LEAD ARTICLE: “Who Supports the Adults in Schools?” NAPCE’s Dr Nicole Cara reflects on this big issue

Find Out More

“Who Supports the Adults in Schools?” By NAPCE NEC Member Dr Nicole Cara

Schools are full of spaces designed to support children. We have nurture groups, ELSA (Emotional Literacy Support Assistant) interventions, mentoring, counselling, pastoral support, emotional check-ins and trusted adults. We recognise that children need opportunities to talk, reflect, process and make sense of their experiences.

Yet schools are also full of adults carrying significant emotional responsibility.

A Head of Year supporting a distressed young person before first lesson. A SENCo navigating increasingly complex needs with finite resources.

A Designated Safeguarding Lead holding difficult disclosures. A teacher trying to support a child experiencing anxiety whilst also teaching thirty other children.

A Headteacher balancing the needs of children, staff and families whilst making countless decisions throughout the day.

Much of this work is invisible. It happens in corridor conversations, after difficult meetings, in the pause before a phone call home, or in the quiet moments when we wonder whether we said the right thing, made the right decision, or did enough to help.

Working with children is emotional work. Whether we are teaching, leading, safeguarding, supporting SEND, or working pastorally, we are constantly responding to the emotions, experiences and needs of others.

Yet adults are often expected to move from one emotionally demanding interaction to the next with very little opportunity to pause, process or think.

This raises an important question:

Who holds the adults?

Where do staff in your setting currently go when they need space to think?

One possible answer is supervision.

For some readers, the term supervision may feel unfamiliar, clinical or even anxiety-provoking. It is sometimes misunderstood as being about monitoring staff performance, checking up on staff, or “fixing” difficulties.

The word itself can almost feel like a red herring. In reality, psychologically informed supervision is something very different.

At its heart, supervision is a protected reflective space – somewhere staff can slow down, think, process, explore and make sense of the emotionally demanding work they do every day.

Increasingly, schools are working with Educational Psychologists to create reflective spaces for staff. Whilst this may look different across contexts, the aim is often the same: to create opportunities for adults to slow down, think together and make sense of emotionally demanding work.

Why do school staff need spaces to think?

Pastoral work is emotional work. Working with children is emotional work.

Adults in schools routinely absorb and respond to children’s distress, frustration, anxiety, anger and uncertainty. This may include:

• hearing safeguarding disclosures.
• supporting distressed children.
• managing emotionally charged behaviour.
• navigating difficult conversations.
• supporting children experiencing trauma or anxiety.
• and holding responsibility for increasingly complex needs.
• managing the high level of decision-making, plate juggling, competing demands and emotional complexity of school life.

Over time, without opportunities to process these experiences, staff can become emotionally overloaded. This can impact wellbeing, confidence, relationships and the capacity to remain reflective and curious within challenging situations.

Wilfred Bion’s (1962) concept of containment is helpful here. Containment refers to the process by which one person helps another make sense of difficult thoughts, feelings or experiences, so that they feel safer, more manageable and easier to understand.

In schools, we often think about adults containing (holding) children’s emotions — but adults also need spaces where their own thoughts and feelings can be held, understood and processed. We often do this naturally with children without even realising it.

For example, a distressed child may come into school angry, overwhelmed or tearful after a difficult morning. A calm adult helps “hold” that emotion by staying steady, listening, naming feelings and helping the child feel safer and more understood: “I can see things feel really hard right now. Let’s slow things down together”.

Rather than immediately trying to solve the problem, the adult first helps the child feel understood and emotionally safer. Over time, this helps children regulate because the adult is temporarily helping them manage emotions that feel too big to manage alone. Supervision offers adults a similar reflective and emotionally containing space.

Reflective supervision can provide this containing function. Rather than carrying difficult experiences alone, staff have opportunities to think together with others in psychologically safe ways.

This matters because when adults feel calmer, more supported and more able to think, children often experience adults as more emotionally available, predictable and attuned.

What is supervision?

While supervision has long existed within professions such as social work, clinical psychology and psychotherapy, schools are increasingly recognising the value of reflective spaces for staff wellbeing, professional thinking and sustainable pastoral support (Jackson, 2020).

Supervision is not line management, appraisal or performance monitoring. It is not about judging whether someone is “doing a good job”, nor is it therapy. Instead, supervision is a collaborative, psychologically informed space for slowing down, reflection and thoughtful professional thinking. It may involve:

• exploring challenging situations.
• reflecting on emotional responses.
• noticing patterns within systems or relationships.
• developing psychologically informed understanding.
• problem-solving together.
• identifying strengths and next steps.
• helping staff feel less isolated or overwhelmed in emotionally demanding work.

Sometimes, supervision focuses on individual children or situations.

Sometimes it explores wider themes emerging across a school or team. Often, it helps staff reconnect with their own professional values, confidence and capacity to think clearly under pressure.

As Emil Jackson and colleagues have highlighted through their work on reflective supervision, psychologically safe practice and emotionally containing spaces within education (Jackson, 2020), supervision is not about having all the answers. Instead, it creates a space where uncertainty can be explored safely and thoughtfully, rather than reacted to quickly or defensively.

Common misconceptions about supervision

One of the barriers to supervision in schools is misunderstanding what it actually involves. Below are some common misconceptions:

• “Supervision is only for staff who are struggling” – Supervision is most effective when viewed as a normal and valued part of reflective professional practice, not something reserved for crisis situations. Even highly experienced staff benefit from protected opportunities to slow down and think.
• “Supervision is therapy”- Although supervision may involve discussion of emotions, it is not counselling or therapy. The focus remains connected to professional practice, reflection and support within work contexts.
• “Supervision is about being checked up on”- Supervision is not punitive or judgemental. It should feel collaborative, psychologically safe and supportive, rather than evaluative.
• “We don’t have time” Or “it’s taking my EP time from the children” – Ironically, people in schools often feel they are too busy for supervision precisely because the work is emotionally demanding. However, creating reflective spaces may help prevent burnout, reactive decision-making and staff isolation in the longer term.

While it may initially feel difficult to allocate EP time toward staff supervision rather than direct child work, psychologically informed support for adults often has a ripple effect across whole systems.

Supporting the adults around children can strengthen the quality, consistency and sustainability of support experienced by many children across the school day, not just one individual child at a time.

• “Supervision is just talking” – Well, yes. So is teaching. In fact, much of what we do in schools relies on thoughtful conversation and relationships. Thoughtful conversation is powerful. Supervision can help staff develop insight, notice patterns, feel emotionally supported and identify practical ways forward. Sometimes the most important outcome is helping someone feel less alone with a difficult situation.

What might supervision look like in schools?

Supervision can take many forms depending on the needs of the school. Supervisees are encouraged to ‘bring’ anything that’s on their mind to supervision. This might include:

• a child whose behaviour feels increasingly difficult to understand,
• uncertainty around how best to support a young person experiencing anxiety or emotionally based school avoidance,
• tensions within staff or parent relationships,
• feelings of “dreading” interactions with particular pupils or situations,
• worries about safeguarding decisions,
• patterns emerging across a class or year group,
• feeling emotionally overwhelmed by the level of need,
• challenges balancing support and boundaries,
• or reflecting on how school systems and routines may be contributing to difficulties.

Sometimes staff bring practical dilemmas. Sometimes they bring emotional responses. Often, supervision helps make links between the two. Supervision sessions are often characterised by curiosity, reflection and psychological thinking, rather than simply “problem solving”.

Helpful questions might include:

• What ideas have we got to make sense of this?
• What feelings might this situation evoke in adults?
• What patterns are emerging across the system?
• What might the child need from adults right now?
• What support do staff themselves need?

Importantly, supervision is not about “getting it perfect”. It is about creating opportunities to pause and think before reacting.

Types of supervision

1. Individual supervision: This may involve regular meetings between a member of staff and an EP to reflect on complex situations, emotionally demanding work or professional dilemmas.
2. Group supervision: Small groups of staff reflect together on themes, situations or experiences within a facilitated space. This can reduce isolation and promote shared thinking.
3. Team or systemic supervision: Whole teams (e.g., pastoral teams, safeguarding teams or inclusion teams) reflect together on patterns, pressures and relational dynamics across systems.

Who might benefit from supervision?

Many staff working within pastoral and emotionally demanding roles may benefit from supervision, including:

• Headteachers and senior leaders.
• Designated Safeguarding Leads (DSLs).
• SENCos and SEND staff including TAs, LSAs and ELSAs.
• Heads of Year and pastoral teams.

However, supervision is not only relevant for specialist roles. Increasingly, schools are recognising that all staff working relationally with children may benefit from reflective spaces.

Why Educational Psychologists?

Educational Psychologists are uniquely positioned to facilitate supervision within schools because of their training in:

• Child development.
• Psychology.
• Systems thinking.
• Consultation.
• Relational practice.
• Behaviour.
• Emotional wellbeing.
• Organisational dynamics.

EPs are trained not simply to provide “answers”, but to help others think psychologically about children, relationships and systems. This makes supervision a natural extension of preventative and capacity-building EP practice.

Increasingly, schools are developing ongoing supervision models with their linked EP services, recognising the value of psychologically informed reflective spaces for both staff wellbeing and children’s outcomes.

Reflection prompts – what happens in your school?

• Where do staff in your setting currently go when they need space to think?
• Which roles within your school carry the greatest emotional load?
• What opportunities exist for reflective conversations, rather than purely operational ones?
• How might staff wellbeing and children’s wellbeing be interconnected within your setting?
• If children need emotionally available adults, what do adults need in order to remain emotionally available?

Final Thoughts

Schools are built on relationships. Children’s experiences of school are shaped not only by policies, interventions and curriculum, but by everyday interactions with the adults around them.

However, adults’ capacity to remain calm, thoughtful and emotionally available is influenced by whether they themselves feel supported, contained and able to think.

Supervision is not an “extra” or luxury. Increasingly, it may represent an important part of sustainable pastoral systems within schools, creating protected spaces where adults can pause, reflect and make sense of emotionally demanding work together.

If we want children to experience calm, thoughtful and emotionally available adults, we also need to think about what helps adults remain calm, thoughtful and emotionally available.

Perhaps one of the most important questions schools can ask is not simply:

“How do we support children?” but also: “Who holds the adults?”

References

• Bion, W. R. (1962). Learning from experience. Heinemann.
• Gutman, L. M., & Vorhaus, J. (2012). The impact of pupil behaviour and wellbeing on educational outcomes. Department for Education.
• Jackson, E. (2020). Reflective supervision in education: Creating psychologically safe spaces for staff thinking and wellbeing. Debate, 179, 22–25.
• Lemov, D. (2021). Teach like a champion 3.0: 63 techniques that put students on the path to college. Jossey-Bass.
• Miller, A., & Berger, E. (2023). Supporting students in distress: From reactive to reflective practice. Educational & Child Psychology, 40(3), 25–38.
• Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367.

Dr Nicole Cara
NEC Member, NAPCE

BOOK: “NAPCE’s Phil Jones Pens Chapter for Important New SEND Book”

Find Out More

NAPCE Chair Phil Jones Contributes to New SEND Practitioner Handbook

NAPCE is delighted to share that our Chair, Phil Jones, has contributed a chapter to the important new book The SEN Practitioner: Status, Skills and Support, edited by Tristan Middleton and published by Taylor & Francis/Routledge.

The book was released on 22nd June and has made a significant impact.

How to meet the needs of learners with special educational needs and disabilities is a topic for debate in education and it is unlikely that this will change in the future.

The debate places discussions around supporting learners to achieve their full potential at the heart of policy making and practice in education.

The book includes the chapter ‘Effective Pastoral Care that supports SEND: A support for practitioners’ written by NAPCE National Chair, Phil Jones.

This section highlights the important contribution effective pastoral care structures and systems make in meeting the needs of all learners from different backgrounds and experiences.

Phil’s chapter, Effective Pastoral Care that Supports SEND: A Support for Practitioners, appears as Chapter 13. (routledge.com)

The book brings together leading voices from across the SEND sector to explore the diverse range of professionals who support children and young people with special educational needs and disabilities. It examines the roles, skills, experiences, and professional development needs of practitioners working in mainstream schools, specialist settings, alternative provision, and wider support services. (routledge.com)

Phil’s contribution focuses on the vital relationship between effective pastoral care and SEND provision. As schools continue to develop more inclusive approaches, pastoral care has an increasingly important role in supporting the wellbeing, engagement, belonging, and success of learners with additional needs. His chapter offers practical guidance for practitioners seeking to strengthen the connections between pastoral support, inclusion, and positive outcomes for children and young people with SEND. (routledge.com)

The inclusion of a chapter by NAPCE’s Chair reflects the growing recognition that high-quality pastoral care is fundamental to effective educational practice. It also highlights the important contribution that pastoral leaders make within wider inclusion and SEND strategies.

The book forms part of the nasen Spotlight series and includes contributions from a wide range of experienced practitioners, academics, and educational leaders. Topics covered include the role of the SENCo, nurture practitioners, inclusive classrooms, autistic educators, practitioner supervision, relational practice, and leadership for inclusive school cultures. (routledge.com)

The SEN Practitioner: Status, Skills and Support was released on 22nd June 2026 and will be of interest to SENCos, pastoral leaders, school leaders, MAT professionals, CPD leads, and all those committed to improving outcomes for children and young people with SEND. (routledge.com)

Further details and pre-order information can be found at:

The SEN Practitioner: Status, Skills and Support

NAPCE congratulates Phil on this significant contribution and looks forward to seeing the impact of the book across the education sector.

 The SEN Practitioner: Status, Skills and Support, edited by Tristan Middleton and published by Taylor & Francis/Routledge is available now on Amazon and in all good book shops.

Order here

Find Out More
National Awards for Pastoral Care in Education 2026 – Finalists Announcement Coming Soon

Thank you to everyone who submitted nominations for the National Awards for Pastoral Care in Education 2026. We have been delighted by the quality and range of entries received from schools, colleges and education professionals across the country.

We know many nominees and organisations are eager to hear whether they have been selected as finalists. We would like to reassure all applicants that the finalists will be announced very soon.

Finalists will be notified in three ways:

• They will receive an email directly from NAPCE.
• The full list of finalists will be published on the News section of the NAPCE website.
• The announcement will also be shared across NAPCE’s social media channels.

We would encourage everyone who submitted a nomination to keep an eye on their inboxes, our website and our social media platforms over the coming days.

Thank you once again for your support of the National Awards for Pastoral Care in Education and for the outstanding work you do to support children and young people.

Find Out More
The National Awards for Pastoral Care in Education – Sharing Good Practice – Pastoral Team of the Year Award

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

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

For this final instalment of the latest series, taken from the 2025 Awards, we’re focussing on the “Pastoral Team of the Year” category, which was sponsored by Connect to Purpose.

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

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.

The Winner

The Pastoral team at Holte School, Lozells, Birmingham

The Pastoral Team at Holte School in Lozells, Birmingham fight against the odds every single day. Serving a community blighted by gangs, crime, unemployment and poverty is a daily challenge.

And yet, if you walked around Holte School, you would see calm and happy faces where attendance is well above the national average, where permanent exclusions are an absolute rarity and where parents are delighted with what the school does for their children.

This is on the back of unwavering care from our pastoral team who are vastly experienced and leave no stone unturned in supporting young people and getting them on the right path.

Behaviour at the school is always commented upon positively by visitors and trainee teachers and that is because of the very strong relationships within the school built on mutual respect and trust.

It is the care and attention of the pastoral team that enables miracles to happen. It is no surprise that when pupils return many years later as parents, it is the pastoral staff that they make a beeline for to thank and to praise.

The pastoral team at Holte have constructed an excellent SMSC curriculum that was described as “visionary” by Ofsted in October 2023.

Pupils get a lot of input about healthy relationships, staying safe, about the world around them and we hope we produce good citizens on the back of this work. We are proud of what we do and what we achieve.

The Finalists

LSA Team at East Barnet School, London

The school is proud to shout from the rooftops about the exceptional work our LSAs do every single day. Their responsibilities are vast, and their dedication knows no bounds.

On any given day, they:

• Provide in-class support, one-to-one assistance, and small-group interventions
• Guide students through unstructured times, offering stability and reassurance
• Step in when sudden sight loss occurs, ensuring students continue to access learning
• Offer unwavering support through loss and personal challenges • Adapt lessons in real time—taking notes, scaffolding learning, differentiating, simplifying language, mentoring, listening, encouraging, repeating, and intervening when needed
• Fill in for absent colleagues, assist with invigilation, and respond to the growing number of students requiring support
• Brave the cold to stand in a field while students master the art of tying knots during Equine Therapy
• Deliver interventions in handwriting, fine motor skills, maths, reading, comprehension, and inference, to name just a few
• Run clubs and activities that enrich school life—crochet, yoga, lunchtime clubs, homework support, Lego therapy, and friendship groups

Pastoral Team, Loreto Grammar School, Omagh

The Pastoral Team is the ‘front line’; faced with daily unpredictable challenges, ensuring our students are supported and empowered to remove or at least, manage, barriers to learning and development so our students are ‘happy, learning, succeeding.’

The Pastoral Team are a conduit between the other departments and teams in our school ensuring the wellbeing of the student is at the heart of every decision.

They lead in the effective use of data to raise educational outcomes and wellbeing. Behavioural, assessment and attendance data are analysed weekly by the Pastoral Team. This ensures interventions occur in a timely manner.

The Pastoral Team drives the bespoke ‘Celebration of Success’. Pupil voice is central to pastoral developments, for example a bespoke Pastoral Wellbeing Survey has been launched to elicit pupil feedback and inform future planning in pastoral provision.

The Pastoral Team supports students through a spectrum of issues such as self-harm, bereavement, mental health, wellbeing and identity. Weekly, Form Teachers deliver informative and responsive pastoral lessons, while Heads of Year lead assemblies and facilitate a range of guest speakers/workshops.

We develop our students’ resilience through our Preventative Curriculum including, ‘Developing a Hopeful Mind’, ‘Bloom’, ‘Take 5 Steps to Wellbeing’, ‘Habits of Mind’, and ‘Aware workshops.’

The Personal Development Curriculum includes a comprehensive ‘Life Skills’ programme. The Pastoral Team embrace the constantly evolving nature of education with a ‘can and will do’ attitude.

Gospel Oak School, Tipton

Our pastoral team is at the heart of our commitment to nurturing the wellbeing, resilience, and potential of every student.

Over the past year, they have developed a robust and multifaceted mental health and wellbeing programme that is transforming lives and ensuring no student feels left behind.

We also forged strong partnerships with external organisations to enhance our provision.  Collaboration with the West Bromwich Albion Foundation enables the school to offer targeted interventions including one-to-one support and resilience workshops.

These provide practical coping mechanisms, confidence-building activities, and early intervention for those in need of additional help. The Be Positive programme has had particularly valuable impact, by promoting positive thinking, building self-esteem, and providing students with strategies to manage anxiety and stress.

It’s been well received by students and staff, contributing to a more supportive school culture.

For students facing more specific or entrenched difficulties, the XY2 Intervention programme offers tailored support through therapeutic approaches and group counselling.

This intervention offers structured, targeted support for those experiencing challenges such as anxiety or low mood, allowing them to access care in a setting that suits their needs.

The Envision Project involves year 9 students who have created a ‘safe space’ for students to talk about mental health. Run at break and lunch times, this initiative has already proven very popular and successful.

The Wellbeing Team provides individual and group counselling, crisis intervention, preventative workshops, working closely with staff and families. Their holistic approach ensures students are supported consistently and effectively through personal and academic challenges.

St. John the Baptist’s College, Portadown, Co. Armagh

At St. John the Baptist’s College, pastoral care is not just a policy—it’s the heartbeat of the school. Situated in one of Northern Ireland’s most deprived areas, they serve a resilient and richly diverse community.

Nearly half of the students have English as an Additional Language, including asylum seekers and refugees. A significant number face poverty, trauma, or complex emotional needs. —26% have special educational needs, twelve are in care, and some have experienced up to ten Adverse Childhood Experiences (ACEs). For many, school is the only place where they feel safe, seen, and supported.

The commitment to nurturing the whole child is embedded in every aspect of school life. Relationships are at the core of everything they do. They take time to understand each student’s story, building trust and a sense of belonging.

A restorative approach to behaviour empowers students to reflect, grow, and develop healthier relationships. Every interaction is rooted in care, compassion, and emotional awareness.

School policies reflect the school values—prioritising trauma-informed practice, inclusion, and wellbeing. Pastoral care is a whole-school responsibility. Every staff member—whether teacher, classroom assistant, or dinner supervisor—plays a vital role.

The judging for the 2026 awards is now taking place, and the finalists will be announced in June. The grand presentation event takes place on Friday 9^th October on the same day as the 2026 NAPCE Annual Conference in Worcester. 

AWARDS: Meet the National Awards for Pastoral Care in Education 2026 Judging Team

Find Out More

Meet the Judges – National Awards for Pastoral Care in Education 2026

The National Awards for Pastoral Care in Education celebrate the individuals, teams and organisations whose commitment to wellbeing, inclusion and personal development transforms the lives of children and young people.

Ensuring that these awards recognise truly outstanding practice requires a judging panel with exceptional expertise, experience and insight.

For 2026, we are proud to welcome a distinguished panel of judges drawn from across education, research, leadership, inclusion, wellbeing and child development.

Collectively, they bring decades of experience spanning schools, universities, charities, policy development, special educational needs, mental health, attachment-informed practice and international education.

Our judges have dedicated their careers to improving outcomes for children and young people.

They have led schools, influenced national policy, advanced research, championed inclusion, supported vulnerable learners and developed innovative approaches to pastoral care.

Their expertise reflects the breadth and depth of pastoral care in modern education, ensuring that every nomination is considered with professionalism, integrity and a deep understanding of the challenges and opportunities facing schools and educational settings today.

We are delighted to introduce the National Awards for Pastoral Care in Education 2026 judging panel.

Jill Robson

Jill is the current National Secretary for NAPCE. She joined the NAPCE Executive in 1994 and has served the association for more than 30 years, fulfilling the roles of Secretary, Treasurer, Vice Chair and Chair.

During her career in education, Jill worked as a PE teacher, Form Tutor, Head of Year, Head of Careers, Assistant Headteacher, Deputy Headteacher and Acting Headteacher within the secondary sector. She has continued her commitment to supporting young people through her work as a governor of a residential SEMH provision.

Professor Noel Purdy, OBE

Stranmillis University College, Belfast

Professor Noel Purdy is Director of Research and Scholarship and Head of Education Studies at Stranmillis University College. He also serves as Director of CREU (the Centre for Research in Educational Underachievement).

A highly respected educational researcher, Noel is the editor of NAPCE’s academic journal, Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. His work has made a significant contribution to understanding educational achievement, wellbeing and pastoral support.

Margaret Mulholland

SEND and Inclusion Specialist, ASCL

Margaret joined ASCL’s policy team as SEND and Inclusion Specialist in September 2019.

She is a leading advocate for the role that SEND settings play in advancing inclusive teaching and learning. Margaret sits on the Universities’ Council for the Education of Teachers, advises the UK Government on Initial Teacher Training curriculum development, and works with local authorities as an external adviser for Early Career Teachers, ITT and leadership development. She also writes a regular column on research and inclusivity for the Times Educational Supplement.

Dr Caron Carter

Senior Lecturer, Sheffield Hallam University

Dr Caron Carter is a Senior Lecturer in Childhood and Early Childhood Education at Sheffield Hallam University (BEd, MA, PhD, NPQH).

Her research focuses on children’s friendships, play and wellbeing, and she hosts the podcast series Children’s Friendships Matter. Caron is currently involved in projects designed to improve outcomes for children in key areas including friendship, wellbeing, play and educational transitions.

Anne Emerson

Associate Professor, University of Nottingham

Anne Emerson has worked across special and mainstream education in both the UK and India over the past 30 years. Her extensive experience also includes roles as a Family Services Coordinator for Mencap and supporting adults with disabilities in residential services.

Anne has taught in further and higher education and spent seven years as a psychology lecturer specialising in communication, disability and inclusive education. She continues to work directly with children with special educational needs and delivers training for teachers, teaching assistants, parents and carers.

Andy Wright, OBE

Chair, Attachment Research Community (ARC)

Andy Wright is Chair of the Attachment Research Community (ARC), a Trustee of the West Midlands Virtual School Head Teachers Children in Care Foundation and represents Virtual Schools on the ASCL Council.

With more than 40 years of teaching experience, including over 20 years in senior leadership positions, Andy has served as a Headteacher, Principal and leader of two Virtual Schools across the West Midlands. He is passionate about developing sustainable systems of support that enable all children to become independent and successful adults.

In 2024, Andy was recognised in the King’s Birthday Honours and awarded an OBE for services to children in care, care-experienced young people and the education community.

Linda James, MBE

Founder and CEO, BulliesOut

Linda James MBE is the Founder and CEO of BulliesOut, the charity she established in 2006 following personal experiences of bullying.

Under Linda’s leadership, BulliesOut has grown from a simple web-based support service into a multi-award-winning charity dedicated to preventing bullying behaviour. The organisation provides anti-bullying and wellbeing workshops, peer mentor training, CPD programmes, counselling and mentoring support, helping thousands of young people, families and professionals.

Dr Michael Jones

Chair of the Education Working Group, British Chamber of Commerce in South China

Dr Michael Jones is Chair of the Education Working Group of the British Chamber of Commerce in South China (BritChamSC) and a co-founder of Learning and Wellbeing Support (LAWS), a community of practice dedicated to understanding mental health in education.

Professionally, he serves as Executive Manager of Professional Learning and Development for ISA International Education Group. His work brings an important international perspective to the judging panel, combining expertise in professional development, wellbeing and educational leadership across diverse educational contexts.

AWARDS: Congratulations Chris! Headteacher Lands Prize at National Teaching Awards

Find Out More

Chris Tooley Lands Silver Accolade at National Teaching Awards

NAPCE is pleased to hear that Chris Tooley, Principal at The Netherhall School in Cambridge, is a Silver Winner for Headteacher of the Year in a Secondary School in the 2026 Pearson National Teaching Awards.

Chris was a finalist for his work in pastoral care in the Raising Awareness about Pastoral Care category at the 2025 National Awards for Pastoral Care in Education, and The Netherhall School was represented as a finalist in many of the other categories.

Chris commented:

“I found out last Thursday that I am a winner of the Headteacher of the Year Award in this year’s National Teaching Awards. There are four winners in the country and one of us will get the Gold Award as part of the Award Ceremony in London in November.

“The nominations were based around the work I’ve led at Netherhall over recent years to shift the school culture from a behaviourist approach to one based on the nurture of relationships above all else. Effectively, elevating the role of Pastoral Education against the tyranny of the accountability measures.”

Phil Jones (NAPCE National Chair) commented:

“That is brilliant news and fully deserved. The award recognises the difference Headteachers make every day for the young people in their care.

“Chris should be very proud that his brave approach to leadership is challenging the focus on percentages and accountability and values the important contribution effective pastoral care and support make to the learning experience and future life chances of learners.”

Chris Tooley is a speaker at the 2026 NAPCE Annual Conference, where he will be sharing ideas and insights about the approach to delivering effective pastoral care at The Netherhall School and the impact this has had on supporting the learning experience of children and young people.

The Conference, Inclusion and Belonging in Education, takes place in Worcester on 9 October.

Tickets are available now at https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk.

The judging process for the 2026 National Awards for Pastoral Care in Education is nearly complete, and the finalists will soon be announced.

LEAD ARTICLE: “Is the renewed focus on how schools foster a sense belonging a reaction to turbulent times?” NAPCE’s Dominic Riste addresses this key question

Find Out More

“Every traveller has a home of his own, and he learns to appreciate it the more from his wandering.”: Is the renewed focus on how schools foster a sense belonging a reaction to turbulent times? By NAPCE NEC Member Dominic Riste

Whilst certainly not a new concept, the importance of fostering a sense of belonging within school communities is prominent in current evaluations of a school’s pastoral care. Is this a reaction to the conflicted landscape of modern society?

Could it be indicative of a particularly divisive and fractious context in which schools are educating their pupils? Could creating a coherent sense of belonging preserve and protect young people, ensuring that personal and academic development continues regardless?

In general terms, a sense of belonging is marked by the feelings of being accepted, connected and valued. This makes belonging both a fundamentally subjective concept, yet also an objective need, without which the opportunities for motivation, happiness and success are impaired.

In the business world, belonging is an established method of securing outcomes, a deliberate and theorised strategy for increasing the productivity of a workforce. There is an abundance of literature and content framing creating a culture of belonging as a tool for efficiency, an instrument of workforce management and a mechanism for performance.

In education, the idea of belonging has long been embedded in the fabric of the school day. From uniform to assemblies, from the language of community to the feelings of pride and investment used by staff, students and parents, the vehicles through which a sense of belonging is delivered are vast, woven into the routines and traditions that intricately stitch together the identity of a school and its pupils.

However, semantically, the term belonging appears to have experienced a resurgence in the education arena. Bridget Phillipson’s speech at the Confederation of School Trusts (CST) Conference in 2024 suggests that a culture of belonging could represent a solution to the difficulties posed by nationally low attendance, as well as a pathway to academic success.

This is echoed in the same year by the Education Endowment Foundation ‘Supporting School Attendance’ resource that again highlights pupils’ feeling that they belong in the school as key strategies in tackling low school attendance.

Furthermore, the renewed inspection framework outlined by Ofsted includes the impression that pupils feel that they belong within the school community as an aspect of the inclusion, attendance and behaviour, leadership and governance, and personal development and wellbeing sections of the judgement.

Might the persistence of this idea be a response to not only the conflict inherent in the political and social context, but also the trend of Multi-Academy Trusts (MATs), which, as an exercise of centralisation and loss of control by schools themselves, transfers the authority to trusts that can be far removed from the communities they serve?

Fittingly, three essential ingredients for a culture of belonging directly oppose the injustice, individualism, and dictatorial power that are pertinent to many of the social and political issues that are challenges in our society today.

Firstly, the belief and reality that high expectations for learning, behaviour, application, presentation and opportunity are genuinely for all. Whether applying to staff or students, the underlying moral significance of this is one of fairness and justice. Unlike systems that benefit and protect a chosen minority, the consistency of high expectations epitomises equality.

Secondly, the use of a shared language that unites the multifaceted practices of the school with a purpose. Regardless of the linguistic choices, the movement from the personal and individual ‘I’ to the ‘we’ of collective and inclusive intent is one that secures shared responsibility at the heart of a community. Here, the tendency towards selfishness and self-preservation is nullified, highlighting the profound impact of both the choices and actions of the individual on the whole.

Thirdly, the consistent communication of the why, the reason and rationale behind change, decisions, initiatives and policy, is inherently respectful. By explaining the reasons behind the multitude of actions, consequences and routines of the system, the system becomes understood and therefore owned by many. In principle and delivery, this contrasts the feeling of disconnection generated by a dictatorial leadership where the security and stability of the community is threatened by the chaos of an individual’s will.

It may be coincidental that the injustices resisted and opposed across all three of these practices feel particularly relevant to our world, our society and our context, however while that is unlikely it also draws attention to the importance of underpinning the educational and personal growth of pupils with a sense of belonging.

Quotation: Charles Dickens

Dominic Riste
NEC Member, NAPCE

EVENT: NAPCE Belfast Symposium – TICKETS AVAILABLE NOW

Find Out More

Building Respect and Wellbeing through Understanding – NAPCE Belfast Symposium 2026

The National Association for Pastoral Care in Education (NAPCE), in partnership with Stranmillis University College, is delighted to invite educators and pastoral leaders to attend the 2026 Belfast Symposium, taking place on Tuesday 23 June 2026 from 9:30am to 12:45pm at Stranmillis University College, Belfast.

This important event will bring together teachers, school leaders, pastoral practitioners and education professionals to explore how schools can strengthen wellbeing, belonging and respect through meaningful relationships and inclusive practice.

The symposium theme, Building Respect and Wellbeing through Understanding, reflects the growing recognition that positive relationships are central to both learning and emotional wellbeing in schools. Delegates will have the opportunity to engage with current thinking, hear examples of outstanding pastoral practice, and share ideas with colleagues from across the education sector.

We are especially pleased that Dr Anne Emerson will deliver the keynote address. Dr Emerson will explore how school staff can foster relationships that help pupils of all ages develop a strong sense of belonging, autonomy and emotional security within their school communities. Her presentation promises to offer both practical insight and thoughtful reflection for all those involved in supporting children and young people.

The symposium will also showcase examples of excellence from finalists and winners of the National Awards for Pastoral Care in Education 2025. These presentations will provide delegates with valuable opportunities to hear directly from schools that are making a significant impact through innovative and compassionate pastoral practice.

Among the featured contributors will be St John the Baptist’s College, recipients of the Pastoral School of the Year Award in 2025.

Representatives from the college will share their experiences and approaches to achieving excellence in pastoral care and creating a supportive school culture where pupils can flourish.

The morning will conclude with an interactive discussion session, enabling delegates to engage directly with speakers and presenters, exchange ideas, and reflect on how effective pastoral care can continue to evolve in schools today.

Tea, coffee and scones will be provided, offering further opportunities for networking and professional conversation in a welcoming atmosphere.

Tickets for the symposium can now be booked online via Eventbrite:
Book Belfast Symposium Tickets Here

NAPCE looks forward to welcoming delegates to Belfast for what promises to be an inspiring and thought-provoking symposium dedicated to promoting respect, wellbeing and outstanding pastoral care in education.

ARTICLE: “NAPCE’s Phil Jones to Chair Middle Leadership Online Conference this June”

Find Out More

Phil Jones to Chair National Online Leadership Conference This June

Phil Jones, Chair of the National Association for Pastoral Care in Education (NAPCE), will chair a major online conference this summer focused on strengthening middle leadership in schools. Organised by Education Conferences UK, the Middle Leadership Conference will take place online on 25th June, bringing together Heads of Department, Phase Leaders and aspiring senior leaders from across the education sector.

Middle leaders play a crucial role in school improvement, acting as the bridge between senior leadership strategy and everyday classroom practice. With increasing expectations around curriculum development, accountability and staff support, effective middle leadership has never been more important.

The one-day conference has been designed to help delegates strengthen their leadership practice and develop greater confidence in their strategic role. Throughout the day, speakers will explore the essential components of successful middle leadership, including building positive and accountable team cultures, leading professional conversations with impact and using data thoughtfully to drive improvement.

The programme will also examine current national developments, including the implications of the Curriculum Review, supporting leaders to evaluate curriculum provision for coherence, ambition, sequencing and impact. Sessions will focus on practical approaches to refining curriculum delivery, strengthening teaching quality and implementing sustainable improvement without increasing unnecessary workload.

By attending, delegates will gain practical insight into how to:

• Translate whole-school priorities into meaningful departmental or phase-level action.
• Build and sustain high-performing teams based on trust, accountability and shared professional standards.
• Evaluate and refine curriculum provision effectively.
• Use data intelligently to identify priorities and monitor impact.
• Lead professional conversations that balance support with challenge.
• Manage competing priorities while sustaining resilience and leadership effectiveness.
• Develop clear, actionable next steps to improve culture, curriculum and outcomes within their areas of responsibility.

As chair of the conference, Phil Jones will guide discussions around the evolving demands placed on middle leaders and the opportunities they have to shape school culture and educational outcomes.

The event promises valuable opportunities for reflection, discussion and the sharing of practical strategies, with delegates leaving better equipped to lead improvement within their teams and across the wider school community.

Further information, including the full programme and ticket booking details, is available here:

Middle Leadership Conference – information and booking brochure

Find Out More
The National Awards for Pastoral Care in Education – Sharing Good Practice – Pastoral School of the Year Award

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

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

For this seventh instalment of the latest series, taken from the 2025 Awards, we’re focussing on the “Pastoral School of the Year” category, which was sponsored by Global Equality Collective.

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

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

The Winner

St. John the Baptist’s College, Portadown, Co Armagh

At St. John the Baptist’s College, pastoral care is not just a policy—it’s the heartbeat of our school. Situated in one of Northern Ireland’s most deprived areas, They serve a resilient and richly diverse community. Nearly half of the students have English as an Additional Language, including asylum seekers and refugees. A significant number face poverty, trauma, or complex emotional needs—26% have special educational needs, twelve are in care, and some have experienced up to ten Adverse Childhood Experiences (ACEs). For many, school is the only place where they feel safe, seen, and supported. Our commitment to nurturing the whole child is embedded in every aspect of school life. Relationships are at the core of everything we do. The school takes time to understand each student’s story, building trust and a sense of belonging. Their restorative approach to behaviour empowers students to reflect, grow, and develop healthier relationships. Every interaction is rooted in care, compassion, and emotional awareness. Central to this ethos is The ‘Nurtury’, the dedicated nurture centre. It provides a sanctuary for students needing emotional regulation, connection, and tailored support. Through small group work, mentoring, and therapeutic interventions, pupils build resilience, confidence, and social skills.
The behaviour policy recognises that every action has an emotional root, and transition support ensures no child is left behind. Pastoral care is a whole-school responsibility. Every staff member—whether teacher, classroom assistant, or dinner supervisor—plays a vital role. Staff are trained in safeguarding, mental health awareness, and trauma-informed practice, allowing the school to respond quickly when a child is struggling. From a quiet check-in at lunchtime to a word of encouragement in the corridor, no child goes unnoticed. The school also looks after the staff, knowing that they can only care for others when they feel cared for themselves. With trained Mental Health First Aiders, regular wellbeing check-ins, and a culture of support, they ensure that the staff feel valued and empowered. The school is transforming lives—one child, one relationship, and one act of kindness at a time.

The finalists in this category in 2025 were.

Knowles Primary School, Bletchley, Milton Keynes

Knowles Primary is an exceptional school providing the very best holistic education for amazing children in the heart of a very special, diverse and well-established community. They overcome significant social and economic barriers to achieve consistently excellent outcomes.  They are committed to promoting the highest standards of children’s wellbeing and personal development, ensuring that all children feel happy, safe, confident and ready to excel academically.   The school provides daily Kaleidoscope colour therapy sessions to start each day, which support the children to practice mindfulness and express themselves through colour. This calm start to each morning is complimented by a free breakfast for every child.
Good mental health and wellbeing is a priority, and children benefit from access to a range of incredible therapies and interventions led by our very own, highly trained, staff including: Forest Schools, Kaleidoscope, Lego Therapy, ARTiculate art therapy, play therapy and the ability to interact with our 5 beautiful therapy dogs.   Knowles has a universal offer of ‘Five ways to positive wellbeing’ and adopts ‘How are you feeling today?’ giving every child a toolbox of activities and resources to look after their physical and emotional health.  Through the unique “Enrichment” offer, each child gets the opportunity to learn and develop a new skill  beyond the curriculum such as:  Bikeability, machine sewing, musical theatre, roller disco, pottery, Junior Duke Award, volunteering. The Family Support Team supports families to overcome barriers, provide early help to families

Loreto Grammar School, Omagh

In Loreto pastoral care for both staff and students, is at the forefront of every decision we make. As exemplified in the school  vision (‘Making Young Dreams Possible’) and our mission (‘Striving for Excellence the Loreto Way’), they are rooted in the simple but profound belief that they are here to support and nurture all students to achieve their personal best. They are proud to are an inclusive school. The Learning Support Centre represents supports the academic and pastoral provision, as does the list of over 28 interventions they have in their arsenal to ensure every child is ‘happy, learning and succeeding’. This year they completed ‘Suaimhneas’, an outside Learning Space. This, in conjunction with their sensory rooms provides space for students to regulate and recharge.
The school encourages a culture where mistakes are viewed as learning opportunities, where everyone is seen, heard and celebrated. They foster resilience through empowerment-and students have a ‘can do’ and ‘will do’ attitude and are afforded a vast range of opportunities to live out this maxim.
One keyway they empower is through the  Student Leadership Team, 22 subgroups of 90 students. These students use their gifts and talents to serve others through taking health and wellbeing workshops, revision masterclasses, film-making workshops, talent shows, lunchtime groups, peer support, awareness raising and sharing their own story to embolden others. Loreto comprises of ordinary people doing an extraordinary job, intrinsically driven to make ‘young dreams possible,’ ensuring nothing supersedes meeting the needs of every student in their care.

St Oliver Plunkett Primary School, Strathfoyle

The school’s mission statement, ‘Together Everyone Achieves More or TEAM, puts the whole school community at the centre of its work.  The school’s ethos is firmly rooted in the belief that strong pastoral support is essential for academic, emotional, social, physical and spiritual growth, and it has built a culture where every student feels listened to, valued, and supported.  At the heart of the School is a dedicated staff team and every member of staff shares a collective responsibility for nurturing the whole child, creating an inclusive and supportive environment where all students feel safe, valued, and empowered to thrive.  A key strength of the school’s provision is its use of tailored interventions that support emotional and mental health. Play therapy and Nurture groups are just some examples of the school’s innovative and pupil-centred approach.
The school’s inclusive ethos is another standout feature of its pastoral care. The school, works hard to create a culture where diversity is embraced, and all students feel a sense of belonging. One parent explained, “My child has additional learning needs, and the school has built a community that promotes inclusion, and my child is valued by all.”

Beechfield School, Watford

The school’s pastoral care is a central pillar of the ethos, providing an exceptional and inclusive level of support that empowers every pupil to thrive both emotionally and academically. The school has been reaccredited with the National Nurturing Schools Award in May 2024, which recognises the whole-school commitment to nurturing principles and inclusive practice. The foundation of the pastoral provision is a team of committed, experienced, and empathetic staff. The schools offer ‘Drawing and Talking Therapy’, led by trained staff, which provides children with a safe, creative outlet for emotional expression and processing. In addition, they are proud to provide LEGO Therapy, which helps pupils with communication and social interaction in a structured, engaging format. A much-loved part of the provision is our school therapy dog, who helps to build pupils’ confidence and self-esteem through nurturing, non-judgemental interactions. This has proven especially effective for pupils with anxiety, additional needs, and those struggling to engage in a traditional school environment.
Our Pastoral Team has active links with external agencies, including Chessbrook, the Acorn Centre, Children’s Services, the School Nursing Team, and a dedicated member of the Mental Health Support Team (MHST). These partnerships ensure timely referrals, consistent external input, and joined-up support for families and pupils. The pastoral team monitors pupils’ emotional development using the Boxall Profile, enabling them to identify needs early and plan appropriate, tailored responses. The pastoral team takes a proactive role in promoting attendance and pupil engagement, including sometimes walking pupils to school, making home visits, and maintaining regular contact with families. These relational approaches help build trust and reduce barriers to education. Recognising that wellbeing extends beyond the school gates, the pastoral team support families facing a range of challenges. This includes assistance with housing, food security, and emotional wellbeing. The impact of the pastoral provision is evident in the resilience, confidence, and positive engagement of the pupils. The  are proud to be a school where wellbeing and learning go hand in hand — where every child matters and every family is supported.

The judging for the 2026 awards is now taking place, and the finalists will be announced in June. The grand presentation event takes place on Friday 9^th October on the same day as the 2026 NAPCE Annual Conference in Worcester. 

AWARDS: Record Number of Entries Received for the National Awards for Pastoral Care in Education 2026

Find Out More

Record Number of Entries Received for the National Awards for Pastoral Care in Education 2026

The National Awards for Pastoral Care in Education 2026, proudly sponsored by Flourish, have received a record-breaking number of entries, highlighting the growing recognition of outstanding pastoral care and wellbeing support across the education sector.

This year’s awards have seen schools, colleges and education professionals from across the country and beyond submit an unprecedented number of nominations, showcasing innovative practice, dedication and commitment to supporting the wellbeing and development of children and young people.

The record level of interest reflects the increasing importance placed on pastoral care within education and the remarkable work taking place every day to create safe, supportive and inclusive learning environments.

Organisers have expressed their gratitude to everyone who took the time to submit entries, recognising the effort involved in sharing examples of impactful practice and celebrating achievements within educational communities.

Phil Jones, National Chair of NAPCE, said:

“We would like to say a huge thank you to everyone who entered the National Awards for Pastoral Care in Education 2026. The response this year has been extraordinary, with a record number of submissions received. It is inspiring to see so much exceptional work taking place across the sector and such a strong commitment to pastoral care, wellbeing and supporting children and young people to thrive. The standard of entries appears to be incredibly high, and we are grateful to everyone who took the time to share their work and achievements.”

With entries now closed, attention turns to the next stage of the process. The judging process will begin shortly, with panels reviewing submissions across the award categories to identify those demonstrating excellence, innovation and impact in pastoral care.

Given the unprecedented number of entries, judges face the challenging task of selecting finalists from what promises to be one of the strongest fields in the awards’ history.

The National Awards for Pastoral Care in Education continue to celebrate individuals, teams and organisations making a meaningful difference to the lives of children and young people. This year’s record participation underlines both the value of the awards and the vital role pastoral care plays within education today.

To everyone who entered: thank you for sharing your work, your commitment and your passion. The judging journey begins soon.

LEAD ARTICLE: “From the Manosphere to the Classroom: Confronting Misogyny and Violence in a Digital Age” by NAPCE Journal Editor Prof. Noel Purdy, OBE

Find Out More

“From the Manospehere to the Classroom: Confronting Misogyn and Violence in a Digital Age” by NAPCE Journal Editor Professor Noel Purdy, OBE

The recent Netflix documentary Inside the Manosphere by Louis Theroux has brought renewed public attention to a troubling digital ecosystem shaping the attitudes of boys and young men.

The documentary shines a light on what is not simply a fringe subculture but a network of influencers promoting hyper-masculinity, grievance and hostility towards women through online content that is often framed as self-help but grounded in domination and resentment.

This concern is not confined to documentary-making. The 2025 Netflix drama Adolescence similarly explored how online misogynistic narratives can shape identity and behaviour, particularly among teenage boys. While fictional, its themes resonate with growing evidence that digital cultures are influencing real-world attitudes in ways that policymakers can no longer ignore.

Nowhere is this intersection between online culture and offline harm more starkly visible than in Northern Ireland. A series of recent high-profile cases featuring violence against women and girls has served to expose both alarming immediate risks and worrying deeper structural/societal issues.

The murder of Natalie McNally in Lurgan in December 2022, killed while pregnant by her partner, Stephen McCullagh, and the very recent killing of Amy Doherty in Derry/Londonderry have become emblematic of a wider crisis.

Since 2020, around 30 women have died violently in Northern Ireland (which has a population of less than 2 million), most at the hands of men known to them. This has led to the recent claim by Secretary of State, Hilary Benn MP, that Northern Ireland is the part of the UK where it is “most dangerous to be a woman”.

While such claims are contested, the underlying data is deeply concerning. The Police Service of Northern Ireland responds to a domestic abuse call roughly every 16 minutes, and recorded rates of domestic abuse are consistently higher than in other UK regions. Clearly, these are not marginal differences but instead point to a greater systemic problem.

Policy responses in Northern Ireland have begun to take shape. The Executive’s Stopping Domestic and Sexual Violence and Abuse Strategy (2024–2030) sets out a cross-departmental framework focused on prevention, protection and justice.

Alongside this, the Ending Violence Against Women and Girls Strategic Framework signals a growing recognition that cultural change, not just criminal justice, must be part of the solution. Legislative developments have also been significant. The Domestic Abuse and Civil Proceedings Act (Northern Ireland) 2021 introduced a specific offence of domestic abuse, including coercive and controlling behaviour, aligning Northern Ireland more closely with other UK jurisdictions.

Yet despite these advances, there remains a gap between policy ambition and lived reality. Services remain under pressure, implementation is uneven, and crucially there has been limited integration of policy thinking around digital harms.

This is where the influence of the manosphere becomes particularly relevant. Online influencers who promote misogynistic worldviews are not operating in isolation. They are part of a broader cultural environment that can normalise disrespect, entitlement and hostility towards women. Evidence would suggest that algorithms further amplify this content, often pushing it towards younger (often male) audiences who lack the critical tools to interrogate it.

Senior figures in policing across the UK have warned of a growing “normalisation” of misogyny, with social media identified as a key driver. While causation is complex, the correlation between online narratives and offline attitudes is increasingly difficult to dismiss.

The policy challenge, therefore, extends beyond Northern Ireland. It raises fundamental questions for all UK and international jurisdictions about how to regulate digital spaces, support young people and prevent harm.

Some countries are already testing more assertive approaches. In Australia, the government has introduced age-based restrictions on social media access for under-16s, as part of a wider package of online safety reforms, though concerns have already been raised about the effectiveness of this intervention.

Spain has similarly moved to tighten regulation, focusing on raising minimum age thresholds, strengthening age verification and increasing platform accountability rather than introducing outright bans.

At Westminster, similar debates are gaining traction. The UK’s Online Safety Act represents a significant step towards holding platforms accountable, but questions remain about enforcement, scope and whether it goes far enough in addressing gender-based harms.

In Northern Ireland, there are early indications that education policy is beginning to engage with these issues. The Education Minister Paul Givan MLA has signalled concern about the impact of online content on young people, including misogynistic influences.

This opens an important avenue for intervention, but it has yet to be developed into a coherent, system-wide response.
What might such a response look like?

First, there is a need for policy integration. Strategies addressing violence against women and girls must explicitly engage with digital culture, recognising that prevention increasingly requires action in online as well as offline spaces.

Recent research (Growing Up Online in Northern Ireland) that I led in 2023 confirmed the disproportionate victimisation of girls.  Among 14–18-year-olds, for instance, girls were three times more likely than boys to be asked to send nude photos/videos of themselves, girls were more than twice as likely as boys to be sent inappropriate photos they didn’t ask for, and twice as likely to see or be sent pornography. Girls were also more likely than boys to see or be sent content promoting self-harm, eating disorders or suicide.

Second, education systems across the UK should embed critical digital literacy alongside relationship and sexuality education, but bans alone are not the answer. Restricting access may delay exposure, but it does not equip young people to deal with harmful content when they inevitably encounter it. What is needed is a stronger educational response.

Young people should be taught how algorithms shape what they see, how influencers monetise attention, and how to question messages about gender, power and relationships. Alongside this, education on respect, consent and equality is essential.

The aim is not to shield children and young people from the online world, as that is inherently futile, but to develop informed, critical and resilient users who can navigate it safely and responsibly.

Third, platform regulation must be strengthened. This includes not only removing illegal content, but addressing the algorithmic amplification of harmful material. There is now growing international pressure on social media companies in this area. Recent landmark cases in the United States have found companies such as Meta liable for designing addictive systems that push harmful content towards young users, with courts scrutinising features like infinite scroll and recommendation algorithms.

Alongside this, the UK’s Online Safety Act will require platforms to assess how their algorithms expose users to harm. However, enforcement remains key. Transparency about how content is promoted, and accountability for its impact, must become central to regulation.

Fourth, there must be a proactive effort to engage boys and young men. The allure or appeal of the manosphere lies partly in its provision of identity, belonging and simple answers to uncertainty. Countering it requires credible, positive alternatives. Programmes such as Beyond Equality work directly with boys in schools to challenge harmful norms and promote healthier masculinities.

Similarly, the White Ribbon Campaign engages men and boys as allies in preventing violence against women. These initiatives show that change is possible but they require sustained investment, scaling and integration into mainstream education and youth work right across the UK.

Finally, there is a broader cultural task. Violence against women and girls cannot be reduced to individual pathology; it reflects societal norms and power structures. Addressing it requires sustained leadership, cross-sector collaboration and a willingness to confront uncomfortable truths.

Northern Ireland’s experience is, in many ways, a warning signal. It highlights the consequences of failing to address violence, inequality and cultural attitudes in a joined-up way. But it also offers an opportunity: to develop integrated, forward-looking responses that recognise the evolving nature of harm in a digital age and aim to promote respect for everyone both on- and offline.
Professor Noel Purdy, OBE
Editor, Pastoral Care in Education (Journal)

ARTICLE: “Relational Practice as a System-Level Response to Emerging Pressures in Education” By Chris Tooley, Principal at The Netherhall School, Cambridge

Find Out More

Relational Practice as a System-Level Response to Emerging Pressures in Education – By Chris Tooley, Principal at The Netherhall School, Cambridge

Purpose

This paper outlines a case for relational practice as a coherent, system-wide approach to pastoral care and school culture. It is offered for consideration and critique, particularly in light of increasing pressures on schools, shifting relationships with families, and constraints on resources.

The central proposition is that relational practice is not an “add-on” to pastoral systems, but a necessary organising principle for how schools operate under pressure.

Context: A System Under Strain

Schools are currently operating within a set of converging pressures that are both structural and relational in nature.

1. Increasing Complexity of Student Need

A growing proportion of students are presenting with experiences of trauma, attachment anxiety, and unmet developmental needs. These factors often manifest in behaviour that does not align with traditional expectations.

Where responses remain standardised and punitive, there is a risk of compounding the very difficulties schools seek to address, creating cycles of escalation rather than resolution.

2. Fracturing Relationships with Families

There is emerging evidence of a weakening relationship between schools and families, particularly around attendance and compliance.

• Persistent absence remains high (c.18%)
• Increased parental challenge and, at times, hostility toward schools
• Growing perception that institutional expectations do not reflect family realities

Research suggests this represents a “fundamental breakdown” in trust, requiring a significant shift in approach rather than incremental adjustment.

3. Resource Constraints and System Pressures

Despite recent funding increases, real-terms funding remains below 2010 levels. Schools face:

• Rising SEND demand and associated costs
• Increasing travel and provision pressures
• Difficult trade-offs between staffing, provision, and quality

In many cases, reductions disproportionately affect pastoral and support roles — those most closely aligned with vulnerable students.

The Limitation of Traditional Approaches

In this context, traditional behaviourist or compliance-driven models show increasing limitations:

• They assume behaviour is primarily a matter of choice rather than communication
• They rely on consistency of sanction rather than consistency of relationship
• They risk reducing complex human situations to procedural responses

This can lead to a system where:

• Students experience additional disconnection
• Families experience schooling as transactional
• Staff experience increasing emotional strain

Relational Practice: A Reframing

Relational practice offers a different starting point:

• Behaviour is understood as communication, often rooted in need
• Responses are developmental, not purely corrective
• The system prioritises connection, co-regulation, and repair

This represents a shift from “fixing students” to designing environments where positive behaviours can be learned, rehearsed, and sustained.

A Whole-System Model

For relational practice to be effective, it must operate coherently across four interdependent domains:

1. Philosophy

A shared understanding that:

• Behaviour is learned, not innate
• Responses must account for developmental and neurological factors
• Belonging is foundational to learning

2. People

Deliberate investment in staff through:

• Training in trauma-informed and neurodevelopmental approaches
• Building emotional literacy and de-escalation capability
• Prioritising psychological safety and staff wellbeing

Retention and recruitment are aligned to relational values, not just technical competence.

3. Policy

Alignment of systems and structures so that relational intent is visible in:

• Behaviour policies
• Communication with families
• Public-facing materials
• Environmental design and upkeep

Incoherence between stated values and policy undermines credibility.

4. Practice

The lived experience of the school through:

• Emotionally attuned interactions
• Rituals of connection (greetings, check-ins)
• Curiosity in moments of difficulty
• A consistent drive to repair relationships

Here, culture becomes visible in everyday decisions, especially under pressure.

The Role of Leadership

A critical insight is that relational culture cannot be delegated.

Leadership shapes:

• What is prioritised
• What is tolerated
• What is modelled in moments of pressure

Relational leadership is therefore not a style but a discipline, revealed most clearly when systems are strained.

In these moments, leaders demonstrate:

• How power is exercised
• Whether dignity is preserved
• Whether values hold when inconvenient

Implementation Considerations

Experience suggests that sequencing and coherence are critical:

• Changing practice without philosophy creates confusion
• Changing policy without people creates resentment
• Training without system alignment creates fragility

Successful implementation requires coordinated movement across all domains rather than isolated initiatives.

Implications for Pastoral Care

For pastoral systems, this reframing suggests:

• Moving from intervention-led models to environment-led models
• Positioning pastoral care as every adult’s responsibility, not a specialist function
• Rebuilding relationships with families through trust and collaboration, not compliance alone
• Protecting and prioritising relational capacity even under financial constraint

Questions for Consideration

This paper is intended to invite reflection and dialogue. Key questions include:

1. To what extent are current pastoral systems aligned with a relational model of practice?
2. How can schools sustain relational approaches under increasing resource pressure?
3. What role should national organisations play in supporting a shift toward relational systems?
4. How might policy frameworks better reflect the complexity of behaviour and relationships in schools?

Conclusion

The pressures facing schools are unlikely to diminish in the near term. In this context, relational practice is not a philosophical preference but a practical necessity.

It offers a way to:

• Rebuild trust with students and families
• Support staff in complex environments
• Maintain moral coherence under pressure

Ultimately, it reframes pastoral care not as a response to problems, but as the design of conditions in which fewer problems arise.

Chris would welcome feedback to the article, especially to any of the four questions in the Questions for Consideration section of the article.

Please send any comments, thoughts or questions to admin@napce.org.uk.

Chris Tooley is a confirmed speaker at the NAPCE ANNUAL CONFERENCE 2026 which takes place on 9^th October, 2026.

For information and to reserve tickets go to https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk

AWARDS: National Awards for Pastoral Care in Education 2026 –  Less than 3 Weeks Left to Enter

Find Out More

How to Nominate for the National Awards for Pastoral Care in Education 2026 – Less Than 3 Weeks Left to Enter

The National Awards for Pastoral Care in Education 2026, organised by National Association for Pastoral Care in Education, are now open for nominations—offering a valuable opportunity to celebrate the exceptional individuals, teams, and organisations making a real difference to the lives of young people.

The nominations window closes on Tuesday 12th May 2026 and will recognise outstanding pastoral care practice during the 2025–26 academic year. Whether you are a colleague, leader, student, or community member, you are encouraged to put forward those whose work deserves recognition.

Award Categories

There are a wide range of categories to reflect the breadth and impact of pastoral care:

• Pastoral Development of the Year
  Recognising initiatives or ideas that have improved learning experiences and future life chances.

• Pastoral Member of Staff of the Year
  For individuals who consistently go above and beyond to support young people.

• Pastoral Team of the Year
  Celebrating teams demonstrating commitment and measurable positive impact.

• Raising Awareness about Pastoral Care
  For those who have promoted awareness and driven improvements in pastoral care.

• International Contribution to Pastoral Care
  Honouring schools, organisations, or individuals outside the UK delivering high-quality pastoral care.

• Outstanding Contribution to Pastoral Care
  Recognising significant and lasting impact on young people.

• Pastoral Leader of the Year
  For inspirational leaders who motivate others and champion pastoral care.

• Effective Pastoral Care to Support Transition
  For collaborative work ensuring smooth transitions between educational settings.

• 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

In addition, three special honours may be awarded at NAPCE’s discretion:

• Special Recognition Award

• Lifetime Achievement Award

• The Edith Hanko Award for Outstanding Pastoral Care for SEND Learners – Celebrating exceptional support for learners with SEND.

How to Submit a Nomination

Submitting a nomination is simple:

• Complete the official entry form via the NAPCE Awards 2026 – Entry Form

You will be asked to provide:

• Your name and role (as the nominator)

• The nominee’s name and role (or organisation name)

• Up to 500 words of supporting evidence

Self-nominations are welcome, and anyone able to provide clear evidence can submit a nomination.

Writing a Strong Nomination

Your submission should:

• Clearly address the criteria for the chosen category

• Demonstrate impact on learners’ wellbeing, learning experience, and future life chances

• Provide specific examples of high-quality pastoral care

• Stay within the 500-word limit

Additional materials such as photos or links are not required unless requested by judges.

Please ensure that nominees are aware of their nomination and that accurate contact details are provided.

Judging Process

All nominations will be reviewed by independent professionals with expertise in pastoral care. Submissions will be anonymised and judged solely on the quality of evidence provided, not the number of nominations received.

Judges will be particularly interested in:

• The difference pastoral care has made to young people

• Evidence of meaningful and measurable impact

• Examples of best practice

Key Dates

• Closing date for nominations: Tuesday 12th May 2026

• Judging completed: By the end of June 2026

• Finalists announced: Via NAPCE social media and newsletter

• Awards Ceremony: Friday 10th October 2026

The presentation event will take place at the Graeme Hick Pavilion, Worcestershire County Cricket Ground, in Worcester.

Winners in each category will receive:

• A commemorative plaque

• £100 prize

• A NAPCE winner’s badge

All finalists will receive a certificate recognising their achievement.

Why Nominate?

These awards are an important opportunity to:

• Celebrate excellence in pastoral care

• Share and promote effective practice

• Recognise the dedication of professionals supporting young people

NAPCE will also share examples of best practice from nominations in its monthly newsletter following the awards.

Stay Informed

For further information, visit www.napce.org.uk or contact NAPCE at admin@napce.org.uk. You can also request to join the mailing list for the free monthly newsletter.

Latest News

NAPCE is also planning a Wales Symposium, following successful events across the UK. This will take place at Ebbw Fawr Learning Community (Secondary Phase Campus) in Ebbw Vale on Tuesday 9th July 2026. The event will feature a guest speaker and a “Pastoral Question Time” panel exploring current issues in pastoral care.

More details will be shared soon via the NAPCE newsletter and website.

Now is the time to recognise and celebrate the individuals and teams whose work is transforming lives through outstanding pastoral care.

AWARDS: NAPCE Announces New Member of Awards Judging Panel

Find Out More

NAPCE is pleased to announce another judge for the National Awards for Pastoral Care in Education 2026. 

Introducing Dr Michael Jones.

Dr Jones will join an esteeming panel of independent judges who will preside over the judging of entries into the annual event.

Dr Michael Jones is Chair of the Education Working Group of the British Chamber of Commerce in South China (BritChamSC), and is a co-founder of Learning and Wellbeing Support (LAWS) a community of practice dedicated to understanding mental health in education.

In his professional life, Dr Jones serves as Executive Manager of Professional Learning and Development for ISA International Education Group.

He completed his doctoral research in education with the University of Liverpool. In 2008 Dr Jones co-founded a non-profit online learning platform, providing free English language learning services to less-fortunate communities across Eastern Europe and Asia. The platform served students through video lessons and interactive assessment systems, for which Dr Jones was the lead designer and developer. The website registered over ten thousand student users.

He will be bringing his experience and expertise to the judging process which takes place after the closing date for nominations on 12^th May, 2026.

For more information and the nomination form click here NAPCE Awards 2026 – Entry Form

Spend a few minutes making your nomination today to recognise and value good practice in pastoral care in education.

REPORT: Sold Out NAPCE Spring Online Conference Hailed “A Great Success”

Find Out More

A REPORT – Sold Out NAPCE Spring Online Conference Hailed “A Great Success”

The evening provided an opportunity to listen to experts sharing their experience and expertise, and to discuss an area of growing importance for staff working in pastoral roles in educational settings.

The keynote presentation was delivered by Dr Rohan Jowallah. Dr Jowallah’s research interests have focused particularly on issues relating to inclusion, online learning, beducate literacy, and social justice. He has international experience, having taught in Jamaica, England, and the USA within the public education system.

The presentation highlighted that Artificial Intelligence (AI) is a support tool, not a replacement, and that human interaction remains an important part of the education process. He encouraged educationalists to be aware of the risks of ‘blurred reality’ and unhealthy relationships with AI, but also pointed out the potential benefits it offers as an early warning system for pastoral care and support for learners. He emphasised that educational settings need to ensure they have clear AI policies in place so they can remain resilient to future developments.

Phil Jones, National Chair of NAPCE, commented that the presentation offered a fascinating and, in some ways, a frightening view of the future for education and for staff working in pastoral roles.

The presentation was followed by a ‘Question Time’ discussion, with Dr Jowallah joined on the panel by Assistant Professor Mark Diacopoulos from Pittsburgh State University in the United States; Dr Nicole Ponsford, CEO of Global Equality Collective; Charlie Walker, Chief of Staff at CompliMind; Richard Human, Head of AI at Globeducate; and Luke Ramsden, Senior Deputy Headteacher at St Benedict’s School, Ealing.

Some of the questions discussed by the panel included:
• Should we be excited or worried about the impact of Artificial Intelligence on education?
• Is inclusion in schools achievable, or simply an aspiration to work towards?
• How do we motivate and engage children and young people in education in the 21st century?
• Is the internet a barrier that prevents children and young people from having a sense of belonging?

Excellent guidance and advice were provided by the panel in response to these questions.

Future NAPCE events planned for 2026 include the Northern Ireland Symposium on 23rd June in Belfast, the Wales Symposium on 9 July in Ebbw Vale, and the NAPCE Annual Conference, ‘Inclusion and Belonging in Education’, in Worcester on 9th October.

Details and information on how to book places for NAPCE events can be found at www.napce.org.uk, or by emailing the NAPCE admin team at admin@napce.org.uk.

Find Out More
The National Awards for Pastoral Care in Education – Sharing Good Practice – Raising Awareness About Pastoral Care Award

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

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

For this sixth instalment of the new series, taken from the 2025 Awards, we’re focussing on the “Raising Awareness About Pastoral Care” category, which was sponsored by the Association of School and College Leaders (ASCL).

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

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

The Winner

The winner of this award in 2025 was Caroline Allams,  Natterhub. 

Caroline Allams is the co-founder of Natterhub. Having spent many years as a pastoral lead and educator in the UK and around the world, Caroline saw how technology, and our relationship with tech, could impact and provide potential risk for both children’s mental health and their social and emotional development. Natterhub is an online safety platform specifically designed for primary-aged children. It provides educators with curriculum-aligned, ready-to-teach, scenario-based interactive lessons aimed at supporting children’s social and emotional development. These lessons help pupils build resilience and critical thinking skills, essential for thriving in online spaces that will support children far beyond the end of their primary years.

Natterhub offers a much-needed positive role model of digital communication whilst raising awareness of self-protection.  Natterhub’s lessons incorporate scenarios, quizzes, and polls to promote practical learning – ‘learning through doing’. Children can practise their digital skills in a safe environment. Through age-appropriate activities and discussions with peers, pupils learn to problem-solve and think critically about situations, important for digital interactions but also the foundations for real-world readiness.  The platform is now available for free, a change from its previous low-cost subscription model. This means that primary schools around the world can now provide impactful digital citizenship education to teachers at no cost. Natterhub is supporting almost 13K schools in 85 countries.

The finalists in this category in 2025 were.

John Wallis Church of England Academy in Ashford, Kent.

The John Wallis Church of England Academy is a Smartphone Free Academy. Pupils cannot access their smartphone or digital devices (ear pods/phones, smart watches) whilst they are on the school site. The John Wallis Church of England Academy is now considered to be a leading voice in the national debate surrounding children’s mental health and well-being. They ensure a safe, focused, and conducive learning environment for all pupils.

The Pioneering work at The John Wallis Church of England Academy in Ashford received praise in the Houses of Parliament at the second hearing of the ‘Protection of Children (Digital Safety and Data Protection) Bill’.If you walk around the halls of the Academy, or the classrooms, even break times and lunchtime – the students are actively engaging with each other: talking, playing, laughing and communicating. The policy has also sparked a cultural shift beyond the school gates, with many parents reporting they have noticed positive changes in their children’s behaviour at home, with reduced screen time and greater family engagement.

Chris Tooley, The Netherhall School and Oakes College, Cambridge

Chris Tooley is a visionary leader whose unwavering belief in compassion, inclusion, and respect has transformed pastoral care at Netherhall School. Since joining the school in 2014, Chris has consistently championed the idea that every student, regardless of background or circumstance, deserves access to high-quality education and meaningful support. His values are grounded in unconditional positive regard, and he has shaped our core school ethos around being Inclusive, Individual, and Inspiring.
Chris has never compromised on the importance of pastoral provision. In fact, he has embedded it at the heart of our school culture, proving that strong care and support are not optional but essential to student success.  Under Chris’ leadership, the pastoral offer at Netherhall has grown in both scope and impact. He introduced vertical tutoring, giving tutor groups a family feel and allowing staff to focus on individual year group needs more effectively.

Recognising the increasing complexity of students’ lives, he expanded both the pastoral and behaviour support teams, ensuring there are more dedicated professionals on hand to provide timely, effective care.  Chris is a driving force for innovation. He led the development of ALVIN, our online learning platform, which ensures students with medical needs can still access live lessons and remain connected to the school community. Chris champions a needs-led model of pastoral care, underpinned by relational approaches and whole school nurture. He has a real passion to bring about systemic change, and through raising awareness across our multi-academy trust (Anglian Learning), the relational ethos is now being embedded across all the 18 academy schools, who are now adopting relationship-focused models with great effect. His leadership in pastoral care is nothing short of exceptional.

Lisa Irvine, All Saints catholic School, Dagenham

Mrs Lisa Irvine has been a passionate advocate for pastoral care throughout her distinguished 20-year career in secondary education. Her dedication has not only transformed individual lives but has also raised the profile and importance of pastoral care across the school community, making it a core pillar of support and compassion for all students.  Years before the issue reached national headlines, Lisa recognised the silent crisis of period poverty among pupils in her school. She took decisive and compassionate action, securing free sanitary products for girls in need, ensuring they could attend school with dignity, confidence, and without shame.

During the COVID-19 pandemic, Lisa was pivotal in ensuring that wellbeing and mental health support extended beyond the school walls and reached every family in need. She coordinated a network of care that included access to counselling, regular check-ins, and tailored support packages, many of which have been maintained long after the pandemic’s peak. Her leadership in this area ensured that families facing uncertainty and hardship were not left to cope alone.  Lisa’s vigilance and compassion extend to every child, especially those who might otherwise go unnoticed. She has worked relentlessly to secure food support and emergency interventions for pupils and families who may not be flagged through traditional systems, ensuring no child is ever left behind or forgotten. Her proactive approach means that help often reaches those who need it before they even have to ask.

Highfield and Brookham School, Liphook

Highfield and Brookham School has placed a strong emphasis on enhancing pupil wellbeing by expanding and enriching its outdoor spaces. Rooted in a belief that nature plays a vital role in fostering emotional resilience and happiness, the school has transformed under-utilised areas into vibrant, purposeful wellbeing zones that reflect the voice and needs of the children. A standout project has been the redevelopment of the former pond area near the prep school science labs into a dedicated wellbeing space, co-designed by the school’s Pupil Council. This little-used area has been brought back to life as a tranquil retreat, where children are encouraged to relax, chat and connect with one another during breaktimes. With its serene setting and calming environment, the space is already having a significant impact on pupils’ emotional health and peer relationships.

Empowering pupils to shape their own environment and wellbeing experience has been a central theme at Highfield and Brookham. In addition to its work on outdoor spaces, pupils have also been instrumental in a whole-school behaviour review. Their contributions led to the development of a pupil-friendly behaviour policy, ensuring that expectations are not only clear and accessible but also co-owned by the children themselves. This policy further reinforces the school’s commitment to embedding pupil voice in strategic school decisions, something which leaves the pupils feeling valued and listened to which, in turn, promotes positive mental health.

Further strengthening our inclusive community ethos, a group of pupils has formed a maintenance support team. Meeting fortnightly with the school’s maintenance manager, these children have a hands-on role in caring for the school grounds. This initiative fosters a sense of pride, belonging and practical skill-building, while also promoting inter-generational learning and collaboration across roles within the school.

NAPCE Awards 2026 – ENTRY NOW OPEN

The nominations for the National Awards for Pastoral Care in Education 2026 are now open and the deadline to make a nomination is Tuesday 12^th May.

Take a few minutes to make a nomination to share good practice in pastoral care in education and recognise and value contributions made to supporting leaners and the difference that effective pastoral care makes to the learning experience of children and young people.

Details about the categories for the awards the nominations form can be found here NAPCE Awards 2026 – Entry Form 

LEAD ARTICLE: “The Importance of RSHE in an International School” by NAPCE NEC Member Jason Sannegadu

Find Out More

“The Importance of Relationships, Sex and Health Education” by NAPCE NEC Member Jason Sannegadu

If you were to ask pupils about their favourite lessons, PSHE (Personal, Social, Health Education) or RSHE (Relationships, Sex and Health Education) might not immediately come to mind. Yet, as both a teacher and senior leader, I see firsthand how essential this discrete subject is within the curriculum. RSHE supports pupils not only as they navigate immediate challenges, but also as they prepare for adulthood and life beyond school. In the UK, the profile of this subject has risen significantly over the past few decades, supported by organisations such as the PSHE Association and NAPCE, alongside a growing body of research evidencing its importance.

The All-Party Parliamentary Group on Mental Health (2015), in its Inquiry into Parity of Esteem for Mental Health, recommended that mental health education form a core part of the PSHE curriculum to promote wellbeing and resilience and prevent mental health problems from developing. Research from SHEU (2015) and the Cabinet Office (2015) identified poor mental health as a key emerging risk for young people. These findings reinforce what many of us see daily: preventative education matters.

This provision is particularly important post-16. Students at this stage experience greater independence, and we have a duty to ensure they are equipped to manage complex challenges. At the beginning of this term, I worked with Year 12 to review the planned curriculum and gather their feedback. They identified healthy relationships, particularly consent, as priorities. Together, we mapped out the challenges they might face during Year 12 and structured the term accordingly, beginning with relationships. Each lesson concludes with clear takeaways, offering practical strategies to manage issues such as stress.

If we as educators do not provide structured education on relationships, sex and health, then who will?
Statutory guidance reinforces this responsibility. Keeping Children Safe in Education (DfE, 2025) emphasises that schools play a crucial role in preventative education, highlighting the importance of teaching pupils about safeguarding risks and wellbeing through a planned and structured curriculum, often delivered through RSHE or PSHE.

For colleagues overseeing or delivering RSHE, regular review is essential. This might include seeking feedback from students and staff, working with pastoral and safeguarding teams to identify emerging trends, evaluating impact, collaborating with parent representatives, and implementing and reviewing changes. This helps ensure that the curriculum remains relevant for the context of your school.

Within an international school context, this responsiveness becomes even more important. The curriculum should safeguard and promote wellbeing while building emotional literacy and resilience. A spiral curriculum is essential, but so too is sensitivity to cultural contexts, awareness of local legislation, and meaningful collaboration with parents.

Termly letters outlining content and offering guidance on supporting conversations at home are incredibly helpful and valuable to parents. For example, how can parents support safe online behaviours? Do they know who their child is communicating with? Would they feel confident  enough to report cyberbullying? How can they have sensitive conversations with their children?

One emerging safeguarding consideration is the rapid rise of AI chatbots and companion apps designed to simulate relationships through human-like conversation. By 2025, more than 100 such platforms were available globally. Many lack robust age-verification mechanisms and, while often marketed as tools offering emotional support or entertainment, they can expose young people to harmful content and distort perceptions of relationships and consent.

The Australian eSafety Commissioner identifies key risks including exposure to dangerous concepts, emotional dependency, unhealthy attitudes towards relationships, heightened vulnerability to exploitation, and the compounding of bullying behaviours.

This trend is not simply another digital concern; it illustrates why RSHE must remain dynamic and responsive. If our curriculum is truly preventative, it has to respond to the challenges that students are facing. Reviewing emerging technologies, analysing their potential impact on relationship norms, and integrating these discussions into E-safety and healthy relationships education is essential. Equally, keeping parents informed through safeguarding updates or workshops strengthens our collective response. Rather than reacting to incidents, a forward-thinking RSHE programme anticipates change and equips students with the critical literacy needed to navigate it confidently and safely.

Research by Rudoe and Ponsford (2024) suggests there is limited research into parents’ perceptions of school-based RSHE and how effectively schools communicate about it. Parents’ conversations with their children about relationships and sex remain under-researched. Many parents express embarrassment or feel underprepared to discuss these topics confidently. This highlights the importance of genuine partnership rather than one-way communication.

At my school, we are planning a workshop to explore the RSHE curriculum across key stages and to model some of the activities we use. For Sixth Form parents, this provides an opportunity to discuss how we approach topics such as consent and how we prepare students for university and independent living. In international schools, parents may also worry about children studying overseas, away from support networks. Such forums create space to share hopes and concerns and to work collaboratively in supporting young people through stress, transition and independence.

Ultimately, RSHE remains an essential part of the curriculum, but its effectiveness depends upon collaboration. When schools involve parents and stakeholders in planning, reviewing and delivering the curriculum, they strengthen trust and shared understanding.

Preventative education cannot be delivered in isolation; it requires alignment between school, home and safeguarding practice. RSHE is not an add-on to academic provision — rather, it helps students to thrive. If we want young people to flourish beyond school, then a strategic, responsive and collaborative RSHE curriculum must remain central to our work.

Key Questions for Reflection

• What is the vision of your RSHE curriculum, and why is it important?
• How effectively are stakeholders involved in its implementation and review?
• What role do parents play, and how are they being equipped to support discussions at home?
• How is your school communicating emerging safeguarding trends to the wider community?

Jason Sannegadu
NAPCE NEC Member

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

Find Out More

NAPCE FREE Spring Online Conference 2026 – The Impact of Artificial Intelligence on Pastoral Care in Education – BOOK NOW

The National Association for Pastoral Care in Education’s Spring Online Conference 2026, focusing on the timely and important theme: “The Impact of Artificial Intelligence on Pastoral Care in Education”, is just weeks away.

And tickets for the event, on 16th April, 2026, are FREE.

As artificial intelligence continues to shape the future of education, it is a topic that no educator can afford to ignore. Recent updates in Keeping Children Safe in Education have highlighted the growing relevance of AI, reinforcing the need for schools and colleges to understand both its opportunities and challenges.

With less than one month to go, this is a timely opportunity to engage with one of the most rapidly evolving areas in education. Places are limited and previous NAPCE online events have filled quickly—early booking is now essential to avoid disappointment.

Join the Conversation

This free online event will take place on:

• Date: Thursday 16th April 2026
• Time: 7:15pm (UK time)
• Venue: Online (joining link sent to ticket holders)

Whether you are a pastoral leader, teacher, student, or simply interested in the future of education, this event offers a valuable opportunity to engage with the latest thinking in this fast-moving field.

Guest Speaker

The conference will feature a keynote address from Dr Rohan Jowallah, a globally recognised educator, researcher, and instructional innovator.

With over 30 years of experience across the Caribbean, England, and the United States, Dr Jowallah’s work sits at the intersection of pedagogy, technology, and inclusion. He is widely known for his commitment to ensuring that the development of AI in education remains ethical, inclusive, and centred on human values.

His keynote presentation will explore:
“The Opportunities and Challenges of Artificial Intelligence.”

Conference Aims

The event will provide an opportunity to:

• Share perspectives on the opportunities and challenges presented by AI
• Explore the potential impact of AI on future educational policy and practice
• Consider how AI may influence pastoral care and support for learners
• Highlight effective practice in pastoral care
• Discuss current issues affecting education and student wellbeing

What to Expect

Delegates will benefit from:

• A keynote presentation from an international expert
• Insight into current and emerging issues
• Opportunities to share and reflect on good practice
• A live “Pastoral Question Time” panel discussion

Programme Highlights

• 7:15pm – Welcome from Phil Jones, National Chair of NAPCE
• 7:20pm – Keynote Address: Dr Rohan Jowallah
• 7:50pm – Questions and discussion
• 8:00pm – Pastoral Question Time Panel

Panel contributors include:

• Mark Diacopoulos, Pittsburg State University (USA)
• Nicole Ponsford, CEO, Global Equality Collective
• Charlie Walker, Chief of Staff, CompliMind
• Sam Human, Head of AI at Globeducate
• Samantha Marsden, author and teacher

Book Your Free Place Now

Free tickets and further details are available via Eventbrite:
https://NAPCEONLINE26.eventbrite.co.uk

• Places are limited to just 100 delegates
• Demand is high and tickets are expected to go quickly

Don’t Miss Out

With the event fast approaching, now is the time to secure your place. This promises to be an engaging and thought-provoking evening, offering practical insight into how artificial intelligence is already influencing pastoral care—and what it could mean for the future.

Join colleagues from across the sector for an evening of discussion, reflection and shared learning—just don’t leave it too late to book.

Any questions? Please contact admin@napce.org.uk

AWARDS: National Awards for Pastoral Care in Education 2026 –  How to Make a Nomination

Find Out More

How to Nominate for the National Awards for Pastoral Care in Education 2026

The National Awards for Pastoral Care in Education 2026, organised by National Association for Pastoral Care in Education, are now open for nominations—offering a valuable opportunity to celebrate the exceptional individuals, teams, and organisations making a real difference to the lives of young people.

The nominations window closes on Tuesday 12th May 2026 and will recognise outstanding pastoral care practice during the 2025–26 academic year. Whether you are a colleague, leader, student, or community member, you are encouraged to put forward those whose work deserves recognition.

Award Categories

There are a wide range of categories to reflect the breadth and impact of pastoral care:

• Pastoral Development of the Year
  Recognising initiatives or ideas that have improved learning experiences and future life chances.

• Pastoral Member of Staff of the Year
  For individuals who consistently go above and beyond to support young people.

• Pastoral Team of the Year
  Celebrating teams demonstrating commitment and measurable positive impact.

• Raising Awareness about Pastoral Care
  For those who have promoted awareness and driven improvements in pastoral care.

• International Contribution to Pastoral Care
  Honouring schools, organisations, or individuals outside the UK delivering high-quality pastoral care.

• Outstanding Contribution to Pastoral Care
  Recognising significant and lasting impact on young people.

• Pastoral Leader of the Year
  For inspirational leaders who motivate others and champion pastoral care.

• Effective Pastoral Care to Support Transition
  For collaborative work ensuring smooth transitions between educational settings.

• 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

In addition, three special honours may be awarded at NAPCE’s discretion:

• Special Recognition Award

• Lifetime Achievement Award

• The Edith Hanko Award for Outstanding Pastoral Care for SEND Learners – Celebrating exceptional support for learners with SEND.

How to Submit a Nomination

Submitting a nomination is simple:

• Complete the official entry form via the NAPCE Awards 2026 – Entry Form

You will be asked to provide:

• Your name and role (as the nominator)

• The nominee’s name and role (or organisation name)

• Up to 500 words of supporting evidence

Self-nominations are welcome, and anyone able to provide clear evidence can submit a nomination.

Writing a Strong Nomination

Your submission should:

• Clearly address the criteria for the chosen category

• Demonstrate impact on learners’ wellbeing, learning experience, and future life chances

• Provide specific examples of high-quality pastoral care

• Stay within the 500-word limit

Additional materials such as photos or links are not required unless requested by judges.

Please ensure that nominees are aware of their nomination and that accurate contact details are provided.

Judging Process

All nominations will be reviewed by independent professionals with expertise in pastoral care. Submissions will be anonymised and judged solely on the quality of evidence provided, not the number of nominations received.

Judges will be particularly interested in:

• The difference pastoral care has made to young people

• Evidence of meaningful and measurable impact

• Examples of best practice

Key Dates

• Closing date for nominations: Tuesday 12th May 2026

• Judging completed: By the end of June 2026

• Finalists announced: Via NAPCE social media and newsletter

• Awards Ceremony: Friday 10th October 2026

The presentation event will take place at the Graeme Hick Pavilion, Worcestershire County Cricket Ground, in Worcester.

Winners in each category will receive:

• A commemorative plaque

• £100 prize

• A NAPCE winner’s badge

All finalists will receive a certificate recognising their achievement.

Why Nominate?

These awards are an important opportunity to:

• Celebrate excellence in pastoral care

• Share and promote effective practice

• Recognise the dedication of professionals supporting young people

NAPCE will also share examples of best practice from nominations in its monthly newsletter following the awards.

Stay Informed

For further information, visit www.napce.org.uk or contact NAPCE at admin@napce.org.uk. You can also request to join the mailing list for the free monthly newsletter.

Latest News

NAPCE is also planning a Wales Symposium, following successful events across the UK. This will take place at Ebbw Fawr Learning Community (Secondary Phase Campus) in Ebbw Vale on Tuesday 9th July 2026. The event will feature a guest speaker and a “Pastoral Question Time” panel exploring current issues in pastoral care.

More details will be shared soon via the NAPCE newsletter and website.

Now is the time to recognise and celebrate the individuals and teams whose work is transforming lives through outstanding pastoral care.

EVENT: NAPCE AGM to take place on 28th March, 2026 – Details Released

Find Out More

The NAPCE Annual General Meeting – 28th March, 2026 – Meeting Details 

The 2026 Annual General Meeting for the National Association for Pastoral Care takes place on Saturday 28^th March at 1-00pm at the Institute of Education, 20 Bedford Way, London.

Members will be able to attend to hear reports about NAPCE’s work in the last year and plans for the future. Any member who would like to join us for the meeting should email events@napce.org.uk to register your interest in attending to be sent an agenda and other information.

A copy of the Chair/Secretary report that will be presented at the meeting is published below and other documents will be sent to members attending ahead of time.

Chair/Secretary Report 2025/26 for The National Association for Pastoral Care in Education (NAPCE) AGM March 2026

The Association through the National Executive Committee (NEC) continues to maintain strong financial management and governance. The NEC, at its meetings and through the work of its members, ensures sound strategic planning and internal accountability for the activities of the Association. The NEC ensures, (that as a non-profit making charity which aims to support pastoral care in education), the work of its members, NEC and sub committees including the Editorial Board (EB) has the support needed to achieve its aims including administrative, financial, and appropriate insurance. The National Executive Committee has the responsibility for ensuring that the Association meets the governance expectations of the Charities Commission.

The strategic priorities for the NEC this year have been.
1)    Planning events and conferences, where appropriate in partnership with other organisations to ensure that NAPCE is active in the educational world.
2)    To expand the activities of NAPCE to enable the Association to interact with an increasing number of people with an interest in pastoral care in education.
3)    To develop the role of NAPCE as a provider of training and professional development, to share theory and good practice in pastoral care.
4)    To continue to develop the structure and organisation of the Association to meet the current and future needs of its members.
5)    To raise the profile of NAPCE and the Journal in the educational world

The strategic aims during this period have been.

1. To be financially secure.
2. To continue to engage and interact with people with an interest in pastoral care in education.
3. To sustain interest in the work of NAPCE, to maintain and increase membership.
4. To support professionals with an interest in pastoral care and explore new ways to support professionals, to ensure that the Association continues to a have positive role in a changing educational world.

These strategic aims have been achieved because of the hard work and contributions made by the National Executive (NEC), Editorial Board (EB), NAPCE Admin support, NAPCE members and people who support the work of the Association. In recent years, the Association has adapted to changing situations and been successful in responding to these challenges. The NEC and EB have taken advantage of opportunities to promote NAPCE online and to return to live events and face to face meetings. This ensures that NAPCE is taking advantage of all opportunities to raise awareness about its work and to engage people in supporting the aims of the Association.

The NEC along with members of the EB have had discussions this year about the future strategic direction of the Association. Discussions have focused on the values, purpose, mission and vision for the future of the Association. Suggestions for the principles of the Association are.

• To promote the theoretical study of pastoral care in education through the journal.
• To liaise with other organisations who have similar objectives.
• To disseminate good practice in pastoral care in education.
• To promote the education, training of those engaged in pastoral care.

The discussions are exploring the strategies that will support the association to achieve these principles and what actions can be taken to develop and implement the future strategic plans for the Association. The NEC plans to continue with these discussions and encourage members to contribute and share their views and ideas.

The NEC continues to work closely with the EB to support their work in developing the Journal and to maintain its excellent reputation. The Association has a positive relationship with the publishers of the Journal, Taylor and Francis. They are an important partner in the future development of NAPCE which provides a regular income, from the publication of the Journal to ensure the financial stability of the Association. Professor Noel Purdy continues as the editor of the Journal and is assisted by Associated Editors, Caron Carter, Amanda Hatton and Mark Shields provides the administrative support for the Journal. James Coggins continues to be the Association’s contact with Taylor and Francis and his support and guidance is appreciated by the NEC and EB. The reputation of the Journal continues to grow with an encouraging quantity and quality of articles submitted for publication

NAPCE organised several events in the last year. These included an online conference in March. The title for the event was, ‘Why we need pastoral care in education. Supporting the well-being and mental health of children and young people’. The guest speaker was Dr Louise Jones who talked about supporting the wellbeing and mental health of children and young people. A “Pastoral Question Time” followed the presentation.

On the 23^rd of June, NAPCE organised a Symposium in Belfast with the title ‘Building Resilience in Schools. Supporting Pupil and Teacher Wellbeing’. The event was very well attended with all tickets sold out. The first NAPCE Wales Symposium took place on 1^st July, hosted by Ebbw Fawr Learning Community, the Pastoral School of the Year in the 2024 National Awards for Pastoral Care in Education organised by NAPCE. The title for the event was ‘Why we need pastoral care in education. High Achievement and Personal Development’. The First Speaker was NAPCE National Chair. Phil Jones, who talked about how to support the academic progress and personal development of all learners. He was followed by Charlotte Hopkins, Chair of trustees for ‘BulliesOut’ and Director of Kinbee who spoke about empowering and inspiring children and young people. The event finished with an ‘Education Question Time’ with delegates asking questions for an invited panel of guests to answer. The panel included Melanie Thomas, Headteacher, Ebbw Fawr, Learning Community, Oribi Davies, Director of the Inclusion Hub, Friern Barnet School and Charlotte Hopkins, Chair of Trustees for ‘BulliesOut’ and Director of ‘Kinbee’.

NAPCE organised its Annual Conference in Worcester on Friday 10^th October at the Worcestershire County Cricket Ground. The conference sponsored by Pupil Pathways had the title ‘Why we need pastoral care in education. Sharing Good Practice’. Keynote presentations were made by Brendon Nell from Pupil Pathways, who talked about Supporting Transition, Humphrey Walters, who talked about Inspiring people to achieve, Dr Sue Roffey, who gave a presentation about Growing Great Schools Worldwide, ‘ASPIRE to a Love of Learning’, and Michelle Bomber who provided a presentation with the title, ‘Know me to teach me’. Good practice in pastoral care was shared through presentations by Sam Coton from ‘Better Me Better You’, Alice Barker, Assistant Principal, Carr Manor Community School, Zoe Ali, Deputy Headteacher, Thornhill Community Academy, and Louisa Pritchard, Principal, at Bristnall Hall Academy. In November NAPCE was invited to attend and have a display stand at Attachment Research Community (ARC) Annual Conference. In December NAPCE was invited to attend the University of Worcester Educators Climate Summit.

The events and activities organised by NAPCE raise awareness about the Association and share good practice in pastoral care in education The table below is an analysis of the 2025 NAPCE events and demonstrates how they have enabled professionals with an interest in pastoral care and education support for learners to engage and support the work of the Association.

Analysis of NAPCE EVENTS 2025

Countries – UK, USA, Nigeria, Cyprus, Singapore, Kuwait, Germany, Hong Kong, South Korea, China, Switzerland

Towns – Belfast ,Ipswich, Birmingham, Evesham, Craigavon, Bristol, Wimborne minster, Walton on Thames, Walsal, Twickenham, Taunton, Stoke on trent, Sheffield, Solihull Rugely, Romford, Peterborough, Pinner, Louth, Nuneaton, Hackney, Glasgow, Enniskillen, Dudley, Canterbury, Barking, Derby, Crook, London, Salford, Downpatrick. Barnsley, Burnley, Blackpool, Nottingham, Fulham, Ilford, Lewisham, Lichfield.

The campaign launched by NAPCE in 2025, ‘Why We Need Pastoral Care in Education’ was a focus for events and activities in the year. NAPCE in common with other providers of educational conferences and professional development events has found it challenging to attract delegates to attend.

Schools and other educational organisations are reluctant to allow staff to attend conferences and events and professionals are reluctant to attend in their own time. NAPCE invested in the National Conference on paid presenters and speakers to attract delegates. There is a focus on schools providing professional development opportunities for teachers in the new Ofsted inspection framework so it is hoped that this will have a positive impact on professionals being able to attend events. The Annual Conference and other events organised by NAPCE are an important opportunity to raise the profile of the Association and to interact with professionals with an interest in pastoral care.

The Association organised the ‘National Awards for Pastoral Care in Education’ for the sixth year in 2025 This is an important initiative to raise awareness about NAPCE and to engage with more people who share an interest in pastoral care in education. It has become an important part of the education calendar which was demonstrated by the number of nominations increasing for the 2025 Awards. We continue to see a connection between people who make nominations for the awards and then become more actively involved in NAPCE and interested in becoming members. The Presentation Event took place in Worcester in October at Worcestershire County Cricket Club. Awards were presented to the winners selected by the judging panel. A huge thank you to Susana Cervera, Anne Jones, and Iain Johnson for their work to make the awards and the presentation event an enormous success. Thank you to Noel Purdy, Anne Emerson, Margaret Mullholland, Caron Carter, Andrew Wright and Jill Robson, for judging the nominations. Nominations have opened for the 2026 awards.

The Association was once again actively involved in the planning and delivery of the Association of School and College Leaders, (ASCL) Annual Conference for Pastoral Leaders in January 2026. The conference which took place in Manchester was sold out and NAPCE contributed with Phil Jones representing NAPCE and Anne Jones from the admin team being available on the NAPCE display to talk to delegates and tell them about the work of the association.

This was an excellent opportunity to raise the profile of NAPCE, with delegates in leadership roles in primary and secondary schools, attending the conference, from all around the country. NAPCE was once again invited to contribute to the planning of Safer Internet Day and was a registered supporter of the event. This is an annual event involving schools and organisations from across the country. It is good to see NAPCE taking an active role in educational events and activities and that other educational organisations are now approaching NAPCE to ask for our support and contributions to important educational events.

The National Executive Committee has planned a busy calendar of NAPCE events for 2026.

Dates for 2026 

The NEC have continued to take positive action to enable the Association to interact more effectively with other people who share an interest in education and the contribution that pastoral care can make to the learning experience of children and young people. The Association continues to develop partnerships with organisations with similar interest and values. Partner organisations include.

Some partnerships are well established and others are being developed. The partnerships provide opportunities for NAPCE to network with organisations with similar values and to share ideas and expertise.

The increase in contact with NAPCE administration by email and telephone has continued this year and demonstrates how NAPCE has raised its profile. There have been requests for advice and guidance on a wide range of pastoral issues that members of the NEC have responded to. Contacts have been about advice on good practice in pastoral care and guidance about the roles of pastoral leaders, pastoral staff, and designated safeguarding leads. NAPCE through its social media platforms encourages the sharing of good practice in pastoral care and discussion and debate about current pastoral issues.

The Association is pleased to continue working with Iain Johnson from Noise PR. Iain is managing our social media and supporting the Association with its publicity and marketing. Iain has made a huge contribution to raising awareness about the work of NAPCE and is making a real impact in helping us to achieve our aim of interacting with more people who share our interest in pastoral care. The impact of his support can be seen in increased followers on social media and people contacting NAPCE. Iain produces the monthly newsletter for the Association, which has seen a growing number of people requesting a copy and an increase in the number of people opening and reading the newsletter each month. The Newsletter has published a wide range of articles on pastoral care, written by guest educationalists from other educational organisations as well as contributions from members of the NEC and Editorial Board. The newsletter has become a valuable resource for the latest thinking and sharing of ideas about pastoral care in education and ensures that members and supporters of NAPCE are kept up to date with current information about pastoral care and news about NAPCE events and activities. Dean Hassan has taken over responsibility for managing the NAPCE website. This increased interaction has seen more interest, in membership of the Association. Increasing the membership of the association continues to be a priority for the National Executive Committee.

Members of NEC this year have contributed their energy, skills, and expertise to the Association to enable it to continue to expand its activities for its members and raise its profile in the educational world. The NEC welcomes suggestions about how to raise awareness, of the work of NAPCE, and any views or opinions from our members about future developments in policy and practice in pastoral care in education. NAPCE as a charity follows the guidance and advice of the Charities Commission to ensure that it has good governance and that decisions are made in the best interest of achieving the aims of the Association. Thank you to all members of the National Executive Committee, Editorial Board, Anne Jones, Communication Administrator, Susana Cervera, Meetings and Events Administrator, Iain Johnson at Noise PR, Mark Shields, for administrative support for the Journal, Dean Hassan for his work with the website and James Coggins and his colleagues at Taylor and Francis, for your support, contributions, energy, and ideas this year. NAPCE continues to raise its profile in the educational world and to make a positive contribution to the sharing of good practice and developing effective policy and practice, in pastoral care in education.

Phil Jones – National Chair, NAPCE                                                Jill Robson – National Secretary, NAPCE

EVENT: NAPCE Annual Conference – New Guest Speaker Announced

Find Out More

Daniel Machin Confirmed as Speaker for the NAPCE Annual Conference 2026

The National Association for Pastoral Care in Education is delighted to announce that Daniel Machin, Principal of Queen Ethelburga’s Collegiate, has been confirmed as a keynote speaker for the NAPCE Annual Conference 2026.

Daniel leads one of the UK’s most highly regarded co-educational independent schools, recognised as ISA Senior School of the Year and The Times Northern Independent School of the Year for Academic Excellence. His conference presentation, titled “Pro-active Pastoral Care Across Cultures: Meeting the Needs of Overseas Students”, will explore how schools can effectively support diverse student communities through inclusive and forward-thinking pastoral care.

An Experienced Voice in Educational Leadership

A graduate of the University of Hull and the University of Warwick, Daniel Machin brings over twenty years of experience in education. His career has spanned a range of senior leadership roles, including Head of Sixth Form, Head of Senior School and Vice Principal, before becoming Principal.

Throughout his career, he has developed extensive expertise in both strategic leadership and day-to-day school operations, with a strong emphasis on educational excellence, safeguarding, and student wellbeing. At Queen Ethelburga’s, he continues to foster a collaborative and high-performing staff culture, while championing an innovative and dynamic approach to education for modern learners.

Guest Introduction

Daniel will be introduced by David Griffiths, Deputy Director of School Improvement at the ISA International Education Group. David is also Head of ISA Liwan International School and Co-Head of Wenhua Liwan School in Guangzhou.

ISA Liwan International School was the recipient of the International Contribution to Pastoral Care award at the 2025 National Awards for Pastoral Care in Education, further highlighting the global importance of effective pastoral practice.

About the Conference

The NAPCE Annual Conference 2026 will take place on Friday 9th October at Worcestershire County Cricket Club, a stunning venue overlooking the River Severn and Worcester Cathedral in the historic city of Worcester.

This year’s conference theme is:

“Inclusion and Belonging in Education: Sharing Good Practice in Effective Pastoral Care and Support for Learners.”

The event will explore current challenges facing schools and colleges in fostering inclusive environments, and how high-quality pastoral care can support a strong sense of belonging for all learners.

What to Expect

The conference promises a rich and engaging programme, including:

• Keynote presentations from expert speakers
• Case studies and examples of good practice from schools
• A “Question Time” panel discussion
• Opportunities for professional discussion and reflection
• Networking with colleagues from across the sector
• Informative displays and resources

This event is ideal for pastoral leaders, teachers, support staff, educational organisations, researchers and policymakers—anyone with an interest in how pastoral care can help children and young people achieve their full potential.

Book Your Place

Tickets for this highly anticipated event are available via Eventbrite:
https://NAPCEANNUALCONFERENCE26.eventbrite.co.uk

Places are limited, so early booking is strongly recommended.

Join NAPCE this October for an inspiring day of insight, collaboration and shared commitment to excellence in pastoral care.

Find Out More
The National Awards for Pastoral Care in Education – Sharing Good Practice – Pastoral Member of Staff of the Year Award

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

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

For this fifth instalment of the new series, taken from the 2025 Awards, we’re focussing on the “Pastoral Member of Staff of the year” category, which was sponsored by North London Collegiate School, in Jeju in South Korea.

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

Criteria – 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.

The Winner

The winner of this award in 2025 was Sue White from the Netherhall School and Oakes College in Cambridge.

Sue White joined the school in September 2004 as a Student Support Assistant and unqualified English teacher, Sue has dedicated over two decades to supporting students, particularly those from challenging backgrounds. Appointed as Pastoral Manager in January 2016, Sue has become the cornerstone of the school’s pastoral provision. Sue’s role is wide-ranging and vital. She leads the pastoral team with clarity and purpose, ensuring all team members carry out their duties effectively while maintaining high standards. As the most experienced Designated Safeguarding Lead in the school, Sue brings an invaluable depth of knowledge to every situation. She regularly provides expert advice and support to staff dealing with complex issues and takes the lead on major safeguarding concerns. Her work extends beyond the school gates as she completes Early Help Assessments to secure vital external support for families in need.

Sue’s commitment to the future of the school and its students is unwavering. She consistently goes above and beyond her role, attending support meetings during holidays, staying after hours to ensure student safety, and even coming into school on her days off when needed. Her professionalism is matched only by her compassion, she treats each student as an individual, no matter how complex or difficult the situation. Sue never shies away from difficult decisions when she knows it is in a student’s best interest. The students Sue works with often face significant challenges – social, emotional, behavioural, and sometimes safeguarding-related. These young people need structure, understanding, and someone who truly believes in them.

The impact Sue has had cannot be overstated. She has helped students remain in education when exclusion seemed inevitable. She has ensured young people received the mental health support they needed at critical times. Her work on attendance and alternative provision has kept many students engaged who otherwise might have slipped through the cracks. For many, Sue has changed the course of their lives, providing the support, structure, and care they needed to succeed. Simply put, Sue White is the person everyone turns to in a crisis, not just because she has seen it all before, but because they know she will handle it with care, integrity, and unwavering professionalism.

The finalists in this category in 2025 were:-

Tanya Pavitt from Edgeborough School in Farnham in Surrey.

Tanya is the heart of Edgeborough School – she has been working with pupils there for nearly 30 years and within that time has positively impacted hundreds of lives through her kind, pupil centred approach to support and learning. She is a powerhouse of energy, enthusiasm and initiative and wants to see every child she works with grow in confidence and feel safe and supported to take risks in their learning. She is ELSA trained and a Higher Level Teaching Assistant showing  dedication to support pupils and is highly attuned to pupils needs.

Jane Davey from Wyborne School, New Eltham in London.

Jane Davey is the Pastoral Care and Safeguarding Coordinator at Wyborne Primary School. Over the past 15 years, Jane has become an invaluable member of the school community, consistently going above and beyond to support both children and their families. Her tireless commitment, innovative thinking, and deep care for the well-being of everyone at Wyborne make her an exemplary figure. Jane’s impact on the lives of our children is profound. She works relentlessly to ensure that every child has the opportunity to succeed, not only academically but also socially and emotionally. Recognising that a child’s well-being is crucial to their success, she consistently addresses any barriers to learning. By focusing on early intervention and prevention, Jane has made a measurable difference in reducing the number of referrals to social care. This proactive approach ensures issues are addressed before they escalate, enabling children to stay in school and continue their education without disruption.

Charlotte Surry from Dame Alice Owens School, Potters Bar in Hertfordshire.

Charlotte Surry, is the Pastoral Manager at Dame Alice Owen’s School, Charlotte was nominated by a parent in recognition of the extraordinary support she has provided to their son during a year of significant personal challenge and transformation.  These difficulties impacted every aspect of his school life. However, with the support and unwavering presence of the Pastoral Manager, he has begun to rebuild not only his confidence but also his sense of hope for the future.  What sets Charlotte apart is not only her professionalism but the warmth, compassion, and human understanding she brings to her role. She built a relationship with him founded on trust and genuine rapport—one that allowed him to feel safe enough to open up, share his fears, and accept help. Her ability to be both a steady hand and a kind heart gave him a vital anchor during some of his most vulnerable moments.  She has also been incredibly supportive of us as parents. In every interaction, she has shown empathy, clarity, and care—not just for our son, but for our family as a whole.

At a time when we were navigating a series of medical assessments, a diagnosis of autism and depression, new medication, and intensive therapy, she remained in close contact with us. She never made us feel like we were “just another family”; instead, she treated us with the respect and attention that made us feel seen and supported.  Thanks in part to her dedication, our son has made remarkable progress. With the support of mental health professionals and fluoxetine, his mood has stabilised. His tailored CBT sessions are equipping him with coping strategies, but it’s the ongoing encouragement from the Pastoral Manager that has helped him put those skills into practice at school. She has empowered him to believe in himself again.  He now feels more motivated than ever. We believe that without her compassionate guidance and determined support, our son’s school experience this year—and indeed our family’s overall well-being—would have looked very different. Her impact is lasting and profound, and we understand she has done this for many other students and families too.    She exemplifies everything a pastoral manager should be.

Maggie Bassett from Ysgol Gynradd Gymraeg, Bry-y Mor in Swansea

Maggie is the school’s sunshine on a rainy day – literally! She greets the pupils every morning on the yard as they enter the school grounds whatever the weather. Her observations and chats in the morning allow her to assess who may need extra support that day.  Her smile, as well as her kindness touches the hearts of every single pupil and member of staff at our school. When she listens, you know that you have her full attention. She intuitively knows when to just listen and when to offer good, honest advice.

Maggie has been key in establishing the Zones of Regulation throughout the school. For the pupils that need the extra support in recognising and managing their feelings, Maggie is there to help soothe them and calm them down.    She has an incredible skill of making each individual child feel welcome and special. Maggie is described by parents as being so warm and kind as well as so knowledgeable. She can read children like a book and knows just how best to reach them. Maggie is such a calming presence and respected by all members of the school community.

Entry for the 2026 National Awards for Pastoral Care in Education are now open. Take a few minutes to make a nomination to share good practice in pastoral care in education and recognise and value contributions made to supporting leaners and the difference that effective pastoral care makes to the learning experience of children and young people. Details about the categories for the awards and nominations can be made by following the link NAPCE Awards 2026 – Entry Form