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NAPCE Conference 2021 – WATCH A REPLAY HERE

We were delighted with the huge success of the fully booked first-ever online NAPCE Annual Conference which took place from July 7th-9th 2021.

In case you couldn’t get a ticket, were busy or simply want to see it again, we’re very pleased to share recordings of each daily session right here.

You can watch each day below

NAPCE Awards 2021 – Finalists Announced

The finalists of the second National Awards For Pastoral Care In Education have been revealed.

Deserving nominees have been selected in each of the eight categories by an independent panel of judges made up educational experts.

The standard of entry was extremely high this year once again, according to NAPCE Chair Phil jones, who sits on the Panel.

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

A host of impressive organisations have lined up to support the National Awards For Pastoral Care In Education by sponsoring categories including Association of School and College Leaders (ASCL), Blue Sky EducationThe Thrive Approach, Taylor and Francis , Inclusion Expert and Hult International Business School.

The event was created to shine a light on excellent practice in pastoral care and to celebrate the people making a real difference in the educational experience of young people.

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

Mr Jones said: “Once again we received a large range of fantastic entries for the National Awards For Pastoral Care In Education and the event is continuing to build spectacularly.

“Thank you once again to all of fantastic sponsors who returned to support the Awards again this year and to our newest supporters who came onboard for the first time.

“Huge congratulations to the finalists in each category, the standard of entry was sky high and getting to the finals is a great achievement in itself.

“Best of luck for the big presentation event later in the year, we will be revealing whether that will take place in person or online again soon.”

The Finalists

Pastoral School of The Year – Sponsored by Blue Sky Education

(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)

Royal School Dungannon, Dugannon, Northern Ireland

Oakfield School, Hull, East Riding of Yorkshire

The Children’s Hospital School, Leicester

Limavady High School, Limavady, Northern Ireland

School for Inspiring Talents, Newton Abbott, Devon

Pastoral Team of the Year – Sponsored by The Thrive Approach

(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 Grove Pastoral Team, The Grove School, Tottenham, London

All Saints C of E Primary School, Wigston, Leicestershire

Limavady High School , Limavady, Northern Ireland

Nidderdale High School, Pateley Bridge, North Yorkshire

Buxton Community School, Buxton, Derbyshire

Pastoral Member of Staff of the Year – Sponsored by Inclusion Expert

(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)

Zoe Knight, Westfield Infant School, Hinckley, Leicestershire

Julie McCartney, Limavady High School, Limavady, Northern Ireland

Dawn Sadler, Learning Mentor at Moulton Primary School, Moulton, Northamptonshire

Dr Helen O’Connor, St. Swithun’s School, Winchester, Hampshire

Mrs Shanie Thorpe, Bishop Challoner School, Basingstoke, Hampshire

Pastoral Leader Of The Year – Sponsored by Taylor and Francis

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

Miss Laura Fisher, Limavady High School, Limavady, Northern Ireland

Helen Burton (Deputy Headteacher) Belmont Community School, Belmont Durham

Luke Ramsden, Senior Deputy Head, St Benedict’s School, Ealing

Micki Handford, The Children’s Hospital School, Leicester

Alison Simpson, Cobden Primary School, Loughborough, Leicestershire

Pastoral Development of the Year – Sponsored by NAPCE

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

TRT (Trauma Recovery & Training) Student Support and mentoring Intervention Programme

St. Swithun’s School, Winchester, Hampshire – Positive Education Curriculum

Jenny Kay, Nidderdale High School, Pateley Bridge, North Yorkshire – Flourish Personal Development Programme

The Children’s Hospital School, Leicester – The Thrive Programme

Buxton & Leek College, Leek, Staffordshire – My team (Learner Journey Team), BLC INVEST

Outstanding Contribution to Pastoral Care – Sponsored by NAPCE

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

Jan Ashton, Nidderdale High School, Pateley Bridge, North Yorkshire

Sarah Cockerline, Oakfield School, Hull, East Riding of Yorkshire

Nicola Wright, Nidderdale High School, Pateley Bridge, North Yorkshire

Claire Gibbs, Ridgeway Secondary School, Redditch, Worcestershire

AchieveNI, Belfast, Northern Ireland

International Contribution to Pastoral Care – Sponsor The Hult International Business School

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

Bromsgrove International School, Thailand

Stephany Herzog, International School of Zug and Luzern

Child1st Consultancy Limited

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

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

The results of this category will be announced at the Presentation Event later this year, details of this will be announced shortly.

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

NAPCE News – April 2021

NAPCE News – April 2021

Making a positive difference to young people through pastoral care

VIDEO SPECIAL: “Adolescents in Lockdown: Victims or Villains” by NAPCE Officer Eileen Donnelly

Adolescents in Lockdown: Victims or Villains

Lockdown as a result of the current pandemic has been a challenge for most.

Experiences will differ but many express feelings of anxiety arising from isolation, loneliness, working arrangements, strained relationships and home schooling to name but a few.

However, Eileen Donnelly, an Educational Consultant in NI and a member of NAPCE would argue that it is our young people and more significantly female adolescents who may have lost out the most during this period. Others may differ with this view.

ARTICLE: NAPCE Chair Phil Jones Explores the Difference NAPCE has Made for Almost 40 years

Making a Difference for 40 Years – NAPCE Raises Awareness about the Importance of Pastoral Care in Education.

Introduction

The National Association for Pastoral Care in Education, (NAPCE), raises awareness about the important contribution pastoral care makes to the learning experience of young people.

This article will explain how NAPCE was formed nearly 40 years ago and since then has been supporting research into pastoral care and good practice in schools, colleges, and universities, for the benefit of learners.

It will explore how NAPCE, as a charity, with the support of its members has made a positive contribution, to improving the educational experience of generations of learners, by encouraging developments and the effective delivery of pastoral care.

In the time since NAPCE was formed in 1982 there have been many changes in education and many challenges to face, including a global pandemic.

What has not changed is that young people need support and encouragement to achieve their full potential.

The aims of the Association in its Constitution are.

  1. To support all who have a professional concern for pastoral care whether general or specific.
  2. To promote the theoretical study of pastoral care in education.
  3. To disseminate good practice in pastoral care in education.
  4. To promote the education, training, and development of those engaged in pastoral care in education.
  5. To liaise with other organisations having similar objects.

The work and activities of the Association is organised by members elected to the National Executive Committee.

This delegates powers as required, to sub- committees, including the Editorial Board, which manages the publication of the Association’s, respected international academic journal, ‘Pastoral Care in Education’. This has been published four times each year since February 1983 and the current publishers are Taylor and Francis.

The Association will be celebrating its 40th anniversary in 2022.

In 1982 when the Association was first formed, I was in my first year of teaching.

I had studied for my degree and teaching qualification in the Midlands but when I qualified, teaching posts were hard to find. I applied to schools across the country.

When I had an invitation for an interview from a school in Romford, in Essex, I had to look it up on a map to find where it was, which is a little embarrassing as I went on to teach Geography!

I remember that I shocked many of my new colleagues, by asking to be a form tutor.

I was passionate about making a difference for the young people in my care, but they just thought I was naïve wanting extra work.

It might be hard for younger readers to imagine, but there was no internet at this time and the only way to keep up to date with the latest news and developments was to meet people ‘face to face’.

That is why I joined the Havering branch of NAPCE, as a founder member and along with other teachers and professionals, interested in pastoral care attended the regular meetings, to keep myself informed and aware of new ideas.

The first publication of ‘Pastoral Care in Education’, announced in February 1983 that, “The curse of those who have responsibility for pastoral care provision is that they have always ‘lived in interesting times’, and until last October, have done so without the support of a professional association to which they could turn for assistance, advice or the exchange of ideas and information. In October, long overdue but at last, the National Association for Pastoral Care in Education was born”.

A West Midlands Association for Pastoral Care had been formed on the initiative of Peter Lang and Michael Marland was invited to be the keynote speaker at its second conference.

The success of this conference encouraged ideas of a national association. Michael Marland was approached, and he enthusiastically took up the idea and became the Association ‘s first Chairperson.

The need for a national association for pastoral care had been seen, when over 300 delegates had attended the inaugural conference, in Dudley, in October 1982.

The membership of the Association quickly grew to nearly 1,000. The founder Chairperson was Michael Marland, and he spoke at the conference about the plight of many thousands of teachers who carry special responsibility for pastoral care, with little training and with very limited support given to the support of the development of pastoral care in schools by the local or national government or by many of the institutions, with responsibility for training teachers.

He argued, that as most teachers would have some pastoral responsibilities that they should have training and support to enable them to be effective in that role.

It can easily be argued that these words are as relevant today with schools and education often being focused on academic outcomes.

This demonstrates that there is a need for a national association to make the case for education, supporting the personal development of young people as well as achieving good examination results.

Michael Marland and the other founder members of NAPCE inspired educationalists to understand the huge impact schools and education can have on supporting young people to achieve their full potential from their education and to prepare them for their future roles in society.

Since those early days of the Association, it has been responsible for bringing together professionals who share an interest in pastoral care and the positive contribution it can make to a young person’s education.

Professionals would meet in local associations around the United Kingdom, at conferences and at training events. Meetings have taken place at different venues including, Warwick University, the Institute of Education and recently Kings College in London, until the pandemic forced NAPCE to join the world of virtual events.

One of my memories of a NAPCE event was as a young teacher, being the partner for Michael Marland in a training event for pastoral staff. I remember that he was as interested in my views and experiences as I was in learning from him. The Times reported, after Michael Marland’s death in 2008 that he was:
”A passionate believer in education being a major force for good and that regardless of race, belief, social background or attitude, education helps us to understand ourselves and each other. Education he said is not about systems and strategies and structures. His craft was the classroom, but his passion was people and unlocking their potential”.

The words and work of the founder members of NAPCE, such as Michael Marland, have inspired generations of educationalists, to become members of NAPCE and to share ideas and good practice about how young people can benefit from effective pastoral care.

The activities of NAPCE have changed over the years, in response to changes in education and the arrival of new technology and the internet.

The activities of NAPCE have included developing training resources, providing guidance on good practice, being asked to provide advice for government and other policy makers and organising conferences and opportunities for members to meet.

Evidence of how the work of NAPCE has evolved has been seen during the global pandemic, with the first ever online event, for the first National Awards for Pastoral Care in Education.

In July, the Association will be organising its first online conference, with the title, ‘Does Every Child Still Matter? A New Approach to Education’.

This will explore how education will change, following the experience of the global pandemic and the role that pastoral care has in supporting the development of education in the future.

NAPCE continues to develop partnerships, as its constitution encourages, with other organisations that share similar interest in supporting the education of young people.

In recent years NAPCE has developed a positive partnership with the Association of Schools and College Leaders (ASCL) and has for example contributed to the planning and delivery of their annual conference for Pastoral Leaders.

A positive partnership has been developed with BlueSky Education, who were one of the sponsors of the first National Awards for Pastoral Care in Education and will once again be sponsors in 2021.

It was a pleasure to be invited by BlueSky Education, to represent NAPCE by leading a webinar at the excellent ‘Festival of Learning’ in 2020 and to have recently contributed to the BlueSky Learning platform by developing a module on pastoral leadership.

There have been many changes in education since NAPCE was formed 40 years ago, but inspired by the founder members, it continues to look for opportunities to support the learning experience and future life chances of young people.

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

References
Editorial, Pastoral Care in Education, Volume 1, Number 1, February 1983
Michael Marland Obituary, Times Newspaper, July 7th, 2008.
Michael Marland CBE, MA. A Tribute. Pastoral Care in Education, Volume 26, Number4, December 2008.

Contact admin@napce.org.uk for information about membership, The National Awards for Pastoral Care in Education, future events including the July 2021 Conference and to register for the free monthly newsletter.

AWARDS: One Month Left to Enter National Awards for Pastoral Care in Education 2021

There is just one month left to enter the second annual National Awards for Pastoral Care in Education 2021.

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

The closing date for all categories this year is Monday May 24th, 2021, and ALL schools are urged to submit their entries, which is a simple online process.

This year we’ve added a new category in International Contribution to Pastoral Care this year, a worthy addition to the seven existing classifications which proved so popular in 2020.

Just like last year, the finalists of the National Awards for Pastoral Care in Education will be invited to attend the ceremony on Friday, September 24th, 2021 to share the experience with peers and find out who wins each Award.

Speaking about the Awards, Phil Jones, Chair of NAPCE, said: “There is now just one month for schools and other educational establishments to make their nominations for the NAPCE awards and we urge them to take part.

“We think this year, maybe more than ever, it is so important to shine a spotlight on the pastoral heroes who have done so much to support our young people through the COVID-19 pandemic.

“The nomination process is very quick to complete and we urge all schools, individuals and associated organisations to get involved, recognition for those who make a real difference is so important.” 

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

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

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

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

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

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

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

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
Any school or organisation can make a nomination for one or more of the categories. You do not need to be a member of NAPCE to make a nomination. Self-nominations are accepted.
 
Nominations are supported with information about how they meet the criteria for the category.

Nominations are for pastoral work during the 2020-21 academic year. The finalists and winners are selected by the judging panel of leading academics and practitioners in pastoral care and education. All finalists are invited to attend a presentation event when the winners are announced. 

There is a prize of one hundred pounds for the school, university, or organisation that the winners represent, in each category, to support their future work in pastoral care. There are prizes and plaques for winners and certificates for finalists. 
 
Nominations opened on Monday 18th January, 2021 and it is a good idea to make your nomination as soon as possible so you do not forget. 
 

Activity Date 2021
Nominations Open Monday 18th January
Nominations Close Monday 24th May
Judging Completed Friday 25th June
Finalists informed Monday 28th June
Tickets for Presentation Available Monday 5th July
Invitations to attend Presentation Event sent Monday 5th July
Presentation Event Friday 24th September

To make your nomination

You can enter the NAPCE Awards here  https://napceawards.wufoo.com/forms/napce-awards-2021-entry-form/

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

CONFERENCE: FREE tickets available now for NAPCE Conference 2021

Hurry! Last remaining tickets are available now for the NAPCE Conference 2021, which will be held online in July and is FREE to attend.

The Conference will take place over three days from July 7th to 9th and places will be limited to 100 people, to enable as many quality opportunities as possible for delegates to integrate and share ideas and good practice.

The theme for this year’s Conference is:-

Does Every Child Still Matter? A New Approach to Education

The Conference will explore current issues and challenges that professionals in pastoral roles are facing and will continue to face in the coming months.

The programme for the conference is as follows:-

Wednesday 7th July 

2-00pm Welcome to the Conference – Phil Jones, Chair of NAPCE
2-10pm Presentation One – Combatting Online Sexual Harassment – Why we need RSE More Than Ever – Professor Kaitlyn Mendes, Leicester University
2-40pm Questions
2-45pm Presentation Two – Promoting Social and Emotional Well-Being – The Thrive Approach. (Presenter to be confirmed)
3-15pm Questions
3-20pm Presentation Three – The Challenges of Managing Behaviour after Remote Learning – Connor Acton- NAPCE, National Executive Committee
3-50pm Questions
3-55pm Close – Phil Jones – Chair of NAPCE

Thursday 8th July

7-00pm to 8-00pm NAPCE QUESTION TIME – The Challenges and Opportunities for Education Following the Experience of the Global Pandemic.
Chaired by Phil Jones, Chair of NAPCE
Confirmed members of the panel.
Professor Stan Tucker, Newman University, Birmingham. Editor of Pastoral Care in Education.
Margaret Mulholland ASCL SEND and Inclusion Specialist.
Other panel members to be confirmed soon.

Friday 9th July

10-00am Welcome – Phil Jones, Chair of NAPCE
10-10am Presentation 4 -Building Positive Relationships for Learning – Helen Peter
10-40 Questions
10-45am Presentation 5  – Proactive Pastoral Care -Maria O Neil – Founder UK Pastoral Chat
11-15am Questions
11-20am Presentation 6 -Â Engaging Learners – Phil Jones, Chair of NAPCE
11-50 am Questions.
11-55am Close – Phil Jones, Chair of NAPCE

By registering for the Conference delegates will be sent links to join all three of the conference sessions.

For the more details and the latest information about the Conference please visit the NAPCE page on Eventbrite, via the link at the bottom of this article.

NAPCE members will have an exclusive period to book tickets for the event until the end of March.

Tickets will then be available during April for people registered for the circulation list for the NAPCE monthly newsletter.

Any remaining tickets will then be made available to the public.

NAPCE is also planning a conference for September 2022 as part of its 40th Anniversary celebrations at a venue to be announced.

Event link for information and tickets:

https://www.eventbrite.co.uk/e/does-every-child-still-matter-a-new-approach-to-education-tickets-146551434285

REPORT: NAPCE Annual General Meeting Chair/Secretary Report 2020/21

 

Following the NAPCE Annual General Meeting on March 27th, 2021, we are please to share with you the Chair/Secretary’s Report which was shared at the meeting. The Report lays out the activities and progress of the Association during the fiscal year 2020/21.

NAPCE Chair/Secretary Report 2020/21

The Association through the National Executive Committee (NEC) continues to maintain strong financial management and governance. The National Executive Committee at its meetings and through the work of its members ensures sound strategic planning and internal accountability for the activities of the Association. 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 the 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

This has not been a normal year because of the impact of the global pandemic. Like most organisations, the arrival of the pandemic has brought challenges for NAPCE and unfortunately a need to change some of our plans, which involved the cancellation of some events and activities.
The national executive quickly identified the strategic challenges that the restrictions caused by the pandemic would bring to the Association.

  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.
  1. To support professionals with an interest in pastoral care and explore new ways to support professionals, to ensure that the Association continues to have positive role in a changing educational world.

The Association has adapted to the changing situation and been successful in responding to these challenges. The National Executive Committee and Editorial Board have developed new skills and ways of working, to support NAPCE in raising awareness about the importance of pastoral care in education.  The NEC continues to work closely with the Editorial Board 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 Francis. They continue to be an important partner in the future development of NAPCE and by providing a regular income to provide financial stability. The Association organised for the first time the ‘National Awards for Pastoral Care in Education’ and this initiative had a positive impact in raising awareness about NAPCE. Nominations came from different regions in the United Kingdom. Awards were presented to the winners selected by the judging panel, in seven different categories to recognise the achievements of people working in different areas of pastoral care in education. The sponsors of the awards included, The Times Educational Supplement, The Thrive Approach, Taylor, and Francis, ASCL and BlueSky Education. A presentation event was planned but this had to be adapted into an online event because of the pandemic restrictions. This event was attended by over 100 people, who joined the live link for the evening. A huge thank you Iain Johnson and Victoria Bownes for learning the new skills and doing the organisation to make the event such a success. Some of the comments that were made about the event include.

  • “Well done NAPCE for making so many pastoral heroes supported and recognised in our most challenging times.”
  • “It has been so uplifting to hear the stories and see so many dedicated professionals who make a huge difference in their field. Together we change lives and thank you and the NAPCE team for getting this together”.
  • “Well done everyone and thanks for organising such a great event.”

The nominations for the 2021 National Awards for Pastoral Care in Education are now open.

Following on from the success of the conference in 2019, NAPCE had plans for another conference in May 2020 to explore the question, ‘Does Every Child Still Matter’?  This was in response to the high number of requests for downloads from our ‘Journal Pastoral Care in Education’ for articles about the ‘Every Child Matters’ agenda.

Unfortunately, the decision had to be made in March to postpone the conference because of the arrival of the pandemic and the future of live events is still uncertain. The plan is to organise an online conference in July with a slightly different title and approach to recognise the challenges that education is currently facing. This event, which will once again test the Association’s skills or organising online events but will be an important opportunity to maintain the contact with people who are interested in the work of NAPCE with the hope that we can return to face to face events in 2022.

Next year will be the 40th anniversary for NAPCE and we are working on some exciting plans to celebrate. These include publishing a book, a special edition of the journal and a Conference in September 2022 at a venue to be confirmed.

The Association continues to form partnerships with organisations with similar interest and values. 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. This year it was an online event and NAPCE contributed with an online workshop led by Phil Jones. This was an excellent opportunity to raise the profile of NAPCE, with delegates mainly in leadership roles in primary and secondary schools, with pastoral responsibilities attending the conference, from all around the country.  Phil also contributed on behalf of NAPCE, to the Festival of Learning, an online event organised by BlueSky Education with a webinar about the pastoral impact of remote learning. NAPCE was invited for the first time to contribute to the planning of Safer Internet Day. This is an annual event involving schools and organisations form across the country.  As Chair of NAPCE, Phil attended the online event in February, that was streamed live from the top of the BT tower in London. It is good to see NAPCE taking an active role in educational events and activities.

A new initiative for NAPCE this year was ‘Laptops for Learners.’ Members were invited to nominate a learner, who would benefit from being funded for a laptop to help them with studying during the pandemic. As a Charity, it seems appropriate that we should be looking to help learners who are struggling through no fault of their own in these difficult times.

The National Executive have taken positive action to enable the Association to interact more effectively with other people who share an interest in education. 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 a 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. Members of the Executive Committee write articles for the Newsletter and there have also been contributions from other organisations. The newsletter enables the Association to keep members informed about current developments and events with a pastoral care focus. This increased interaction has seen more interest, for the first time in many years, in membership of the Association and there has been an increase in the number of members. This demonstrates that the work to increase awareness about the work of NAPCE is having an impact.

The Association continues to work with Taylor and Francis to develop the Association’s web site. The Association’s Twitter feed on the website provides the latest news and information and there are links to planned events and activities.  This ensures that the Association is providing its members with current news from the world of education and information to support them in their pastoral roles.

The increased contact with the Association through the website, social media and contact with Base has continued this year. There have been requests for advice and guidance on a wide range of pastoral issues that members of the National Executive have responded to. Many of the 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 Twitter page provides support and inspiration for developing good practice in pastoral care.  One area explored on NAPCE’s Twitter page this year was the ’12 months for pastoral care’ which is an example of how NAPCE is stimulating discussion and ideas about good practice.

As the engagement with NAPCE and the interest in our activities continues to increase, the NEC has increased the capacity to provide administrative support. We are pleased to welcome Anne who will look after communications and Susana who will look after meetings and events to the NAPCE Administrative team.

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 despite the challenges that we have faced because of the pandemic.  The National Executive Committee welcomes suggestions about how to raise awareness, of the work of NAPCE, and any suggestions about how our members can contribute to discussions about future developments in policy and practice in Pastoral Care and participate in activities to raise awareness about important issues in this area of education.  Thank you to all members of the National Executive Committee, Editorial Board, Melissa O’Grady, NAPCE Financial Administrator, Anne Jones, Communication Administrator, Susana Cervera, Meetings and Events Administrator, Iain Johnson at Noise PR, Lyndsey Upex, at the Pastoral Care in Education Editorial Office and Abi Amey and her colleagues at Taylor and Francis, for your support, contributions, energy, and ideas this year.

Following the hard work over the last few years, NAPCE has now established the foundations to enable it to make a significant contribution to encouraging positive approaches to pastoral care in the future.

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

NAPCE News – March 2021

NAPCE News – March 2021

Making a positive difference to young people through pastoral care

FEATURE ARTICLE: NAPCE Vice-Chair Matt Silver on the Benefits of Technology for Pastoral Care

Our Physiological Wellbeing- Technology benefitting Pastoral Care

Much has been made of the need for change. Will we return to a new normal or has education changed forever? Yet on the ground it is pastoral care that has risen to the forethoughts and pressed ahead despite the turmoil and challenge each of us has faced in many different ways. The question I pose is ‘what role can technology play in the future for pastoral care in education?’

Like many thoughts, the ideology of change is often posited by many but rarely actioned.

This is not to dismiss progress or even the ideas, but I believe we should be breaking down the journey of what is next into much smaller steps with a coherent unity.

When the idea of IT in classrooms and each student having a device was deliberated about for many years, we saw an extremely slow change curve that would make Moore’s Law shudder, yet the urgency has propelled us to adapt and adopt devices instantly.

Now with a device in each hand, I believe there is a new(ish) element to Pastoral Care.

Opening up the world wide web provides data and information that is not monitored by society but by a few and this challenge has been present for some time and is largely ineffective on the whole.

For all the lessons taught on internet safety there is little to prevent a young and vulnerable child from seeking their next hit of dopamine with a like or click.

The small step that I propose pastoral care needs to make is one that has existed throughout time, emotional self-regulation. Yet this time, the small step can be made with a small device.

Whilst emotional intelligence has gained so much traction over the past 25 years through Goleman’s pioneering work, I spent a masters and half a doctorate trying to go deeper.

That it took me that long in education to even hear of the underlying physiology behind emotional regulation is a major concern.

Whilst the presence of cognitive development and the neuroscience in deconstructing it has gained much traction, little has been shared of the fundamentals of keeping the cognitive mind in a functional state.

I came across Dr Alan Watkin’s TED Talk three years ago and it has shifted how I have approached my own life but also the schools I have led, particularly during the pandemic.

The concept that our vagal nerve can shut down our pre-frontal lobes and leave us in a state of fight, flight or freeze leading to erratic decision making changed everything.

That we are not conscious of the change in our physiology (our mind is far too cunning for that!) has meant that we can think we are ‘fine’ or ‘OK’ and ‘managing’ when really, we are not able to use our creativity, strategic thinking and essentially; learn.

With our students and staff returning how do we check in beyond ‘are you okay?’ when we are unaware of what is happening physiologically, let alone having the emotional literacy beyond the top ten?

As the TED talk shows, the use of an HRV monitor to visibly see our Heart Rate Variability (HRV) allows us to conceptualise what is actually happening.

If our HRV is coherent, staying stable, then our pre-frontal lobe is in a place to process and unpack what is really going on. Watkins’ coaching and leadership development group ‘Complete’, whilst originally corporate, now has a Complete Education arm.

The Universe of Emotions app that is set to launch provides an option to actually track one’s coherence using a heart rate monitor ear clip or chest band, these devices are becoming more readily available through sport.

It allows you to see how breathing rhythmically (no more ‘take a deep breath’) provides a consistent pressure from the lungs to the heart and can trick the mind back (not so cunning now!) into sending data that all is calm through the polyvagal nerve allowing our pre-frontal lobes to function.

The breathing technique has changed my life as a leader in education and been adopted by every element of our school offer.

When returning to a coherent state, it allows us to consciously consider the emotional state and, also included in the app, allows us to shift our emotional state.

Like anything developmental, it takes commitment to learn and ingrain the breathing into our habits, but a functioning mind and a fully operational parasympathetic nervous system are two things that could not be more important right now.

In the longer term, the app, like some others, teaches emotional literacy, but the physiological functioning is unique.

As pastoral educators we can use technology as an advantage in this case to show others that having learners in a positive state impacts their ability to learn and make academic progress.

It is a small action to introduce a wellbeing app, but the impact to the many other neural cells in are body, largely ignored in education, will be extraordinary.

Dare I be ideological and dream of it being a way to measure EQ alongside IQ? In the now, we will be in a more coherent state to think strategically and problem solve through the redesign of education.

In the meantime, when you see your community return, double check the ‘I am fine’ response, but make sure you check in with yourself first!

Dr Matt Silver is the vice chair of NAPCE, a Senior Practitioner with Complete Education, and CEO of Pathways Education, building digital and physical training, hosting and funding social enterprise that carves pathways to autonomous opportunities for our young adults with additional needs to apply their unique strengths into equitable and sustainable roles of personal and social value.

ARTICLE: Addressing Online Harms Through Effective Pastoral Care with the School of Sexuality Education

Addressing online harms through effective pastoral care

Pastoral staff across the UK will be acutely aware of the mental health of their pupils as we emerge from our third national lockdown.

The toll of social isolation, having to self-motivate and organize their school days from home and uncertainty for the future can be seen most clearly by parents, carers and the professionals who support our teens day-to-day.

Unfortunately, there is another, sometimes more hidden factor challenging young people’s emotional well-being: that of online sexual harassment.

Whilst in-person interactions have been put on hold, digital interactions have not. Increased screen-time during quarantine for COVID-19 has worsened gender and sexual risks online, with the scope for bullying and harassment increasing significantly, particularly for girls (Plan International UK, 2020).

At the start of the first Lockdown, our consortium of researchers, in conjunction with the sex education charity School of Sexuality Education, launched a survey exploring young people’s social media use.

We found that 37% of girls and 20% of boys reported
receiving unsolicited sexual images online. (A small sample of gender diverse respondents completed the survey, but more data is needed to better understand their experiences).

The vast majority of the images received by girls were unsolicited ‘dick pics,’ leaving those who received them feeling ‘disgusted’ and ‘confused.’

In spite of these negative feelings, the numbers of young people who reported their experiences were staggeringly low, with only 6% reporting it to the social media platform; 3% telling parents and a mere 1% reporting it to their school.

Alongside our survey findings, Plan International UK found that since lockdown began, ‘25% of girls have experienced at least one form of abuse, bullying or sexual harassment online’ (Plan International UK, 2020) and the Internet Watch Foundation saw a 50% increase in public reports of child sexual abuse during Lockdown (Internet Watch Foundation, 2020).

Taken together, these findings highlight that not enough is being done to protect young people from online harms, and as schools reopen, effective pastoral care can play a significant role in addressing this gap.

With this in mind, as a group of researchers and a RSE charity, we have developed a series of freely available policy and guidance documents, bespoke workshops and accompanying teacher training, all designed to support schools to tackle online sexual harassment.

The term ‘online sexual harassment’ includes three connected but distinct areas: receiving unwanted sexual content online; non-consensual image creation or sharing; and sexual coercion, threats or intimidation online.

The first refers to any content which is sent to a person without their consent such as sexual images, videos or messages. The second describes the non-consensual creation or distribution of sexual images.

Lastly, ‘sexual coercion, threats or intimidation online’ might include a person receiving threats of a sexual nature or being coerced into sexual behaviour on or offline via digital technologies.

Central to addressing these harms is a whole-school approach. Our comprehensive guidance document includes key recommendations, which encompass various aspects of school life: policy, procedures, curriculum, school culture and leadership.

Those working in a pastoral capacity are particularly well-placed to affect change in all of these areas. For instance, to ensure that students feel confident to speak up about experiences of online harassment and abuse, it is essential that incidents are dealt with in a supportive manner.

Our guidance document explains how to avoid responses that could victim-blame or shame, and the importance of ensuring colleagues do the same.

Similarly, PSHE and RSE should encourage critical thinking, and address online sexual harassment through a lens sensitive to consent, rather than simply encouraging students to refrain from social media use. In our guidance, we lay out key learning points for RSE/PSHE and wider curriculum, including why abstinence-based approaches to social media interactions are ineffectual and sometimes harmful, and a list of useful e-safety tools which students should be familiar with.

The law around young people and image-sharing is often a concern for those working with young people: we have worked with Professor of Law, Clare McGlynn, to break down the laws relevant to online sexual harassment (including image based sexual abuse and cyberflashing), and how this information can best be communicated in a classroom context.

All of this is captured in our Online Sexual Harassment Policy, which can be adopted by schools to formalise their commitment to systematically preventing online harms.

The policy template includes an exploratory evaluation checklist, and supports senior leaders to identify areas for further development and ensure the policy is properly implemented.

Alongside these documents, we have also developed ‘digital defence’ workshops, which School of Sexuality Education can deliver to your students at no cost.

These workshops cover using and managing social media apps, helpful resources and pages, how to apply certain privacy settings and pointing out the reporting and blocking functions on different apps.

The lessons also highlight how human rights, consent and respect apply in online spaces just as much as they do away from the keyboard.

These workshops can be delivered both in-person and virtually, and by 2022 these will be digitised and made freely available for RSE/PSHE teachers to deliver themselves. We can also provide training for staff in understanding and addressing online harassment.

If anyone is interested in having the School of Sexuality Education deliver free staff training or bespoke workshops for students please get in touch via info@schoolofsexed.org

Amelia Jenkinson, Co-Founder of the School of Sexuality Education
Dr. Tanya Horeck, Anglia Ruskin University
Prof. Kaitlynn Mendes, University of Leicester
Betsy Milne, University of Leicester
Prof. Jessica Ringrose, University College London

AWARDS: Two Months Left to Enter National Awards for Pastoral Care in Education 2021

There are just two months left to enter the second annual National Awards for Pastoral Care in Education 2021.

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

The closing date for all categories this year is Monday May 24th, 2021, and schools are urged to submit their entries, which is a simple online process.

This year we’ve added a new category in International Contribution to Pastoral Care this year, a worthy addition to the seven existing classifications which proved so popular in 2020.

Just like last year, the finalists of the National Awards for Pastoral Care in Education will be invited to attend the ceremony on Friday, September 24th, 2021 to share the experience with peers and find out who wins each Award.

Speaking about the Awards, Phil Jones, Chair of NAPCE, said: “With just two months left to enter, we encourage all schools to begin considering and pulling together the information they need to make nominations.

“We think it is so important this year to recognise the pastoral heroes who have done so much to support our young people through the COVID-19 pandemic.

Nominations only take a few minutes to complete and we urge all schools, individuals and associated organisations to get involved, recognition for those who make a real difference is so important.” 

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

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

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

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

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

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

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

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
Any school or organisation can make a nomination for one or more of the categories. You do not need to be a member of NAPCE to make a nomination. Self-nominations are accepted.
 
Nominations are supported with information about how they meet the criteria for the category.

Nominations are for pastoral work during the 2020-21 academic year. The finalists and winners are selected by the judging panel of leading academics and practitioners in pastoral care and education. All finalists are invited to attend a presentation event when the winners are announced. 

There is a prize of one hundred pounds for the school, university, or organisation that the winners represent, in each category, to support their future work in pastoral care. There are prizes and plaques for winners and certificates for finalists. 
 
Nominations opened on Monday 18th January, 2021 and it is a good idea to make your nomination as soon as possible so you do not forget. 
 

Activity Date 2021
Nominations Open Monday 18th January
Nominations Close Monday 24th May
Judging Completed Friday 25th June
Finalists informed Monday 28th June
Tickets for Presentation Available Monday 5th July
Invitations to attend Presentation Event sent Monday 5th July
Presentation Event Friday 24th September

To make your nomination

You can enter the NAPCE Awards here  https://napceawards.wufoo.com/forms/napce-awards-2021-entry-form/

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

CONFERENCE: FREE tickets available now for NAPCE Conference 2021

Tickets are available now for the NAPCE Conference 2021, which will be held online in July and is FREE to attend.

The Conference will take place over three days from July 7th to 9th and places will be limited to 100 people, to enable as many quality opportunities as possible for delegates to integrate and share ideas and good practice.

The theme for this year’s Conference is:-

Does Every Child Still Matter? A New Approach to Education

The Conference will explore current issues and challenges that professionals in pastoral roles are facing and will continue to face in the coming months.

The programme for the conference is as follows:-

Wednesday 7th July 

2-00pm Welcome to the Conference – Phil Jones, Chair of NAPCE
2-10pm Presentation One – Combatting Online Sexual Harassment – Why we need RSE More Than Ever – Professor Kaitlyn Mendes, Leicester University
2-40pm Questions
2-45pm Presentation Two – Promoting Social and Emotional Well-Being – The Thrive Approach. (Presenter to be confirmed)
3-15pm Questions
3-20pm Presentation Three – The Challenges of Managing Behaviour after Remote Learning – Connor Acton- NAPCE, National Executive Committee
3-50pm Questions
3-55pm Close – Phil Jones – Chair of NAPCE

Thursday 8th July

7-00pm to 8-00pm NAPCE QUESTION TIME – The Challenges and Opportunities for Education Following the Experience of the Global Pandemic.
Chaired by Phil Jones, Chair of NAPCE
Confirmed members of the panel.
Professor Stan Tucker, Newman University, Birmingham. Editor of Pastoral Care in Education.
Margaret Mulholland ASCL SEND and Inclusion Specialist.
Other panel members to be confirmed soon.

Friday 9th July

10-00am Welcome – Phil Jones, Chair of NAPCE
10-10am Presentation 4 -Building Positive Relationships for Learning – Helen Peter
10-40 Questions
10-45am Presentation 5  – Proactive Pastoral Care -Maria O Neil – Founder UK Pastoral Chat
11-15am Questions
11-20am Presentation 6 -Â Engaging Learners – Phil Jones, Chair of NAPCE
11-50 am Questions.
11-55am Close – Phil Jones, Chair of NAPCE

By registering for the Conference delegates will be sent links to join all three of the conference sessions.

For the more details and the latest information about the Conference please visit the NAPCE page on Eventbrite, via the link at the bottom of this article.

NAPCE members will have an exclusive period to book tickets for the event until the end of March.

Tickets will then be available during April for people registered for the circulation list for the NAPCE monthly newsletter.

Any remaining tickets will then be made available to the public.

NAPCE is also planning a conference for September 2022 as part of its 40th Anniversary celebrations at a venue to be announced.

Event link for information and tickets:

https://www.eventbrite.co.uk/e/does-every-child-still-matter-a-new-approach-to-education-tickets-146551434285

ARTICLE: Why Do So Many Teachers Hate Being Tutors? By Author & Former Teacher Helen Peter

 

Introduction: Why do so Many Teachers Hate Being Tutors?

Covid has hit us all hard and returning to school has been scary for everyone.

What a shame then, that so many teachers, already stressed, pressurised and over-worked in their schools’ push for academic success see the role of tutor as an additional, extra burden.

Here are two typical views:-

Tutor A

“Although I am super stressed with Covid and all the changes and messing around, I love being a tutor and am really looking forward to seeing all my students back together. I love it, it’s like I can be more relaxed and human with my tutor group- we can really have fun and laugh together. I really need to get to know them again after lockdown and all the faffing about about, and make sure they are okay and ready to settle back into school. I have worried about them during lockdown. Seeing them will make a huge difference when we are all so sick of screens. I just hope we get time and resources to do it properly.”

Tutor B

“Look HP, I am freaked out already trying to get all my lessons sorted. I am exhausted and worried for my own health, and my family’s, let alone having to look after a bunch of students I hardly know. I’ve only seen this lot a few times this year. Don’t get me wrong, I love teaching, my job is to teach geography, I’m really good at it. I am an AST. What I hate is having to do all that admin and trying to deal with a tutor group on top of everything else, and all the kids’ problems, when I can hardly deal with my own. Mostly I try to pass them onto my Head of Year, or a mentor. I am just not trained, nor do I have the time, or energy to deal with all that stuff”.

These are absolutely understandable views, which may be familiar to NAPCE members.

Think how you would feel if you were a student with teacher A or teacher B as your tutor. If you were constantly brushed off and ignored because they were too busy for you and your genuine difficulties, however petty they seem, how would your adolescent self  feel?

THE IMPACT OF COVID AND THE IMPORTANCE OF PASTORAL CARE

One optimistic outcome of Covid and all the disruption is that educationalists are actually talking seriously about wellbeing, mental health and how students and staff need to feel comfortable returning to school, with all the disruptions, worries and stress of the pandemic. There is even some lip service being paid to the fact that time and energy needs to be spent on this side of school. I just hope that it doesn’t fizzle out in the usual one hour of extra tutor time at the start followed to a return of the norm.

At last, we are hearing that the support for  everyone’s social, mental and physical wellbeing is more important than the academic side. Finally  there.

Finally, there is a recognition that students cannot learn ,nor staff work well, until they feel emotionally  and physically safe, and that this entails managing groups to come together again and learn to support each other, before pushing on with purely academic work. Music to our ears, NAPCE members!

So, let us take courage and push for more time and effort to be spent on pastoral care and the human side of school for everyone, staff and students.

Let us show that by spending time helping tutor groups and year groups and bubbles feel safe, discuss issues and share concerns together, our students will be enabled to settle back into school life, manage the inevitable disruptions, and realise that wellbeing and happiness are far more important, in this first instance, than academic success. The emphasis on spending time outside and taking and taking part in physical activity of all sorts, is to be welcomed .

In this extract from my practical teachers’ handbook, I argue for the importance of pastoral care and explain how to bring groups together, give them opportunities for safe discussion, support individuals and fill some of the many gaps left in recent years,(largely policy led by government), where the emphasis has been almost exclusively on academic success.

The role of the tutor is usually flagged up by schools’ brochures as part of their wonderful pastoral ‘whole child’ school approach, but seems instantly lost in the academisation of today’s education system.Whilst schools sell the importance they place on all their ‘Happy Child’ stuff, the actuality is that the role of the tutor is often neglected in teacher training and in schools everywhere.

Extract-

Firstly, do not be concerned if you are feeling nervous or ill-prepared for the job of form tutor, or returning to the role now that schools are returning.
The role of the tutor is seriously under-prepared for in initial teacher education, despite many good intentions. Further, the staff selection, appointment, induction and continuous professional development is weak for the tutoring aspect of secondary teaching. There are fewer career opportunities for tutors and pastoral staff, than academic paths, despite all those fine words.

Very few schools include ‘tutor’ in the advertisements for teachers; some do not cover the role adequately in the post-appointment briefing papers. There are very few specific observations by Ofsted teams, little in-school monitoring, and little central Government support. How many of your pastoral meetings drop to the bottom of the agenda, or are rushed through in favour of the exam results?

“The full measure of a man is not to be found in the man himself, but in the colours and textures that come alive in others because of him.”
Albert Schweitzer

“It is thus regrettable that form tutoring for some teachers is seen as a bolt-on exercise and a burdensome teaching duty. Those who see tutoring as a chore, fail to accept that your responsibility as a form tutor not only plays a hugely responsible role, but is also a productive and worthwhile commission.”
(Brian Carline, 2008)

This book is a handbook for teachers and anyone who takes on the role of form tutor, learning guide or mentor, but much of it will ask you to look at this from the students’ perspective as well as your own. I hope that you are reading this because you are interested in the role and want to find out more.

If you can recall any of your own secondary school teachers, or perhaps a tutor, you will realise there are a million ways that adults influence us, but that the teacher who takes special notice of us, who resonates and cares particularly for us, can make an enormous difference to how we progress. That person may even be the reason you are a teacher and that you are reading this book. A difficult relationship with a teacher or a tutor can put you off a subject for life, a good one can turn you on and start your career or a life time interest.

Firstly, do not be concerned if you are feeling nervous or ill-prepared for the job of form tutor.

The role of the tutor is seriously under-prepared for in initial teacher education, despite many good extensions of coverage. Further, the staff selection, appointment, induction and continuous professional development is weak for the tutoring aspect of secondary teaching.

“Very few schools include ‘tutor’ in the advertisements for teachers; some do not cover the role adequately in the post-appointment briefing papers. There are very few specific observations by Ofsted teams, little in-school monitoring, and little central government support.”
(Michael Marland, NAPCE 2001)

There is Often a Lack of Time, Status or Training Given to Pastoral Care
Most teachers and many support staff working in UK secondary schools will be expected to take on the role of form tutor or mentor, alongside their subject teaching or other role in school.

What is surprising is how little time, status or attention is given to training and preparation for this pastoral job, in comparison with your subject teaching job. It is unsurprising that many teachers dislike this extra work and see it as a burdensome role, which they have tomust take on without the necessary time, training or support.

The form tutor is far more than just an administrator, robotically registering and reading out notices, yet a few of our colleagues see it as just that, an imposition. They do the minimum required then leave their group to chat, while they read the paper or catch up on their marking. This is a lost opportunity. There is rarely any monitoring or evaluation of teachers’ pastoral capability, as there would be if they did the same in their subject teaching time.

(The Two Viewpoints)
Many secondary teachers love being a tutor. A typical, enthusiastic response would be:

“I love it, it’s the best part of my job! When I see my tutor group growing up and working together, becoming grown up citizens in my care, I see why I became a teacher. I really enjoy my time with them. I’m fairly free as to what I choose to do with them and they have a big say in that too. We discuss topics, mostly of their choice, we argue and we have fun, doing crazy things like fancy dress for charity fund-raising. We watch news clips and debate world events or moral dilemmas, often from the soaps. Above all, I hope I am a role-model for them, an alternative parental-type figure, so they can relax, knowing I’m not judging them. They are free to reject my style and guidance and to develop their own unique one.”
(Secondary maths teacher A, 2011)

The other end of the spectrum is the opposite, the subject specialist who really only feels comfortable teaching in their subject area:

“Look HP, I came into teaching because I love geography. That’s what I do, I teach kids
about geography. I am really good at it, I love it. I have been judged as an outstanding advanced skills professional. What I hate is that I am forced to be a tutor and I see it as jumping through boring hoops. We have to do lots of administration, which drives us all mad and then I can’t bear having the kids with problems. I can’t deal with them. I’m not trained and I don’t have time. I hate having to feel it’s my responsibility. I find it too stressful. I don’t want to worry about them and their problems, so I generally pass them on straight away to the Head of Year and they can pass the student on to experts for counselling or whatever they need.”
(Secondary geography teacher B, 2012)

Both viewpoints are extreme, but understandable.

The first speaker enjoys being part of the students’ experience of growing up and watching them developing their own personalities, interests, skills and talents. The second speaker sees her role as imparting knowledge and does not want to have to take on the responsibilities and inevitable angst of the adolescents in her tutor group. She is an excellent teacher, but she does not feel that she has the expertise, support or the time to do the tutoring job well enough.

If we consider the experience of the student, how would they develop if they had teacher A or teacher B as their form tutor? How would you feel if your tutor obviously found you and your problems a waste of time? The same applies to support staff who may be forced to take on a tutor or mentor group. Some love it, some dislike it.

Just as being a good parent requires multiple, complex skills, so does the role of form tutor, yet most of us are left to cope the best we can. Although Ofsted agrees that it is important, your efficacy as a form tutor is rarely assessed and you and your line managers have to work with colleagues in a mixed tutor team, ranging from enthusiastic amateurs to competent experts, to over-stretched senior staff to the occasional reluctant cynic.
A good tutor can make a major difference to the students’ experience of school life, so it is worth fully supporting pastoral care and even contemplating setting up some kind of performance management to monitor and assess this key role.

Most secondary school teachers have the role of tutor written into their contract of employment. Look at any secondary school’s website and literature and you will find claims that their pastoral systems are second to none and that looking after the ‘whole child’ is paramount.

However, generally, the status of the tutor is relatively low in the hierarchy. Very few secondary schools flag it up in their job advertisements. Little attention is paid to training for the job in Initial Teacher Training (ITT) courses or in today’s busy secondary schools.

“When I first started teaching I was given a tutor group of my own, even though NQTs were not supposed to have full responsibility. Nobody gave me any help. I didn’t even know where the form room was. I think we had one lecture on pastoral care at college. I had no idea at all how to deal with this group of Year 9 horrors. Luckily I befriended an older member of staff in my department and cried on her shoulder until I had mastered what to do. After a year I can honestly say I loved being a tutor, but the start was horrendous!”
(Natalie, science teacher, 2010)

This is a typical memory from a secondary school Newly Qualified Teacher (NQT), who was understandably terrified when given this new role with no preparation, induction or support.

What is a Tutor For?
The roles of a tutor are many and varied, but can be summarised by looking at the pastoral goals of a school.

The National Association of Pastoral Care in Education (NAPCE) state a tutor should be the following:
1. The key person who links the student and home.
2. The key person who connects the student with school staff and with other students.
3. The person who monitors academic and personal progress of the students in their
tutor group or form.
4. The key person to provide information to other staff about their tutees.
5. The key person who coordinates the way the school can meet their students’ needs.

If you can recall any of your own secondary school teachers, or perhaps a tutor, you will realise there are a million ways that adults influence us, but that the teacher who takes special notice of us, who resonates and cares particularly for us, can make an enormous difference to how we progress. That person may even be the reason you are a teacher and that you are reading this book. A difficult relationship with a teacher or a tutor can put you off a subject for life, a good one can turn you on and start your career or a life time interest.

All teachers want the best for their students. A great teacher can be a great tutor, given time and support. Rather like everybody being allocated a doctor from one surgery, every student must have that one coordinating adult. So even if they choose to go to talk to another teacher, there is still one adult who oversees the whole and pulls everything together. We have a duty to help our students develop as people, to gain basic skills and hopefully, develop a love and habit of learning and interest in some subject areas, and to become good citizens.

In fact, few people would argue with the agenda of the ‘Every Child Matters’ (2004) initiative that all children have the right to the following:
• Make a Positive Contribution
• Achieve Economic Wellbeing
• Be Healthy
• Enjoy and Achieve
• Stay Safe

We want all of our students to feel happy and safe so that they can thrive. Antidote, the campaign for Emotional Literacy in schools, coined an acronym ‘CLASSI’, which I have adapted to become CLASSIC. This is a reminder of how we would want every student or adult in a school to feel at any time:

• Capable.
• Listened to.
• Accepted.
• Safe.
• Supported.
• Included.
• Challenged.

“In the maelstrom of a large secondary school, it is easy to be lost and feel unimportant, believing that no adult in the school really knows us. That is the true role of the tutor, ‘the person whose subject is the pupil herself” (Marland, 2001).

The tutor group and base become, literally, a home for the student, where they can belong and be known and relax as an accepted member of a team working to support each other to develop, learn and grow. The tutor’s role is complex, but essentially, it is to gather knowledge about each student and form strong positive relationships as well as building the team, being a good role-model and supporting them throughout their time at secondary school.

It is the many small things that most secondary teachers take for granted as part of their role in caring for their students to enable them to work, live and learn happily in the school environment. Things like finding lost PE kits, calling home for a missed letter, wiping up tears or helping to resolve a tiff between friends, is all part of every teacher’s normal school day. Ultimately it is about caring and showing that you care, going the extra mile to help your students and colleagues feel supported so that they can do their best.

Whether you are the type of teacher who walks past the crying student on their way to the staff room, or whether you automatically stop to help, is part of the complex web of pastoral care. The irony is that I am arguing against having a totally separate system, but for a full recognition of the vital role of student support and care, which should be
woven into the whole complex tapestry of the organisation. It is only by recognising the
importance of emotion in human development and learning that we can set up systems that will mean that every student and teacher feels CLASSIC and thus able to learn.

If we have no vocabulary for this softer, more humane side of teaching, we will lose it.

Just because these things are harder to measure does not mean they are unimportant. In today’s world of league tables, ‘We must make the important things measurable, not the measurable things important,’ (Anon).

The Role of the Tutor

Most schools set up the role to include the following aspects:

Administration
•Taking the register twice a day.
• Noting and dealing with absences by informing the Attendance Officer and handling absence notes. Be aware of patterns of absence in case a student is constantly missing a lesson they dislike or has a problem with attending.
• Checking uniform and appearance.
• Giving notices and letters out.
• Maintaining a tutor notice board.
• Attending and helping to run assemblies and the daily act of worship.
• Keeping records and checking on students’ progress, letters from home, merits and so on.
• Dealing with lost property, equipment and other problems.
• Noting and passing on information or changes to the relevant staff.
Academic Issues
• Issuing school planners or diaries and monitoring their use by checking and signing them regularly.
• Monitoring homework via the planners and supporting the tutor group with class work, homework and coursework assignments.
• Dealing with complaints or issues from subject teachers about your students’ academic progress, or lack of it.
• Mentoring students by setting individual targets and monitoring them regularly.
• Reading subject reports and writing your own summative report for each student in the tutor group.
• Communicating with students’ homes and meeting parents or carers at Parents’ Evenings and Assessment Days. You may be the first point of contact (even if you hand the issue onto somebody else eventually).
• Communicate with the rest of the school to inform them of any issues that may affect the student’s academic performance. Coordinate support for students’ study such as homework club, detentionsdetentions, or courses.
Personal Support
• Getting to know each student in your tutor group as an individual via your daily contact with them and in tutor group activities.
• Establishing a positive, warm relationship with each individual and encouraging them to be motivated to work hard and enjoy school life to the full.
• Listening to students’ problems and sorting out minor, everyday mishaps.
• Supporting students to overcome personal problems and communicating with other agencies or staff to be involved if necessary.
• Disciplining any students whose behaviour is poor or if they are getting into trouble in school, while still supporting them to do their best.
• Showing a genuine interest in the students’ lives outside school to get a picture of them as a ‘whole’ people.
• Helping and encouraging each individual everyone to find their role to feel comfortable and confident and so be part of the tutor group and whole school.
• Giving individuals opportunities to lead, take responsibility and to be heard, to establish positive participation in school life.
Building the Tutor Group as a Team
• You will need to establish a positive atmosphere and team spirit for the group, to enable them to act together as part of a Year or House Team.
• You will be expected to participate and organise events such as fundraising for House or Year charities.
• You will probably be expected to help with assemblies by attending and by leading some with the tutor group. Many tutors are also expected to organise some kind of ‘daily act of worship’ in the broadest sense.
• You will support ‘the Pupil Voice’ by encouraging debate and holding elections for the Tutor group representative on the School Council.
• You will encourage participation in school activities such as recycling, maths challenges, community events, sports days and so on.
• You will have the opportunity to establish your personality as the leader of the tutor group if you want to, so you need to be a good role-model for the team.
Teaching PSHE and Personal Development
• Your school may have a separate PSHE or Citizenship teaching team, but the Tutor Programme will inevitably have some of this kind of content for you to deliver.
• You will probably be expected to run the Tutor Programme and be able to manage debates and activities on a wide variety of issues, many around individual personal and social or emotional development.

Helen Peter

Helen Peter, the author of Making The Most Of Tutor Time,  began as a mainstream secondary English and Drama teacher, but has always been drawn to improving the experience and achievement of vulnerable students in the system. Her roles have included pastoral manager, SENCO, Head of a Learning Support Service and a SEN advisor. Helen has direct and recent experience of teaching and training across a wide range of educational settings. These include working with disaffected adolescents and their families and teachers, training teachers in special, primary, secondary schools and in early years’ settings in emotional literacy, Circle Time, behaviour management, effective communications and active learning. She has also co-written a book on Circle Time and PSHE in secondary schools. She currently mixes part-time teaching, research and running an educational consultancy. Her next project is researching smaller schools in Finland and other European countries looking at best practice in pastoral care.

We’re Seeking Reviewers for the NAPCE Journal

Urgently Required Reviewers for Pastoral Care in Education

Pastoral Care in Education is a highly regarded academic journal that focuses on the social wellbeing and care of children and young people in schools, colleges and universities.

It has both a strong national and international readership and we are currently planning to expand our reviewer team.

Reviewers for the Journal do a vital job in commenting on the relevance and quality of articles submitted for publication.

We are interested in hearing from anyone who might be interested in becoming a reviewer for Pastoral Care in Education.

You will need a good knowledge of pastoral care and a relevant academic background to at least masters level.

If you are interested please contact:

Professor Stan Tucker – Executive Editor at admin@napce.org.uk

NAPCE News – February 2021

NAPCE News – February 2021

Making a positive difference to young people through pastoral care

FEATURE ARTICLE: NAPCE Officer John Hunt Compares the Experience of Online Learning with ‘In-School’ Teaching During the Pandemic 

Comparing the Experience of Online Learning with ‘In-School’ Teaching During the Pandemic.

Firstly, on behalf of the National Association for Pastoral Care in Education, I want to pay tribute and offer my heartfelt gratitude to colleagues all over the country who have made such a Herculean collective effort to ensure that our young people are educated, catered for and cared for.

Amidst unhelpful headlines, the total myth of schools being ‘closed’ and the last minute changes inflicted on the profession, teachers and support staff in schools have stepped up and done everything that has been needed and more.

I have seen first hand the pressure on staff, both in and out of school, and I am in awe of the work that has been done and the speed at which we have adapted to an entirely new way of working. Thank you all.

The late, great Ken Robinson said that ‘The real role of leadership is climate control – creating a climate of possibility’.

While I have always agreed with this statement, this last half term as a Pastoral Leader in a large secondary school has made me feel more like an air conditioning unit than ever before!

Attempting to maintain a consistent ‘temperature’ among students, staff and parents, while taking into account the very new and very real challenges in our own (occasionally neglected!) personal lives, has proven to be quite the task.

With so many unknowns, the constant anxiety over the pandemic and the many challenges in schools (that don’t go away just because we’re not on site), I have felt like I have a very different job this half term to the one I usually do, and indeed, the one I signed up for!

The most difficult aspect of this peculiar half term for me has been finding a balance between what we ordinarily do in school and what needs to be done in our new world.

Maintaining this temperature of normality across a school, while dealing with a number of persistent issues in my role, has presented a real challenge for me professionally during this period of remote learning.

Three obvious examples I can think of are:

Scenario 1

An individual student is disengaged from learning in school and simply not doing very much, struggling academically and socially.

I can work with the student, with the staff, with parents/carers, with external agencies if required to support the young person and hopefully get them re-engaged in learning and with friends. I can facilitate face to face meetings, really delving into the issues facing the young person and taking action to support them. This is my way! I rely on the relationships I have built with young people and their families to have an impact.

VS:

An individual student is disengaged from online learning, struggling academically and socially.

When I have a student disengaged from remote learning, I can still do all of the above in theory but I have been struck by the difference that the lack of true face to face communication can have. I have found it much more difficult to involve students in any meaningful communication online, something that I think (hope!) is a strength of mine when we’re in school. As a teacher, I can deliver engaging content within the classroom and this has been hindered considerably through remote teaching. I have also been painfully aware, as many readers will be, that often when a student is appearing to be disengaged it is not that they are avoiding the lesson or their work but simply that they do not have the device to access it! I was very proud of NAPCE’s offer to provide learners with laptops over recent months but wonder how many students could have been positively impacted with a more efficient roll out of devices from the Government.

As a pastoral leader, how can I support students’ social development when it feels like no one is in touch with anyone properly anyway? How will this prolonged period of physical social isolation impact on students in the long term and what difference we may encounter when we are back in school? The barrier that a computer screen or phone has put between me and the young people I serve has felt truly significant to me; I look forward to it being gone!

Scenario 2

Staff come to me with instances of poor student behaviour in school

I would investigate and work with the staff and student to resolve the issue. There are clear systems in place to support this work; we have worked tirelessly on developing a consistent and simple behaviour for learning policy which all staff can use with ease. Again, I rely heavily on direct communication with the people involved; I can read body language, I can respond directly and quickly to questions raised from either side, I can make quick decisions based on what I see, hear and feel as a result of all of this communication.

VS

Staff come to speak to me about poor student behaviour online

Well! We can issue virtual warnings (in place of written ones in school), and we can mute students in the chat function… but what capacity do we really have to do much more than this when the students are working in their own home. Online detentions? I think not! Promise a sanction when students are back in school? No chance.

As always, I have found parents to be a very important ally in these instances but I have no problem admitting that I have found it challenging to deal with student misbehaviour or rudeness to staff online. We are in the age of social media, whereby people can throw out any opinion unchallenged. Is it any wonder that some young people feel emboldened in their comments, now that they spend so much time in a virtual world?

This also links to the first scenario I outlined, in that I want to understand why the young person may be exhibiting these behaviours but I struggle to get to that place with students due to the nature of how we are right now. If I use the chat function, how will what I write be received by the student (and their parents who may be sat with them!). I’m sure we can all think of instances in which something we have typed has perhaps not come across as we’d like and dealing with student behaviour is complex enough without the danger of text speak! Will staff understand the difficulty we face in dealing with incidents compared to when we are in school? Will they feel supported? How can I ensure that they feel like their concerns are taken seriously and dealt with, when the reality may be that a phone call home is the only real action I can take? A staff member may insist an exclusion is appropriate – what am I going to do, send the student home?! While I have found this to be difficult, I must also stress that I have been so impressed by the conduct of the vast, vast majority of the students and their behaviour and attitude to learning has been truly brilliant!

Scenario 3

A staff member is struggling with a particular class in school in terms of their involvement in lessons.

I can easily drop into the lesson. I can observe what is going on and support the staff member with effective teaching and learning strategies which I have developed over years in the classroom, in the hope that these will see an improvement for all concerned. I can speak to any individual students who need this intervention and can ensure that the staff member feels supported throughout. I can continue to be a visible, supportive presence for them and a visible reminder to the class of our school expectations.

VS

A staff member is struggling with a particular class online in terms of their involvement in lessons

I can still easily drop into the online lesson and observe. I can still easily speak to individuals via Teams. Am I truly in a position to offer any coaching or guidance on remote teaching? Absolutely not. I have no more experience of teaching online than any of my colleagues do (and I am truly indebted to colleagues who have shared some great tips!) We have all learnt a great deal over this half term with online provision but I don’t feel like I’ve been nearly as much use to the staff in our school as I would usually be.

There are many, many more examples where I have found things that I usually breeze through to be difficult and I am sure that some readers will recognise this rather frustrating feeling. As I outlined at the beginning, this half term has felt like quite a task. A task which has been challenging, difficult, occasionally tense and utterly exhausting. More than anything though, I have found it to be a task which has brought out the absolute best in so many colleagues; their resilience, kindness, humour and unwavering determination to do the best they can for our young people. It has also reinforced to me the importance of the role that relationships play in schools, be they in person or online. Regardless of any technological advancements we make as a result of this pandemic, of which there will surely be many, pastoral care and the human nature of our relationships must remain a constant driver in our schools.

John Hunt
NEC Officer
NAPCE
February 2021

AWARDS: Entries Coming in for the National Awards for Pastoral Care in Education 2021

Entries Come in for The National Awards for Pastoral Care in Education 2021

Nominations are coming in for the second annual National Awards for Pastoral Care in Education since the opening of the entry window in January.

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

The independent judging panel for the 2021 Awards, who will preside over all entries, has also just been announced:

Professor Stan Tucker of Newman University in Birmingham, NAPCE President
Professor Richard Pring, of Oxford University Associate Professor Anne Emerson of Nottingham University
Doctor Noel Purdy of Stranmillis University College in Belfast
Phil Jones Chair of NAPCE. 

We were delighted by the participation and success of the first NAPCE Awards and are so excited about bringing it back, but this year the event will be even bigger and better.

We’ve added a new category in International Contribution to Pastoral Care this year, a worthy addition to the seven existing classifications which proved so popular in 2020.

The closing date for all categories this year will be Monday May 24th, 2021, so don’t hang around, get your entries in now.

Just like last year, the finalists of the National Awards for Pastoral Care in Education will be invited to attend the ceremony on Friday, September 24th, 2021 to share the experience with peers and find out who wins each Award.

Speaking about the Awards, Phil Jones, Chair of NAPCE, said: “We are delighted to see the quality of entries is so high once again this year. 

“We believe it is even more important this year to recognise the pastoral heroes who have done so much to support our young people through the challenges presented by COVID-19.

Nominations only take a few minutes to complete and we urge all schools, individuals and associated organisations to get involved, recognition for those who make a real difference is so important.” 

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

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

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

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

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

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

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

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
Any school or organisation can make a nomination for one or more of the categories. You do not need to be a member of NAPCE to make a nomination. Self-nominations are accepted.
 
Nominations are supported with information about how they meet the criteria for the category.

Nominations are for pastoral work during the 2020-21 academic year. The finalists and winners are selected by the judging panel of leading academics and practitioners in pastoral care and education. All finalists are invited to attend a presentation event when the winners are announced. 

There is a prize of one hundred pounds for the school, university, or organisation that the winners represent, in each category, to support their future work in pastoral care. There are prizes and plaques for winners and certificates for finalists. 
 
Nominations opened on Monday 18th January, 2021 and it is a good idea to make your nomination as soon as possible so you do not forget. 
 

Activity Date 2021
Nominations Open Monday 18th January
Nominations Close Monday 24th May
Judging Completed Friday 25th June
Finalists informed Monday 28th June
Tickets for Presentation Available Monday 5th July
Invitations to attend Presentation Event sent Monday 5th July
Presentation Event Friday 24th September

To make your nomination

You can enter the NAPCE Awards here  https://napceawards.wufoo.com/forms/napce-awards-2021-entry-form/

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

FROM THE CHAIR: An Update on NAPCE Activities from Phil Jones

 

From the Chair with Phil Jones

Despite the latest Lockdown, the start of the year has been a busy time for NAPCE.

NAPCE was pleased to contribute once again to the planning and delivery of the annual conference for pastoral leaders organised by the Association of School and College leaders (ASCL).

I was pleased to work with Maria O’Neill the founder of UK Pastoral Chat, to deliver a workshop on ‘Pastoral Care for Remote Learning’, as NAPCE’s contribution to the Conference.

Although it was a virtual Conference this year, it was very well attended with delegates from schools across the United Kingdom and an impressive list of speakers and workshop leaders who explored many of the current issues facing people working in pastoral roles.

It is exciting times for Maria, whose first book on pastoral care, ‘Proactive Pastoral Care. Nurturing happy, healthy, and successful learners”, is published by Bloomsbury on April 15th.

NAPCE was pleased to be invited to contribute to the planning of Safer Internet Day 2021. This annual event is organised to raise awareness of making the internet a safer place for young people and NAPCE was delighted to be able to support this important initiative.

I attended the virtual event on February 9th on behalf of NAPCE and this included a live streaming on YouTube from the top of the BT Tower and information about the good work that is being done, by many organisations, to help make the use of the internet a safer experience for all young people.

On the same day, I presented a live webinar for ASCL which was attended by headteachers and school leaders from across the United Kingdom, about Leading on Safeguarding.

It is right to see NAPCE continuing to support these important initiatives that will improve the learning experience and lives of young people. 

The Pandemic and the restrictions that have had to be imposed are having an impact on young peoples’ well-being and progress in their learning.

There will be a need in the future to look at how the learning and mental health of young people can be supported, following the experience of the pandemic and NAPCE and its members will want to explore and share ideas about how we can respond to this challenge.

NAPCE wanted to contribute to supporting young people who are struggling during the Pandemic. Our initiative of ‘Laptops for Learners’ invited members of NAPCE to nominate deserving young people, who would benefit from being funded for a laptop to use for their learning at home.

We were very pleased to provide funding for the laptops and although we can only make a small contribution to a big problem, we hope it will make a huge difference to the learning experience of the young people we have been able to support. 

The nominations have been opened for the National Awards for Pastoral Care in Education 2021.

It is more important than ever this academic year that we recognise and value the work and contributions of the pastoral heroes working in pastoral care. 

Nominations can be made in the following categories:

Pastoral School of the Year
A school that can demonstrate a commitment to pastoral care and support for learners that makes a real difference in the progress and personal development of young people in the school.
Pastoral Team of the Year
A team that works in pastoral care and can demonstrate a determination to support young people to achieve their full potential and a positive impact on the young people they work with.
Pastoral Member of Staff of the Year
A member of staff who works in pastoral care and who always makes the extra effort to support young people to enable them to become effective learners and achieve success.
Pastoral Leader of the Year
Has a passion for pastoral care that is shared with colleagues to inspire and motivate them to make a real difference in the lives of the young people they work with.
Pastoral Development of the Year
A pastoral initiative or idea that has achieved positive outcomes and has improved the learning experience and future life chances, for young people.
Raising Awareness about Pastoral Care
An individual, group or organisation who through their actions have raised awareness about pastoral care or pastoral issue sand encouraged positive improvements for the benefit of young people.
Outstanding Contribution to Pastoral Care
person, group or organisation that has made a real difference in pastoral care, for the benefit of young people.
International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.

Nominations can be made by following this link. 

https://napceawards.wufoo.com/forms/napce-awards-2021-entry-form

Thank you to schools and organisations who have already sent their nominations in. If you would like to nominate yourself or somebody else for an award, put it at the top of your ‘to do’ list.

The judges for the 2021 Awards have been confirmed as, Professor Stan Tucker of Newman University in Birmingham, NAPCE President Professor Richard Pring, of Oxford University, Associate Professor Anne Emerson of Nottingham University, Doctor Noel Purdy of Stranmillis University College in Belfast, and me as Chair of NAPCE.

On March 27th NAPCE will be organising virtual meetings for the National Executive Committee, The Editorial Board, and the Annual General Meeting.

All members are invited to attend the Annual General Meeting which will take place on Saturday 27th March at 12-30pm.

Please contact admin@napce.org.uk if you are a member who would like to attend the AGM or if you are interested in becoming a member.

The AGM is a good opportunity to find out more about the work of NAPCE and learn more about future plans.

Looking ahead, 2022 will be the 40th Anniversary year since the Association was formed and the journal, ‘Pastoral Care in Education’ was first published.

The Association is proud of its history and the work it has done since the founder members first formed the Association as a charity to support pastoral care.

In that time, it has shared good practice and research that has made a real impact in supporting young people to reach their full potential from education and to support their personal development, to enable them to make a positive contribution to society.

The Association has plans to celebrate the contribution it has made to educational thinking and practice with events and activities planned for 2022.

A small team have been working on plans for a book, to reflect on developments in pastoral care since the Association was formed in 1982 and the challenges and opportunities pastoral care will face in the future.

Good progress has been made on the ideas for the book, and a proposal is ready to go to publishers.

The hope is that the book will be published during 2022. There are plans to produce a special edition of the journal that will be sent to NAPCE members and subscribers to the journal in the spring or summer of 2022.

We also have exciting news for a ‘live’ conference in September 2022, where members and supporters of NAPCE will be able to meet, following the publication of the NAPCE book and special edition of the journal.

Other events and activities are planned to celebrate the anniversary of the Association during 2022.

Please continue to follow NAPCE on Twitter on @NAPCE1 or facebook.com/napce1 for all the latest news and information.

If you have colleagues or contacts who have an interest in pastoral care and education, please encourage them to contact admin@napce.org.uk to register for the monthly NAPCE newsletter.

It is free and will be sent to the email address provided, but we need a request to be registered for data protection purposes. Thank you for your continued support for NAPCE.

Phil Jones
National Chair
NAPCE

MEET THE TEAM: Introducing New NAPCE Team Member Susana Cervera

 

Introducing NAPCE’s Newest Team Member, Susana Cervera

Susana grew up in Spain but continued her education in the UK, where she completed a MChem Hons at Kingston University.

Following a seven year stint at a global organisation in London, Susana finally listened to her inner call and completed her PGCE at Homerton College, University of Cambridge, in 2010.

She then went on to gain Qualified Teacher Status and taught at several schools in Essex.

“What I enjoyed most during my time as a teacher was establishing that special teacher-student relationship that is so closely interweaved with pastoral care,” she revealed.

“As a teacher and tutor, I viewed myself as having a responsibility not only to help young people to develop academically, but also to help them develop as a person.

“Many recent studies link health and wellbeing to academic performance but to me, having had to overcome quite a few difficulties whilst growing up, there was never any doubt about the importance of feeling safe and how closely health and wellbeing are linked to your idea of self-worth and how that can translate, not only into academic achievement, but also to function as a person in later life.

“The schools I had the fortune to worth with took pastoral care seriously. As a teacher, I was in a position where I could help. I wanted my students to be safe and I saw my job as key in the mechanism to ensuring their physical and emotional welfare.

“I no longer teach but I continue to be involved with education and now through collaborating with NAPCE I hope to continue to contribute to the work that has been so important to me.”

Effective pastoral care can improve students’ attendance and retention rates; foster an orderly atmosphere where all students can access opportunities, and enhance their academic achievements; promote tolerance, especially in students and teachers with due regard for protected characteristics; and subdue racism and inequality, and teach respect for self and others (Benard, 1995, pp. 3–4).

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