepare their students for adult life. Definitions of the word education often includes such phrases as “systematic instruction, schooling or training in preparation for life”.

The question is, do our schools in the post pandemic 21st century adequately prepare our young people for the life that the majority will live?

When NAPCE was formed it was recognised that young people needed to learn skills that were not always taught in schools and as someone who was around in the early days of the association, it is incredibly frustrating that we are still having these discussions on the appropriateness of the curriculum, forty years on.

Possibly the reluctance of successive governments to adapt what is taught in schools is because it is easy to measure progress in Maths, English and Science in terms of levels and grades, whereas it is not as easy to assess young people’s progress in relationships, confidence and resilience.

So, what skills do we need to include in a new curriculum to prepare young people adequately for their adult life?

The starting point should be interpersonal and communication skills, the ability to build relationships, to communicate effectively, work in teams and deal with conflict and assertiveness strategies that are vital to young people, to cope with adult life and to avoid bullying and mental health issues.

Watch any secondary students walking to, or from schools and you can observe a number of them with their eyes fixed on their phones rather than communicating with each other. Technology is obviously advantageous in the education process in the modern world but not to the exclusion of human interaction.

The other essential is critical thinking skills, the ability to reason, question ideas and to think objectively and rationally about issues which affect them, rather than accepting them at face value.

This would include decision making and problem-solving skills which are important in a democratic society where the media and the internet are so influential in shaping ideas.

Mandell Creighton, the historian and Bishop of London in the 19th century remarked that “the one real object of education is to leave man in the condition of constantly asking questions” and this is still a commendable aim two centuries later.

Money management and financial skills, the ability to manage a budget and plan financially, understanding home acquisition and responsibilities, are also relevant, particularly in the present financial climate, where people are struggling to pay mortgages and homelessness is on the increase.

One area we have particularly neglected in the English education system has been parenting, understanding pregnancy and child development, supporting learning in babies and children.

Child development has often appeared as an option in Year 10 but not as a compulsory element for all young people. When you consider that it is a role that the majority of young people will fulfil during their adult life, it is incredible that we offer no educational support for this vital role in our society.

Another gap in the present education curriculum is the teaching of practical cooking skills. At one time young people were taught what was referred to as Domestic Science, which later became Home Economics and then Food Technology but which has disappeared totally in some schools.

In terms of Maslow’s hierarchy of human need, physiological needs form the basis of the pyramid, yet the ability to provide for that need is not addressed in many schools which have abandoned the teaching of the subject.

In Health Education students learn about healthy diets but are not necessarily given the skills to create them themselves. Being able to cook and prepare meals at home particularly healthy meals is often beyond some parents who rely on expensive ready meals or takeaways.

In one school where I taught, we had a family of six children who ate free school meals at lunchtime but had takeaway pizza every evening at home. The irony was not lost on me when I went to observe a food technology lesson where one of the children was in the class, to find that the aim of the lesson was to design a pizza box.

Television cookery programmes aim to fill the gap by showing people how to make nutritious meals on limited budgets when at one time this teaching was done in the home or school.

This suggested list is not exhaustive, there are other topics which more detailed analysis may identify. The ideas are not radical, they have been around for many years and have been presented in numerous programmes, Bear Grylls himself has introduced one called “Becoming x education” but there have been several over the years which have been implemented as an add on to the curriculum.

What is needed is a total overhaul of what is taught in our schools so that these important skills can be embedded in the curriculum and we can achieve the point, at which we can confidently state, that our education system does prepare our young people for the reality of adult life in the 21st century.

Jill Robson
Secretary
NAPCE

AWARDS: NAPCE Awards 2023 Sponsors Unveiled 

Sponsors for the 2023 National Awards for Pastoral Care in Education, Presentation Event Announced

NAPCE is pleased to announce a partnership with Majesticare as our main sponsor for the Presentation Event of the 2023 National Awards for Pastoral Care in Education.

The presentation event takes place in the splendid setting of the Graeme Hick Pavilion at Worcestershire County Cricket Club in Worcester on Friday 29thSeptember.

Sponsors, judges, NAPCE members, and finalists in the eight categories for the awards will join together to celebrate and value the excellent contributions that are made by people working in pastoral roles that make a positive difference in the learning experience and future life chances of children and young people.

On the evening the winners of the awards in each category will be announced and the plaques and prizes awarded.

NAPCE is proud to work in partnership with Majesticare, who provide exceptional care in their care homes.

They are excellent partners for the awards because they have been providing award winning care in their care homes for over 20 years.

They are considered to be one of the UK’s leading care home providers with beautiful residential, nursing and dementia care homes across Worcestershire, the Home Counties, Buckinghamshire and into Somerset.

Like education, providing care in a care home setting requires a skilled and dedicated workforce to meet the different needs of the people in their care.

Majesticare understand what it means to provide exceptional care with a stimulating and vibrant community for the people in their care.

NAPCE is pleased to be working in partnership with our sponsors of the eight awards categories to raise awareness about the excellent practice in pastoral care in education.

These include The Association of School and College Leaders (ASCL)who represent and support more than 24,000 school leaders. Their members are responsible for the education of more than four million children and young people. They are sponsoring the Raising Awareness about Pastoral Care category.

Other sponsors include the publishers Taylor and Francis (Pastoral Leader of the Year) and Crown House Publishing (Pastoral Development of the Year). Taylor and Francis work in partnership with NAPCE for the publication of the Association’s academic journal ‘Pastoral Care in Education’.

Taylor and Francis is a specialist in scholarly research and in helping academic and research communities make new breakthroughs. They curate, produce and publish scholarly research and research referenced-led content enabling the latest academic thinking and discovery to be shared and built on. 

Crown House Publishing is an independent publisher of books. It is a rapidly growing publishing house specialising in the areas of Education, Coaching, Business Training and Development, Neuro-Linguistic Programming, Hypnotherapy, Psychotherapy, Counselling, Self – Help, Mind Body Spirit, and Personal Growth. In 2019, 2020 and 2022 we were shortlisted for the Independent Publishing Guild Education Publisher of the Year Award.

The sponsor of the award for the International Contribution to Pastoral Care is Global Equality Collective, (GEC) who are award winning diversity and inclusion providers. Their aim is to make ordinary classrooms extraordinarily inclusive. They help schools to deliver better inclusion by sharing their expertise and through the GEC platform which provides state of the art analytics and benchmarking tool to support innovation.

The sponsor of the award for Outstanding Contribution to Pastoral Care is Eileen Donnelly Educational Development Limited. They support teachers and students personal, social and emotional development to help achieve success.

The Pastoral Member of Staff of the Year is sponsored in 2023 by North London Collegiate School, Jeju, South Korea. This is a British international School situated on the UNESCO world heritage island of Jeju in South Korea. It was founded in 2011 as a day and boarding school. The school has a belief in the potential of young people and that they can foster the drive and determination that will enable them to make a difference in the world.

NAPCE is pleased to be working partnership with Schools Consent Projectas the sponsors of the Pastoral School of the Year award. The Schools Consent Project (SCP) teaches sexual consent to young people aged 11-18 in schools across the UK. We aim to normalise conversations about consent amongst young people to challenge harmful attitudes.

The Pastoral Team of the Year award is sponsored by Connect to Purpose. It is the dream of a group of highly motivated education professionals connected with their passion for working with young people, pushing the boundaries of educational practice. Connect to Purpose is a start up charity that provides peaceful heritage sanctuaries for the rest and renewal of young people and their families who seek support in challenging times. As a charity NAPCE appreciates the support of all our sponsors to enable us to provide prizes and a memorable experience at the Presentation Event to recognise the excellent practice in pastoral care in education.

The places for the Presentation event had been fully reserved but we are pleased to announce that following discussions with the venue we have managed to arrange for some additional places to be made available. These can be reserved now on Eventbrite by following the link https://NAPCEawards23.eventbrite.co.uk

We hope that finalists, sponsors and anybody with an interest in supporting pastoral care in education will not miss this opportunity to attend this important event on the educational calendar. Don’t miss your chance to have your moment on the red carpet. The programme for the evening is.

Programme

7-00pm Guests arrive – Prosecco Reception served by venue staff, nibbles and pay bar open

7-30pm Welcome by the host for the evening, Phil Jones National Chair of NAPCE

7-35pm Guest Speaker Ronald Skelton M.Ed. B.Phil. B.Ed. (Hons) NPQH LLE. Headteacher and CEO of Broadway Academy in Birmingham and the longest serving headteacher in the region. ‘Building the culture and values of a school.’

7-45 pm Entertainment – Performers form Alderbrook School, Solihull

8-00 pm The Announcement of the Winners and Presentation of the Awards

  1. International Contribution to Pastoral Care Award 

Sponsored by Global Equality Collective 

Presented by (to be confirmed.)

International Contribution to Pastoral Care Finalists

  • Bromsgrove International School Thailand
  • NLCS Jeju
  • Charlene Secondary School Kiryandongo Uganda
  • University of Malta
  • International School Ikast-Brande

 

  1. Raising Awareness about Pastoral Care 

Sponsored by The Association of School and College Leaders

Presented by Margaret Mulholland from ASCL

Raising Awareness about Pastoral Care Finalists

  • Mr Stephen Page, All Saints Catholic College
  • Ellie Costello, Team Square Peg
  • Pastoral Care Department, Glenlola Collegiate School
  • Highfield and Brookham Schools,
  1. Outstanding Contribution to Pastoral Care

Sponsored by Eileen Donnelly Educational Development Limited

Presented by Eileen Donnelly, Member of NAPCE National Executive Committee (TBC)

Outstanding Contribution to Pastoral Care Finalists

  • Girls on Board
  • Heather Tuffs, Nidderdale High School
  • Lads Like Us
  • Sacred Heart PS, Derry
  • Mohammed Adam, Manchester Academy
  1. Pastoral Development of the Year

Sponsored by Crown House Publishing 

Presented by (to be confirmed.)

Pastoral Development of the Year Finalists

  • Christ the King Sixth Forms
  • Inclusion Hub, Friern Barnet School
  • Leighton Park School
  • St. Louis Grammar School Ballymena
  • Raymond Herron, St. Mary’s Christian Brothers Grammar School

Entertainment – featuring Sienna – fantastic young singer.

  1. Pastoral Leader of the Year

Sponsored by Taylor and Francis

Presented by Mel and Ellie from Majesticare

Pastoral Leader of the Year Finalists

  • Donna Merry, Southend YMCA Community School
  • Liz Weddle, JCoSS, Barnet
  • Mrs Aine Deane, Sacred Heart PS, Derry
  • Kathryn Bates, Shireland Collegiate Academy, Smethwick
  • Andrew Keep, St Bees School
  1. Pastoral Member of Staff of the Year

Sponsored by North London Collegiate School, Jeju, South Korea

Presented by Chloe, World Irish Dancing Champion

Entertainment – Irish Dancing 

Pastoral Member of Staff of the Year Finalists

  • Mr Matt Pont Beck Primary School
  • Raymond Kelly, St Patrick College Dungiven
  • Thomas Carter Stead, NLCS Jeju
  • Liz Tzouliou, East Barnet School
  • Mrs Aine Deane, Sacred Heart PS Derry
  1. Pastoral Team of the Year

Sponsored by Connect to Purpose.

Presented by Georgina Saralis Founder and CEO, Connect to Purpose. (TBC)

Pastoral Team of the Year Finalists

  • Pastoral Team at Shireland Collegiate Academy
  • SENDi Team Tudor Grange Academy Worcester
  • Pastoral Team, Stockport Academy
  • Institute of Policing’s Work Based Education Officers Team.
  • Team of Student Managers, Preston College
  1. Pastoral School of the Year

Sponsored by Schools Consent Project 

Presented by Luke Ramsden (TBC)

Pastoral School of the Year Finalists

  • Up Holland High School, Lancashire
  • Richard Cloudesley School
  • St Patrick College Dungiven
  • RGS The Grange
  • Holy Trinity Primary School

9-00pm Closing remarks by Phil Jones National Chair of NAPCE

10-15pm Last orders at Bar

10-30pm Event finishes

Please note there may be changes to the programme. 

We are looking forward to meeting our guests at the Presentation Event for the 2023 National Awards for Pastoral Care in Education. Guests are welcome to attend with colleagues, friends, and family. Why not spend a weekend in the lovely cathedral city of Worcester. There is a Premier Inn next door to the venue and there is a choice of accommodation in the city. The nearest train station to the venue is Foregate Street, Worcester, with good connections to London and other parts of the country. If you have any questions or for more information contact admin@napce.org.uk or follow the link https://NAPCEawards23.eventbrite.co.uk.

 

AWARDS: National Awards for Pastoral Care in Education 2023 – LAST TICKETS AVAILABLE, ALMOST SOLD OUT

 

A new tranche of tickets for the National Awards For Pastoral Care In Education 2023 are available now, but please book quickly, they’re almost SOLD OUT.

Now in its fourth year, the NAPCE Awards is a standout event on the education calendar.

With finalists announced in June, attention now turns to the Presentation Evening on September 29th at Worcestershire County Cricket Ground, Worcester.

The ceremony is open to all people working in pastoral care in education roles.

It offers a unique opportunity to celebrate the work and achievements in pastoral care and is a wonderful networking event.

NAPCE National Chair Phil Jones said: “Following last year’s incredibly successful event, we are delighted to return to Worcester.

“The NAPCE Awards offers a unique opportunity to get so many people working in pastoral care in education together to mark all of our great achievements.’

Tickets for the NAPCE Awards are FREE and the event includes a fizz reception, guest speaker, entertainment, pay bar and the grand presentation.

To book FREE tickets for the showpiece Presentation Evening on September 29th at Worcestershire County Cricket Ground, Worcester, click here: https://NAPCEawards23.eventbrite.co.uk

The NAPCE Awards was launched by  in 2019 and is the first UK-wide scheme to recognise outstanding achievements across pastoral care in education settings.

It was created to highlight excellent practice in pastoral care and to celebrate the people making a real difference in the educational experience of young people.

It also encourages new initiatives and ideas in pastoral care and recognises the contributions being made to developing policy and practice in pastoral support.

Details about how to book tickets will be sent to finalists directly, before being made available to people from across the education sector.

The 2023 Finalists – Main Sponsor Majesticare

Pastoral School of The Year sponsored by Schools Consent Project

(A school that can demonstrate a commitment to pastoral care and support for learners that makes a real difference in the progress and personal development of young people in the school)

Up Holland High School, Lancashire

Richard Cloudesley School

St Patrick’s College, Dungiven

RGS The Grange

Holy Trinity Primary School

Pastoral Team of The Year sponsored by Connect to Purpose

(A team that works in pastoral care and can demonstrate a determination to support young people to achieve their full potential and a positive impact on the young people they work with)

Pastoral Team at Shireland Collegiate Academy

SENDi Team Tudor Grange Academy, Worcester

Pastoral Team, Stockport Academy

Institute of Policing’s Work Based Education Officers Team

Team of Student Managers, Preston College

Pastoral Member of Staff of the Year sponsored by North London Collegiate School, Jeju, South Korea

(A member of staff who works in pastoral care and who always makes the extra effort to support young people to enable them to become effective learners and achieve success)

Matt Pont Beck Primary School

Raymond Kelly, St Patrick’s College Dungiven

Thomas Carter Stead, NLCS Jeju

Liz Tzouliou, East Barnet School

Aine Deane, Sacred Heart PS, Derry

Pastoral Leader of Staff of the Year sponsored by Taylor and Francis

(Has a passion for pastoral care that is shared with colleagues to inspire and motivate them to make a real difference in the lives of the young people they work with)

Donna Merry, Southend YMCA Community School

Liz Weddle, JCoSS, Barnet

Aine Deane, Sacred Heart PS, Derry

Kathryn Bates, Shireland Collegiate Academy, Smethwick

Andrew Keep, St Bees School

Pastoral Development of the Year sponsored by Crown House Publishing

(A pastoral initiative or idea that has achieved positive outcomes and has improved the learning experience and future life chances, for young people)

Christ the King Sixth Forms

Inclusion Hub, Friern Barnet School

Leighton Park School

Louis Grammar School, Ballymena

Raymond Herron, St. Mary’s Christian Brothers Grammar School

Outstanding Contribution to Pastoral Care sponsored by Eileen Donnelly Educational Development Limited

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

Girls on Board

Heather Tuffs, Nidderdale High School

Lads Like Us

Sacred Heart PS, Derry

Mohammed Adam, Manchester Academy

Raising Awareness About Pastoral Care sponsored by Association of School and College Leaders

(An individual, group or organisation who through their actions have raised awareness about pastoral care or pastoral issues and encouraged positive improvements for the benefit of young people)

Stephen Page, All Saints Catholic College

Ellie Costello, Team Square Peg

Pastoral Care Department, Glenlola Collegiate School

Highfield and Brookham Schools

International Contribution to Pastoral Care sponsored by Global Equality Collective

(An international school or organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care)

Bromsgrove International School Thailand

NLCS Jeju

Charlene Secondary School Kiryandongo Uganda

University of Malta

International School Ikast-Brande

There will be a prize of £100 for the school or institution for the winners of each category and individuals will also be recognised for their achievements.

MEETING: Next NAPCE NEC Meeting Scheduled for October 14th, 2o23

NAPCE NEC Meeting October 2023
The next meeting of the NAPCE National Executive Committee will take place on October 14th, 2023 in London.

The event will take place for the first time at Mixing Networks, Second Floor, 36 Spital Square, London, E1 6DY and will be chaired by Phil Jones.

It will be followed by a six-monthly meeting of the Pastoral Care in Education Journal Editorial Board.

For more information about NAPCE, our NEC and the Journal visit https://www.napce.org.uk

 

ARTICLE: Empowering Teachers & Students to spot the signs of extremism & radicalisation from VotesForSchools

APPROACHING BRITISH VALUES AND PREVENT IN THE CLASSROOM – Empowering Teachers and Students to spot the signs of extremism & radicalisation – from VotesForSchools
Since 2020, there has been a sharp rise in right-wing extremism, particularly online. This has led to radicalisation and in some cases, terrorist plots being developed by young people in the UK.

Schools and other educational settings have a legal duty to do everything in their power to prevent people from being drawn into extremism and terrorism. The legal framework comes under Section 26 of the Counter Terrorism and Security Act 2015, as stated in Keeping Children Safe in Education 2020 and is an Ofsted requirement, known as the Prevent Duty. Every adult in your school should be confident in being able to recognise the signs and indicators that children and young people may be being radicalised or are beginning to develop extremist views. Of course, these concerns should be discussed with the Designated Safeguarding Lead or equivalent.

It’s one thing to recognise signs and be fastidious with following up on concerns. However, it is also a duty to give young people the opportunity to discuss extremism, radicalisation, and terrorism. It is important to remember that discussing these areas is as important as reporting concerns about young people.

So, how do you do that? What’s the most effective way to approach these topics without fear of causing harm or misrepresenting information? How can you make it age-appropriate? How do you avoid unhelpful stereotypes that could make some feel even more alienated? The curriculum is already overloaded, where is the time to cover these massive areas?

These are all valid concerns. But they must be overcome. Schools and colleges at their most ideal are safe environments that allow these discussions to happen. After all, discussing these topics is a legal duty, just as learning about sexual exploitation or FGM is.

As a former teacher of Religion and Philosophy, I have seen first-hand that enquiry-based learning can bear the most fruit in the classroom. In other words, teacher-led discussions can give pupils the confidence to reflect on difficult subjects such as religion, war, and other important areas. I have compiled some useful tips to help teachers feel supported and confident in discussing extremism, radicalisation, and terrorism including what to look out for and how to ensure your pupils are safe and supported. There is also a free lesson pack which will help you discuss extremism in your classroom that you can download below.

More Information on VotesForSchools Extremism Lessons

VotesForSchools lessons on extremism explore whether we respect views that are different to ours (5-7), whether or not we can recognise extreme views (7-11) and whether or not extreme right-wing views are pursuasive to young people (11-18). All of this, as well as assemblies on British Values for both primary and secondary are available to download from this page https://www.votesforschools.com/teacher-toolkit/british-values-smsc-prevent/extremism-radicalisation-and-terrorism-in-the-classroom/#

About VotesForSchools

Each week VotesforSchools creates resources for teachers to have informed discussions with their classes on topical issues. The children then get a chance to vote and comment, and they then publish that data – ensuring that pupil voice goes on to have an impact. Each week around 40,000 children vote.

They want children to be informed, be curious and be heard.

Due to the nature of the debate and voting and the topics covered. VotesforSchools provides a brilliant resource for the whole school to meet British values and Prevent requirements. For more information contact info@votesforschools.com

 

The team at NAPCE would like offer to our sincere thanks to all of our readers. You play a key role in the development of NAPCE and the education community at large. A key part of our mission statement is to continue to expand the NAPCE community. If your staff team are not ‘pastoral care aware’ please send on the link below to your colleagues. The more we share, the more we can make a positive difference to young peoples’ wellbeing throughout their school education experience.
Click here: An Introduction to Pastoral Care

NAPCE News – July 2023

NAPCE News – July 2023

Making a positive difference to young people through pastoral care

LEAD ARTICLE: NAPCE’s Dr Matt Silver – Recovery and Reflection – Tapping into Your Energy

Recovery and Reflection- Tapping into Your Energy by Dr Matt Silver, CEO of The Glass House Leadership Lab and Vice-Chair of NAPCE

As this article is being written, it is the last day of term.

Whatever your role is in education, there is something so significant about it.

Most call it the ‘light at the end of the tunnel’ or the end of ‘silly season’.

So what is it that shapes this narrative and what does it have to do with Pastoral Care?

Any period that is emotionally charged can equally be emotionally draining.

As we have the highs of end of year- whether that is productions, exhibitions, or transitions, we also face the low of coming down from these experiences.

The same can be said about the lows, drawing a close to community journeys, working through red tape to try and leave your summer free, or fretting about multiple anxieties that face uncertain parts of our future.

We seek a bigger high to outweigh the low, and if we can’t find it, it sends us in to grasping for a break that we perceive to find the ‘rest’ we think we need.

What is occurring is waves, much like a rollercoaster, on what is known as our hedonic treadmill.

We seek a high to get out of our low, and with this repeating pattern comes a greater seeking.

This is what I have re-termed the Goldilocks Effect.

In constantly seeking ‘just right’ we reject the ‘too hot’ or ‘too cold’ missing the energy and wisdom that sits in the struggles as well as the success.

So how do we overcome this sense of being drained at the end of term?

Begin to try to find the ‘just right’ right now. The opportunity of the break is not to perceive rest as the topping up of our energy tanks, but to reflect on what has been learnt and how we have developed our capacity, and that of others, over the past year.

In doing this, we top up our tanks with our wins, recognise and address the potholes that won’t empty them again next year, but most importantly, expand them with our own maturity.

This is essentially what adult development is based upon, finding satisfaction on the journey rather than reaching the summit.

Pausing along the way to rehydrate and refuel, taking in the expansive picture and making sense of where we are and where we are going, not sprinting through the race only to burnout.

At the Glasshouse Leadership Lab we have been working with leaders through coaching and team journeys on finding meaning as the world surrounding education moves at an accelerating pace whilst the system is overwhelmed by its consequences.

In better understanding yourself and those around you, as well as the system and how it is constructed, allows you to find a way of moving your own setting forward despite the weather outside.

What applies to leaders, also applies to learners. Do they have a sense of meaning? What is school to them now as the attention demand is tapping into their identity? If we do not understand our own identity, how are we to provide the maps for our learners to navigate theirs?

What has been a constant theme emerging is that Pastoral Care is more essential than ever, but potentially being more and more sidetracked for performance metrics catalyse behaviour issues to overtake teacher workload for the first time ever as a reason for leaving the profession.

Yet much like the hedonic treadmill, the harder we seek the ‘highs’ of performance the lower the consequences sink.

The purpose of our energy expenditure in education is becoming more erratic and the tipping point, potentially, ever closer.

Refocusing on the human state of education, whether that is student or staff, is essential.

There is hope, but it begins with us as individuals becoming aware of the blueprint towards this, being capable of forming a team and developing their capacity to not just think differently but act differently. If the system is too mature, so must we.

In summary, all of us at NAPCE wish you a fantastic summer, one that is deserved for all of the energy you have put in to the human element of education we all know actually enhances performance.

It is not an either/or, but a both/and. So both relax and reflect, finding energy in both. Energy is essential to change.

The demands of the education system creates immense pressure to perform. The Glass House Leadership Lab guides your team to develop deeper insight into sophisticated system design to enhance student performance and community outcomes so we can evolve education for all.
www.glasshouselab.com

REPORT: NAPCE’S Sell-Out Northern Ireland Symposium – FULL REPORT

NAPCE’s First Northern Ireland Pastoral Care Event – Who Cares About Pastoral Care – REPORT

Who cares about Pastoral Care?

This was the title for the event organised in Belfast on Wednesday 21st June by NAPCE and Stranmillis University College.

The idea for the day came from conversations over breakfast in October last year.

This was the morning after the first live presentation event for the National Awards for Pastoral Care for Education, organised by NAPCE.

The Awards evening had been a brilliant opportunity to share good practice in pastoral care and to recognise the excellent work that makes a difference to children and young peoples’ learning experiences and future life chances. People had travelled to the Presentation Evening from all around the United Kingdom including a large number from Northern Ireland.

Many of the people who attended the presentation were staying at the Premier Inn at Worcestershire Cricket Ground in Worcester, where the event took place and the following morning no longer in the formal wear, met up for breakfast and to share thoughts and ideas.

The conversations over breakfast showed how much can be gained, from spending time with people with similar interests and from different backgrounds and experiences and how much can be learnt from these discussions.

It was from these breakfast conversations and the enthusiasm built from the positive experience of the previous evening that the idea emerged of NAPCE organising an event in Northern Ireland.

When NAPCE was first founded over 40 years ago, there were regional groups all over the UK who shared an interest in pastoral care.

This included Northern Ireland, which as a region made a big contribution to the work of NAPCE, to raise awareness about pastoral care.

The inspiration and motivation for planning the event came from Professor Noel Purdy who is the current editor of NAPCE’s academic journal ‘Pastoral Care in Education’ and a member of both NAPCE’s National Executive and Editorial Board.

The venue for the event was Stranmillis University College in Belfast. Together with NAPCE they worked on the planning and organisation, of the face-to-face symposium, to share good practice in pastoral care and address the challenges facing schools in Northern Ireland.

I was delighted as NAPCE National Chair to be invited to Belfast to host the event on behalf of NAPCE along with Professor Noel Purdy from Stranmillis University College. Anne, my wife, who is part of the administrative support team for NAPCE made the journey with me to support the administration of the symposium and to represent NAPCE at the event.

When we left for Birmingham Airport for the flight to Belfast on the Tuesday, we were informed of a 30-minute delay.

By the time we arrived at the airport it had become a 2-hour delay and we were then made aware that the flight had been cancelled.

Determination to overcome all challenges and to attend the symposium took over and a frantic search on the internet using my phone found two seats on a later flight.

This then meant that we were going to spend nearly 10 hours in the airport!

It felt a little like we were doing a remake of the Tom Hanks film, ‘The Terminal’!

It became a little desperate at one point when we started playing, ‘I spy’!

I never realised how competitive that game can be in certain situations! The worry was that our long wait might end in disaster with another cancellation, but the flight  eventually took off with a 30-minute delay and we arrived in Belfast in time to go to bed in preparation for the symposium the following day.

The good news was that there had been a very positive response to the opportunity to attend the event and all available places had been taken.

As hosts it was a pleasure for Noel and I to welcome delegates to the symposium and to introduce the programme.

The first speaker was Koulla Yiasouma, the former Children’s Commissioner for Northern Ireland, who spoke on the title “Education needs pastoral care to succeed-addressing pastoral care challenges facing schools in Northern Ireland”.

In an honest and passionate presentation, she reminded the audience that every child is a unique person with rights that include the right to be safe and the right to be heard.

She explained how there is a link between pastoral care and academic progress and how pastoral care is an integral part of education and needs to be part of a whole school approach to meeting the needs of children and young people.

She talked about how different language is used to describe pastoral care in schools. She reminded the audience that all children have pastoral care needs and some vulnerable children have more than others.

She argued that we need to learn from the experience of the pandemic and that supporting children with social and emotional learning is important.

The next speaker was Catherine Davidson, Vice-Principal of Ballysillan Primary School. The title for her presentation was “The Importance of a nurturing approach to primary schools”.

Catherine gave some brilliant examples of how the school supports nurturing and commented that ‘small changes can make a huge difference’.

She pointed out that it is important to model the nurturing that the schools do with the children, with the parents.

She described some of the many initiatives the school has implemented to support the personal development of the children in their care.

These include, ‘Kindness Ambassadors’, ‘Star of the Week’ and ‘The Treehouse’, which is a self-funded nurturing room.

Another speaker was
Claire Breen, Principal of Tor Bank Special School, in Dundonald.

The school was the winner of the NAPCE Award in 2020 for ‘Outstanding Contribution to Pastoral Care’.

The title for the presentation was ‘Supporting the school community through their bereavement journey’.

The presentation raised the audience’s awareness about the challenges that staff in pastoral roles in schools may face.

It was an important reminder that it is the pastoral structures and systems that support schools and their learners when they are faced with the biggest challenges.

The final speaker was Catherine McHugh, who is Principal of St Patrick’s College in Dungannon.

The school was the winner of the 2022 NAPCE Award for Pastoral Team of the Year and Pastoral Development of the Year.

The school have been chosen by the judges as a finalist for the 2023 National Awards for Pastoral Care in Education, School of the Year award. The title for the presentation was, ’All Children, All Backgrounds, All Succeeding’.

In the presentation Catherine expanded on the title, to share the good practice in the school and the positive impact it has on the children in their care

She recognised that it is difficult for schools to prepare children for a changing world and that there are many financial and educational challenges to overcome.

Catherine was clear that despite the challenges inclusion and equity are rooted in the provision of the school.

She explained that pastoral care in the school is about recognising the potential of all learners.

The event was a brilliant opportunity to share good practice taking place in pastoral care and to bring people together who despite the many challenges currently being faced by schools, had a determination to make a difference for the learning experience and future life chances of all children.

After joining me to thank everybody for their contribution to a very successful event there was time for Noel to change his role and give Anne and I a tour of the city of Belfast as our tour guide.

The following morning, we were up early for our return flight to Birmingham. This time the flight left on time and arrived back in Birmingham early!

The symposium in Belfast is an inspiration to organise further regional NAPCE events in the future.

It is great to be able to bring people together with enthusiasm and a passion for pastoral care to share ideas and good practice.

I am looking forward to the breakfast conversations after the presentation event for the 2023 awards which takes place in Worcester, at Worcestershire County Cricket Club on the evening of 29th September.

I am sure there will once again be some great conversations during the weekend and will lead to some more good ideas for NAPCE events and activities to support pastoral care in education.

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

 

AWARDS: National Awards for Pastoral Care in Education 2023 – TICKETS AVAILABLE NOW

 

Tickets for the National Awards For Pastoral Care In Education 2023 are available now.

Now in its fourth year, the NAPCE Awards is a standout event on the education calendar.

With finalists announced last month, attention now turns to the Presentation Evening on September 29th at Worcestershire County Cricket Ground, Worcester.

The ceremony is open to all people working in pastoral care in education roles.

It offers a unique opportunity to celebrate the work and achievements in pastoral care and is a wonderful networking event.

NAPCE National Chair Phil Jones said: “Following last year’s incredibly successful event, we are delighted to return to Worcester.

“The NAPCE Awards offers a unique opportunity to get so many people working in pastoral care in education together to mark all of our great achievements.

“We are anticipating the demand for tickets to be very high and so I would recommend early booking.”

Tickets for the NAPCE Awards are FREE and the event includes a fizz reception, guest speaker, pay bar and the grand presentation.

To book FREE tickets for the showpiece Presentation Evening on September 29th at Worcestershire County Cricket Ground, Worcester, click here: https://NAPCEawards23.eventbrite.co.uk

The NAPCE Awards was launched by  in 2019 and is the first UK-wide scheme to recognise outstanding achievements across pastoral care in education settings.

It was created to highlight excellent practice in pastoral care and to celebrate the people making a real difference in the educational experience of young people.

It also encourages new initiatives and ideas in pastoral care and recognises the contributions being made to developing policy and practice in pastoral support.

Details about how to book tickets will be sent to finalists directly, before being made available to people from across the education sector.

The 2023 Finalists

Pastoral School of The Year sponsored by Schools Consent Project

(A school that can demonstrate a commitment to pastoral care and support for learners that makes a real difference in the progress and personal development of young people in the school)

Up Holland High School, Lancashire

Richard Cloudesley School

St Patrick’s College, Dungiven

RGS The Grange

Holy Trinity Primary School

Pastoral Team of The Year sponsored by Connect to Purpose

(A team that works in pastoral care and can demonstrate a determination to support young people to achieve their full potential and a positive impact on the young people they work with)

Pastoral Team at Shireland Collegiate Academy

SENDi Team Tudor Grange Academy, Worcester

Pastoral Team, Stockport Academy

Institute of Policing’s Work Based Education Officers Team

Team of Student Managers, Preston College

Pastoral Member of Staff of the Year sponsored by North London Collegiate School, Jeju, South Korea

(A member of staff who works in pastoral care and who always makes the extra effort to support young people to enable them to become effective learners and achieve success)

Matt Pont Beck Primary School

Raymond Kelly, St Patrick’s College Dungiven

Thomas Carter Stead, NLCS Jeju

Liz Tzouliou, East Barnet School

Aine Deane, Sacred Heart PS, Derry

Pastoral Leader of Staff of the Year sponsored by Taylor and Francis

(Has a passion for pastoral care that is shared with colleagues to inspire and motivate them to make a real difference in the lives of the young people they work with)

Donna Merry, Southend YMCA Community School

Liz Weddle, JCoSS, Barnet

Aine Deane, Sacred Heart PS, Derry

Kathryn Bates, Shireland Collegiate Academy, Smethwick

Andrew Keep, St Bees School

Pastoral Development of the Year sponsored by Crown House Publishing

(A pastoral initiative or idea that has achieved positive outcomes and has improved the learning experience and future life chances, for young people)

Christ the King Sixth Forms

Inclusion Hub, Friern Barnet School

Leighton Park School

Louis Grammar School, Ballymena

Raymond Herron, St. Mary’s Christian Brothers Grammar School

Outstanding Contribution to Pastoral Care sponsored by Eileen Donnelly Educational Development Limited

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

Girls on Board

Heather Tuffs, Nidderdale High School

Lads Like Us

Sacred Heart PS, Derry

Mohammed Adam, Manchester Academy

Raising Awareness About Pastoral Care sponsored by Association of School and College Leaders

(An individual, group or organisation who through their actions have raised awareness about pastoral care or pastoral issues and encouraged positive improvements for the benefit of young people)

Stephen Page, All Saints Catholic College

Ellie Costello, Team Square Peg

Pastoral Care Department, Glenlola Collegiate School

Highfield and Brookham Schools

International Contribution to Pastoral Care sponsored by Global Equality Collective

(An international school or organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care)

Bromsgrove International School Thailand

NLCS Jeju

Charlene Secondary School Kiryandongo Uganda

University of Malta

International School Ikast-Brande

There will be a prize of £100 for the school or institution for the winners of each category and individuals will also be recognised for their achievements.

EVENT: Major Online Pastoral Care Conference – Claim Discounted Tickets Here

Delivering Outstanding Pastoral Care Conference 2023

We’re delighted to announce that NAPCE leader Phil Jones will chair an important online pastoral care conference in October.

The Delivering Outstanding Pastoral Care 2023 event, on October 5th, is the latest in an exciting programme of events for NAPCE this year.

It is run by Education Conferences UK.

As a reader of NAPCE News we’re delighted to offer you a 20% discount on tickets for the event which is available for booking now.

About the Online Conference & How to Claim Your 20% Discount

Covering the newest pastoral challenges affecting pupils including cost of living crisis, poor mental health and cyber-bullying

The direct link to the conference & tickets is https://www.educationconferencesuk.co.uk/conferences-masterclasses/pastoral-care

20% Discount code: hcuk20spkr

Thursday 5th October 2023, Virtual Conference

The role of the Pastoral Lead is broad, complex and one of the most difficult jobs in school – not only because of how varied the challenges are but how often they change – new ones are appearing all the time.

But demanding roles often don’t allow individuals to keep abreast of updates – from legal requirements to best practice, it’s crucial you stay on top of it all.

Your invitation to attend the Pastoral Care Conference

Chaired by Phil Jones, National Chair, National Association for Pastoral Care in Education this full day conference will look at recent changes to guidance on behaviour, exclusions, attendance and safeguarding so that you are able to remain compliant and understand the impact that these will have on your day-to-day work.

Our experts will also be delivering sessions on some of the biggest challenges facing pastoral leads in schools, including; responding to the cost of living crisis, supporting student mental health and wellbeing and addressing the difficulties arising out of cyber bullying.

Learning Outcomes:

    Get essential updates on key topics for pastoral leads in schools
•    Understand how the cost of living crisis might impact your pupils
•    Come away with practical ideas to support children and families facing poverty
•    Improve how you work with hard to reach and disengaged families
•    Gain a deeper understanding of how to work with children facing mental health challenges
•    Improve how you respond to incidents of cyber bullying to ensure pupils are effectively supported
•    Update your knowledge on school attendance and the changes to guidance and proposed changes in the Schools Bill
•    Go back to your school with practical ideas to improve your behaviour management strategy
•    Hear practical case studies from pastoral leads in schools about changes they have implemented
•    Supports CPD professional development

Your speakers

Phil Jones
National Chair
National Association for Pastoral Care in Education

Sam Garner
Mental Health & Inclusion Consultant & Director
Garner Education Services

Joanne Sierzega
Senior Attendance and Welfare
CSAWS

Deborah Innes-Turnill
Child Protection Lecturer & Safeguarding Consultant

Who are Education Conferences UK?

We provide conferences and training aimed at senior leaders, teachers, SENCOs, safeguarding leads and support staff working in early years, primary and secondary education.

You can pre-purchase conference places in bulk at discounted rates, for your organisation to use throughout the year. Email Emilyw@hc-uk.org.uk for more information. 

The team at NAPCE would like offer to our sincere thanks to all of our readers. You play a key role in the development of NAPCE and the education community at large. A key part of our mission statement is to continue to expand the NAPCE community. If your staff team are not ‘pastoral care aware’ please send on the link below to your colleagues. The more we share, the more we can make a positive difference to young peoples’ wellbeing throughout their school education experience.
Click here: An Introduction to Pastoral Care

NAPCE Awards 2024 – Entry Now Open

Entry for the National Awards for Pastoral Care in Education 2024 is now open.

The Awards is the first and only scheme based in the UK to recognise great practice of pastoral care providers in the education sector and is now in its fifth year.

We have been delighted with the success of the NAPCE Awards since we launched in 2020 and the initiative continues to go from strength to strength.

The Presentation Ceremony at Worcestershire County Cricket Club in September 2023 was a sold out.

The closing date for all categories this year will be Friday, 19th April, 2024, but there’s no reason to wait, get your entries in now.

Just like in previous years, the finalists of the National Awards for Pastoral Care in Education will be selected by an independent judging panel and invited to attend the ceremony to share the experience with peers and find out who wins each Award.

NAPCE is inviting nominations in the following categories;

Pastoral School of the Year
Pastoral Team of the Year
Pastoral Member of Staff of the Year
Pastoral Leader of the Year
Pastoral Development of the Year
Raising Awareness about Pastoral Care
Outstanding Contribution to Pastoral Care
International Contribution to Pastoral Care

You can enter the NAPCE categories here Enter here

Nominations are encouraged for awards in different categories from schools and educational establishments and you DO NOT need to currently be a member of NAPCE to take part.

NAPCE Awards 2024 is an excellent opportunity to share good practice in pastoral care and through our social media, website and those of our partners, the Awards raises awareness of where pastoral support is making a real difference in the educational experience of young people.

The Awards also encourages new initiatives and ideas in pastoral care and will recognise the contributions being made to developing policy and practice in pastoral support.

This is an opportunity to recognise the impact the work of pastoral staff is having on the achievement and well being of young people.

The decisions about prize winners in each category will be made by a panel of invited professionals who work in pastoral care.

There will be a prize of £100.00 for the school or institution for the winners of each category and individuals will also be recognised for their achievements.

The criteria for the NAPCE awards are;

•Pastoral School of the Year
A school that can demonstrate a commitment to pastoral care and support for learners that makes a real difference in the progress and personal development of young people in the school

•Pastoral Team of the Year
A team that works in pastoral care and can demonstrate a determination to support young people to achieve their full potential and a positive impact on the young people they work with

•Pastoral Member of Staff of the Year
A member of staff who works in pastoral care and who always makes the extra effort to support young people to enable them to become effective learners and achieve success

•Pastoral Leader of the Year
Has a passion for pastoral care that is shared with colleagues to inspire and motivate them to make a real difference in the lives of the young people they work with

•Pastoral Development of the Year
A pastoral initiative or idea that has achieved positive outcomes and has improved the learning experience and future life chances, for young people

•Raising Awareness about Pastoral Care
An individual, group or organisation who through their actions have raised awareness about pastoral care or pastoral issues and encouraged positive improvements for the benefit of young people

•Outstanding Contribution to Pastoral Care
A person, group or organisation that has made a real difference for the benefit of young people in the area of pastoral care

•International Contribution to Pastoral CareAn international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.

Nominations for the NAPCE Awards are welcome from member schools and institutions and from schools and institutions that are not currently members of NAPCE.

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