LEAD ARTICLE: “Internal Alternative Provision: The ‘Quiet Revolution’ in Mainstream Schools” by NAPCE NEC Member Oribi Davies

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Internal Alternative Provision: The ‘Quiet Revolution’ in Mainstream Schools by NAPCE NEC Member Oribi Davies

Enter most state secondary schools today and you’ll likely come across some form of Internal Alternative Provision. It may be called an inclusion hub, reset room, nurture base, intervention centre or similar. The names vary, but the function is becoming increasingly consistent.

Across the sector, schools that do not yet have an internal provision are usually actively exploring how to establish one. This shift reflects a gradual transformation in how schools understand behaviour, inclusion and safeguarding. It has also been shaped by the growing body of practice guidance and research emerging from organisations such as The Difference, a school leadership charity focused on whole school inclusion and addressing the social injustice caused by lost learning.

The growth of Internal Alternative Provisions (IAPs) sits within a national shift in behaviour and exclusion thinking. Over time, exclusion has increasingly been recognised not as a solution, but as an indicator of unmet need and disengagement from education.

Guidance from the Department for Education has reinforced the expectation that behaviour systems prioritise culture, early intervention and consistency. Schools are now expected to show how they support pupils at risk of exclusion, rather than relying primarily on removal from education. This direction has been reinforced by inspection priorities from Ofsted and recommendations from the Timpson Review of School Exclusion, all of which have placed increased emphasis on inclusion, reintegration and early intervention.

Alongside national policy, London has been a significant driver of innovation through initiatives such as The Excluded Initiative, a £1.2 million, campaign-led project in partnership with The London Community Foundation and John Lyon’s Charity to reduce school exclusions. It funded eight London schools with £150,000 each to establish on-site “inclusion units” for at-risk pupils, aiming to prevent youth crime and improve educational outcomes. Evaluation of the programme found improvements in pupil engagement and behaviour and showed that participating schools experienced slower growth in suspensions compared to similar schools nationally.

I was part of this initiative alongside seven other London schools. The collaborative work helped pioneer many of the inclusion hub and internal provision approaches now seen more widely across the sector, demonstrating how shared innovation and evaluation can reduce reliance on exclusion while strengthening whole school inclusion practice.

Together, national policy developments and collaborative programmes such as The Excluded Initiative have helped position Internal Alternative Provision as a core feature of modern pastoral and inclusion systems.

As IAP becomes a permanent feature of school inclusion systems, the focus for pastoral leaders is shifting from establishing provision to ensuring it is purposeful, sustainable and genuinely inclusive.

One important lesson emerging from sector research and collaborative initiatives is that internal provision is most effective when it is not treated as a standalone space, but as part of a whole school inclusion framework. Provision that operates in isolation risks becoming a short-term and reactionary behaviour management solution rather than a meaningful intervention that addresses root causes of disengagement.

Increasingly, successful internal provision is characterised by strong integration with mainstream systems. This includes shared curriculum planning, consistent behaviour expectations and clear reintegration pathways. Where provision is closely aligned with mainstream teaching and pastoral support, pupils are more likely to maintain a sense of belonging and experience successful transitions back into mainstream classrooms.

Another emerging priority is clarity of purpose. Schools are increasingly recognising that internal provisions cannot serve every function simultaneously. Some provisions are designed primarily as short-term reintegration support, while others provide longer-term stabilisation for pupils at risk of sustained absence or exclusion. Without a clearly defined purpose, internal provision can become reactive and lose its impact.

The growth of Internal Alternative Provisions has also reshaped pastoral leadership roles. Pastoral leaders are now expected to operate as inclusion strategists, designing graduated intervention pathways and coordinating multi agency support around vulnerable pupils.

This work requires increasing expertise in data analysis, safeguarding collaboration and curriculum design. Pastoral leaders are often responsible for ensuring that internal provision is informed by pupil outcomes, rather than driven by behaviour incidents or capacity pressures. This marks a significant shift from traditional behaviour management towards preventative inclusion leadership.

One of the strongest messages emerging from sector research is that effective Internal Alternative Provision does not reduce academic ambition. Instead, it adapts delivery so that pupils can access learning in ways that reflect their individual needs.

Provision that balances high quality teaching with trauma-informed, restorative, relational practice and pastoral support is consistently linked with improved engagement and reintegration outcomes. Conversely, provision that focuses solely on emotional or behavioural support without maintaining curriculum integrity risks widening learning gaps and limiting long-term pupil success.

Internal Alternative Provision is likely to continue expanding as schools respond to increasing complexity in pupil need and national expectations around inclusion. However, the next stage of development will depend less on how many schools have provision and more on how effectively it is delivered.

This presents an opportunity for the pastoral sector to share practice, refine quality standards and develop clearer success measures. Collaborative work between schools, trusts and organisations supporting inclusion will be critical in ensuring that internal provision remains focused on belonging, engagement and long-term pupil outcomes.

Internal Alternative Provision is by no means a finished model. It continues to evolve through practitioner learning, research and collaboration. If Internal Alternative Provision is to fulfil its potential, it must remain rooted in its original intention: keeping pupils connected to education, strengthening whole school inclusion and ensuring that vulnerability does not become a barrier to opportunity.

The quiet expansion of Internal Alternative Provision represents one of the most important shifts in modern pastoral care. The challenge for the sector now is not whether these provisions continue to exist, but how we ensure they consistently deliver meaningful reintegration, high expectations and genuine inclusion for the pupils they are designed to support.

Oribi Davies
NAPCE NEC Member
Director of the Inclusion Hub, Friern Barnet School

FREE EVENT: NAPCE Spring Online Conference 2026 – The Impact of AI on Pastoral Care in Education – IT’S TIME TO BOOK

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NAPCE Spring Online Conference 2026 – IT’S TIME TO BOOK

With spaces filling up fast, now is a great time to secure your FREE spot at the NAPCE Spring Online Conference 2026.

We are pleased to announce that FREE tickets are available now for the NAPCE Spring Online Conference in April.

About the Event

NAPCE SPRING ONLINE CONFERENCE 2026

The Impact of Artificial Intelligence on Pastoral Care in Education.
Guest Speaker Dr Rohan Jowallah

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

Purpose

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

Delegate experience

•    Keynote expert speaker
•    Exploring current issues
•    Sharing good practice.

Date

•    Thursday, 16th April 2026, 7-15pm

Venue

•    Online
•    Link to be sent to all ticket holders

Programme

7-15 pm – Welcome Phil Jones, National Chair of NAPCE
7-20 pm – Guest Speaker, Dr Rohan J Jowallah
International Keynote Speaker on AI in Education – ‘The Opportunities and Challenges of Artificial Intelligence.’
7-50 pm – Questions and discussion
8-00 pm – Pastoral Care ‘Question Time’ Session

Chaired by Phil Jones with
•    Professor Mark Diacopoulos Pittsburg State University, KS (USA)
•    Dr Nicole Ponsford, CEO Global Equality Collective
•    Charlie Walker, Chief of Staff at CompliMind, AI powered support for healthcare
•    Sam Human Head of AI at Globeducate
•    Samantha Marsden, author and teacher

Free Tickets available on Eventbrite NOW.

https://NAPCEONLINE26.eventbrite.co.uk

•    Limited to maximum 100 delegates

Any questions contact admin@napce.org.uk

Tickets are available now on a first-come-first-served basis for both NAPCE members and non-members.

REPORT: NAPCE at the ASCL Conference for Pastoral Leaders 2026

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NAPCE Supports ASCL 2026 Pastoral Leaders’ Conference in Manchester

The National Association for Pastoral Care in Education (NAPCE) was proud to once again support the annual pastoral leaders’ conference hosted by the Association of School and College Leaders (ASCL). The 2026 conference took place on Thursday 29th January at the iconic Bridgewater Hall in Manchester, bringing together education professionals committed to strengthening pastoral care across schools and colleges.

This year’s theme, “Sharing Good Practice to Strengthen Engagement and Participation,” set the tone for a day of thoughtful discussion, research insights, and practical strategies. NAPCE was represented by National Chair Phil Jones, alongside NAPCE Administrator Anne Jones, who managed the NAPCE display in the exhibition area. The event provided an excellent opportunity to collaborate with ASCL in raising awareness of current issues in pastoral care and to reconnect with both current and former NAPCE members attending as delegates.

Exploring Engagement and Wellbeing

The conference was chaired by Margaret Mulholland, ASCL SEND and Inclusion Specialist. The opening keynote was delivered by Professor John Jerrim, Director of Research at ImpactEd Group, who presented findings from a large-scale research project involving 200 schools and approximately 100,000 pupils.

Among the headline findings was evidence that engagement in learning tends to decline during Years 7 and 8, a critical transition period in secondary education. Professor Jerrim also highlighted a positive correlation between staff wellbeing and pupil happiness, reinforcing the importance of supporting school staff as a key factor in improving student engagement.

Andrew Young, Co-Director of Pathfinder Teaching School Hub, followed with a thought-provoking presentation on the growing prominence of individualism over collectivism in society. He suggested that many young people experience feelings of isolation and disconnection from their school communities. Encouraging delegates to take an “upstream approach,” he urged leaders to focus on preventative strategies—“fixing the bridge” so that fewer young people fall into difficulty, rather than concentrating solely on intervention after problems arise.

From Behaviourism to Relational Practice

Maxine O’Neil, Headteacher of Hope School, shared her school’s journey in supporting pupils with Social, Emotional and Mental Health (SEMH) needs. In 2014, the school made the courageous decision to move away from a behaviourist model towards a relational approach.

While the previous punitive and highly controlled system had produced compliant learners, it did not foster genuine engagement or positive attitudes to learning. The shift to a relational model prioritised psychological safety, repair, and restoration, with leadership modelling relational practice throughout the school. Clear boundaries combined with warmth and kindness have created a culture in which engagement is rooted in trust and strong relationships.

Graham Moore, Founding Director of humanutopia, delivered an engaging session supported by students from Dixons Fazakerley Academy. The presentation demonstrated the impact of peer mentoring on both students and the wider school community. Moore reminded delegates that schools are often unaware of the full range of challenges young people face in their daily lives, and that without strong pastoral systems, school itself can inadvertently add to these pressures.

The Power of Kindness and Belonging

In the afternoon session, David Whitaker, Chief Education Officer of Wellspring Academy Trust, spoke about the “kindness principle” and the transformative power of relational leadership. Emphasising unconditional positive regard, he described it as being grounded in genuineness, acceptance, empathy, and a belief in self-actualisation. Whitaker encouraged leaders to reflect carefully on the values and culture they are cultivating, reminding delegates that education is fundamentally a caring profession centred on the needs of children and young people.

Jacqueline Bebbington and Natalie Walsh, Co-Executive Principals and Co-Directors of SENDSCOPE Independent School, explored themes of belonging, equity, and possibility. Sharing their school’s vision of “opportunity without limits” and “transformation through inclusion,” they stressed that academic success is only possible when learners first feel that they matter and that they belong. Their approach is built on high expectations for all, inclusive relationships and language, and a consistently supportive environment.

The conference concluded with an update from the Department for Education attendance team, outlining current priorities and key issues facing schools.

Strengthening the Pastoral Community

The 2026 ASCL Pastoral Leaders’ Conference provided a rich platform for sharing research, practical strategies, and lived experiences. For NAPCE, it was both a privilege and a valuable opportunity to contribute to national conversations about engagement, inclusion, and pastoral care.

As schools continue to navigate complex challenges, the shared commitment to relational practice, belonging, and wellbeing remains central to strengthening participation and ensuring that every child feels safe, valued, and supported.

ARTICLE: Ever thought about joining NAPCE? Here’s why you should do it today

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The Benefits of Joining the National Association of Pastoral Care in Education (NAPCE)

In the evolving landscape of education, pastoral care — the support of students’ personal, social and emotional development — is increasingly recognised as vital to effective schooling and learner wellbeing. At the forefront of this focus in the UK is the National Association for Pastoral Care in Education (NAPCE), a registered charity established in 1982 that champions the importance of pastoral care and creates a community committed to helping every student thrive. 

Championing Pastoral Care Across Education

NAPCE exists to support professionals who are passionate about pastoral care, from teachers and pastoral leaders to school counsellors, support staff and academic researchers. Its broad mission includes promoting good practice, supporting professional development, and disseminating research on pastoral care and personal-social education.

Becoming a member grants access to these core benefits:

📘 Subscription to an International Journal

One of the most tangible benefits of NAPCE membership is the subscription to the quarterly journal Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development. This respected academic publication features research, case studies, and insights from leading pastoral care practitioners and scholars around the world — helping members stay informed about cutting-edge thinking and evidence-based practice.

🌐 Networking and Professional Community

Membership connects you to a national (and global) network of education professionals who share a commitment to pastoral care. Whether you work in a school, college, university, or related organisation, this network provides opportunities to share ideas, collaborate on solutions to common challenges, and build supportive professional relationships.

This kind of professional community can be invaluable for career development, mentoring, and staying engaged with broader educational trends.

🗞️ Access to News, Events, and Professional Development

For many NAPCE-run events members receive access to reduced-price entry to conferences and workshops focused on pastoral care and inclusion. These events not only offer professional development but also provide platforms for discussion and shared learning on key topics affecting student welfare and educational environments.

🎓 Increased Awareness of Good Practice

Being part of NAPCE means staying at the forefront of best practice in pastoral care, thanks to shared resources, research summaries, case studies, and links to relevant training and development opportunities. This is particularly valuable for schools or organisations seeking to strengthen their pastoral frameworks or embed effective support systems across the curriculum.

🏆 Recognition and Awards

NAPCE runs the National Awards for Pastoral Care in Education — a unique and respected awards scheme in the UK that highlights outstanding achievements in pastoral support. While membership isn’t a requirement to enter, members often benefit from being part of a community that recognises and celebrates excellence in pastoral work, adding prestige and recognition to their practice.

💡 Advocacy and Shared Voice

As a membership organisation, NAPCE serves as a collective voice for those invested in pastoral care. By joining, you align yourself with an organisation that promotes the value of social and emotional education within policy discussions, championing the broader significance of pastoral work in the education sector.

Who Should Join?

NAPCE membership is suitable for:

• Teachers and support staff involved in pastoral roles

• School and college leaders with responsibilities for wellbeing and inclusion

• Academic researchers and trainers in education and pastoral care

• Organisations focused on student welfare, personal development, or pastoral support

Whether you are simply beginning your career in pastoral work or are an experienced professional looking to deepen your knowledge and influence practice, NAPCE offers resources and connections that enrich your professional journey.

Membership Fees

• Individual membership including one subscription to PCE (£44 / €57 / $88)
• NQT/Retired/Student Individual including one subscription to PCE (£21 / €33 / $40)
• Group membership including two subscriptions to PCE (£66 / €86 / $132)
• Primary/Special School Rate including two subscriptions to PCE (£43 / €67 / $83)

To JOIN complete a membership form here: https://www.napce.org.uk/membership/apply-online/

Conclusion

Joining the National Association for Pastoral Care in Education offers far more than membership status — it provides a platform for professional growth, ongoing learning, and collaborative engagement in one of the most important aspects of education. In a world where student wellbeing is increasingly central to academic success and life outcomes, NAPCE’s community, publications, and professional opportunities empower educators to make a meaningful, long-lasting impact.

About NAPCE

NAPCE was founded in 1982 to establish links between education professionals and allied agencies who have an interested in pastoral care and personal-social education and the welfare of students of all ages in schools. NAPCE publishes an academic journal, supports members by raising awareness abut current issues in education and organises conferences and events to share good practice in how to support children and young people to achieve their full potential.

Please direct any queries regarding membership to admin@napce.org.uk

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The National Awards for Pastoral Care in Education – Sharing Good Practice – Pastoral Leader of the Year Award

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

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

For this fourth instalment of the new series, taken from the 2025 Awards, we’re focussing on the “Pastoral Leader of the year” category, which was sponsored by Taylor & Francis.

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

Criteria – 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.

The Winner

The winner in 2025 announced at the Grand Presentation Event in October was:-

Vicki Blackburn, Deputy Head Teacher & Designated Safeguarding Lead  – Dame Alice Owens School, Potters Bar, Hertfordshire

What makes Mrs Blackburn truly outstanding is her relentless drive to evolve and innovate in the way she supports students, staff, and families. She constantly seeks out new resources, tools, and ideas, implementing them thoughtfully and with great impact. She knows that effective pastoral care is a team effort, and she makes sure that everyone who supports a child is equipped to do so. Her communication with parents is always clear, respectful, and supportive. She strikes the perfect balance between being warm and professional, compassionate and action oriented.
Mrs Blackburn is also an extraordinary presence for the students. She is trusted. She is visible. She creates a sense of safety and understanding, and she treats each student as an individual with their own story and needs. The culture she fosters around mental health is one of openness and non-judgement, but also of empowerment and growth. She doesn’t just help students cope—she helps them build resilience, self-awareness, and confidence. Her leadership in pastoral care is not reactive; it is proactive and intentional. She puts structures in place, seeks feedback, and consistently refines how the pastoral system works.
Vicky was also nominated for the award a student.
I would like to nominate Mrs Blackburn for Pastoral Leader of the Year because she has been such an important part of my journey at school. This year has been very challenging for me, but Mrs Blackburn has always made me feel supported and understood.  I think she deserves this award because she always goes above and beyond, not just for me but for so many students.

The 2026 Finalists in this category were.

Damian McBeath, Principal – The John Wallis Church of England Academy, Ashford, Kent

At The John Wallis Church of England Academy our Principal, Damian McBeath, has been a visionary for introducing a Smartphone Free environment. The Smartphone Free policy has had a positive impact on pastoral care in the school with the data showing improved attendance, improved behaviour and a reduction in online safeguarding incidents. Damian is passionate about the future of the children at The Academy and changing the lives of children in some of the most economically deprived communities in the country – giving them the tools they need academically, morally and personally.  Damian refuses to accept that the circumstances into which a child is born should define their future – this is not just in our education setting, but for all children worldwide.

Chris Woods,  Deputy Principal and Deputy Designated Safeguarding Lead –  The Netherhall School and Oakes College, Cambridge

Chris has a passion for pastoral care that he shares with colleagues to inspire and motivate them to make a real difference in the lives of the young people they work with. He has demonstrated exceptional leadership in transforming the pastoral culture of our school through a deeply relational and research-informed approach. Under his guidance, we have implemented a new behaviour strategy rooted in relationships, respect, and restoration. This strategy has reshaped our systems and structures with remarkable impact. His relationships with students are founded on trust and respect, he reliably shows up for them and listens, holding them to high standards whilst always preserving their dignity. He inspires colleagues and students alike to make positive change, to ensure that students are fully supported and able to thrive. He ensures that he always visible and present, on the gates in the morning, in the corridors during the day, and supporting families outside of school hours.  Chris leads with empathy, intelligence and integrity.

Katrina Moore, Principal,  Malone Integrated College, Belfast

Her unwavering commitment to the emotional, social and academic well-being of our students and staff has made her the heart of our school community. From founding our Special Educational Needs department to establishing a thriving bilingual centre, she has transformed our school into an inclusive, nurturing environment. She leads weekly pastoral care team meetings with insight and sensitivity, always placing student welfare first. She visits homes when families are going through difficult times and personally checks in on students who struggle with attendance, working to re-engage them. She has been a lifeline for many in crisis and a constant presence of stability for students and staff alike.  When she announced her retirement, students gathered at her office in protest, begging her not to leave. Her legacy is kindness, leadership, and relentless dedication to others.

Charlotte van der Westhuizen Deputy Head Boarding and Pastoral – Benenden School, Cranbrook, Kent 

Student Nomination
“I wanted to take a moment to say thank you for her support, especially recently. I realise that throughout this year, I’ve been tough, probably even difficult at times. There were moments when I closed myself off, when I was less than open to the help she was offering. Despite that, she’s consistently extended a hand when I’ve needed it most. There were times when she emailed to request ‘catch ups’, and I wasted her time, not fully engaging or being open to the help you were offering. Even in those times when I wasn’t willing to accept help, she still made the effort to reach out and support me. Looking back, I can see how patient and understanding she’s been, and I regret not asking for the help I needed, sooner. It’s something that I didn’t understand, or really even recognise until recently, and I’m incredibly grateful for her perseverance and understanding, even when I wasn’t ready to accept it. Thank her for always offering her support, and for being there when I need it most. It means more to me than I can express. I will always be grateful for her kindness, even when I didn’t deserve it.”

The nominations for the 2026 national awards for pastoral care in Education are now open. Go to wwwnapce.org.uk for details or follow the link to make a nomination.

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

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

LEAD ARTICLE: “Blue Monday – An Opportunity in Disguise?” by NAPCE Vice-Chair Dr Matt Silver

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Blue Monday – An Opportunity in Disguise? by NAPCE Vice Chair Dr Matt Silver

Blue Monday… or An Opportunity in Disguise?

Apparently, the third Monday in January is known as “Blue Monday”, the most depressing day of the year.

Which, if you work in pastoral education, may raise a smile because often it is a rollercoaster of ups and downs not specific to any one day.

It brings dark mornings and an inbox that’s already demanding more of you before you’ve finished your first coffee. Add to that the unspoken expectation that you should be refreshed, re-energised, and powering through new priorities with enthusiasm following the Christmas break and it’s no wonder this time of year can feel heavy.

But what if, instead of going through the motions of Blue Monday (and indeed the whole of January and February), we used it as an opportunity to explore?

The Things Pastoral Leaders Carry (That No One Sees) 

Pastoral leadership in education has a habit of accumulating stuff. Not just paperwork, planning and data, but assumptions, habits, and responsibilities that quietly attach themselves to your role and never seem to leave.

By January, many in pastoral care are carrying:

• Initiatives that made sense once, but now make meetings longer or add an increased load to your workflow

• The need to have all the answers for others to solve their challenges (spoiler: you don’t)

• Ways of working that feel like a continuous checklist

• That nagging sense you’re missing something

But the reality is you’re leading in a system that rarely gives you space to stop and recalibrate.

Letting Go: Not Just for Loft Clear-Outs

In education, improvement often gets translated into “add another thing.” Another policy tweak. Another priority. Another initiative. This is what I heard in the conversations between attendees at the NAPCE Annual Conference in October.

But one of the most underrated leadership skills is knowing what to stop doing.

Letting go might look like:

• Parking initiatives that dilute focus rather than improve outcomes

• Stepping back from doing jobs that don’t actually need to be yours

• Releasing the idea that being busy equals being effective

• Questioning “we’ve always done it this way” (even if it’s said very confidently in meetings)

This is about protecting your energy and your impact and increasing your capacity as a result. Take a few things out of the jar and you have the space to design. This is key when it comes to pastoral care. It is not just design intervention or strategies, but systems and culture that prevent the need for this. Culture by design is about creating the conditions for others to feel safe and then thrive in, yet often we focus on school improvement at a handbook level.

Culture is the secret sauce to pastoral care and we have to become more conscious of ourselves as leaders if we are going to do this. The key to this self-awareness is that you can’t see what you can’t see. It means we have to have others around us who can point this out and help us explore new perspectives and ways of making sense of the world.

When The Glass House does this with leaders, we see the same pattern again and again. The leader realises this doesn’t just apply to self-awareness, but also to strategy, auditing the climate and culture of the organisation and where change should and can be implemented (and deeper insight into what stands in the way and how it can be navigated).

But if we do not put things down, we never create the time to develop ourselves in service of others.

Why January Is Actually Trying to Help You

January doesn’t shout. It nudges. It’s a slightly creaky time of year that quietly asks whether what you’re doing still makes sense.

It’s a good moment to ask yourself:

• What feels unnecessarily hard right now?

• What’s draining time or morale without really moving us forward?

• If I let go of just one thing this term or year, what would make the biggest difference?

Sometimes you just need a bit of thinking space and a conscious look at reality.

Reframing Blue Monday as a Pastoral Leadership Check-In

We’re now a few weeks back after the Christmas break so today is actually the perfect time for a low-stakes leadership check-in. If you’re feeling a bit foggy, it may not be about motivation at all. More often, it’s a signal that focus has become fragmented.

In this case, gaining insight into where development should focus could be helpful.

Our new Leadership Focus Quiz supports leaders to think about what needs their focus most. It takes only a few minutes to complete and offers a structured starting point for reflection, whether for individual development, leadership team conversations, or wider strategic work.

Take the quiz here: https://screen.glasshouselab.com/leadership-focus

It is also worth completing your own check-in:

• Identify one thing you’re ready to let go of this term

• Have a conversation with your team about what’s getting in the way of good work

• Step back and ask whether day-to-day reality is aligning with the longer-term strategy. Is this a people issue or a system issue?

• Give yourself permission to pause and shift around lenses

If any of this feels uncomfortably familiar, you don’t have to figure it out on your own.

This time of year is often when education leaders benefit most from:

• 1:1 coaching to think clearly, regain perspective, explore how to redistribute the load and empower others.

• Team development that rebuilds trust, focus, and shared responsibility.

• Strategic consulting or diagnostic work to identify what’s genuinely working — and what’s quietly holding you back in your systems and people development.

Great progress can be made from letting go of what no longer serves you or finding newer, more effective ways of doing something. What is stopping you from letting go?

If Blue Monday nudged you to pause and rethink, it might just be doing you a favour.

Dr Matt Silver
Vice-Chair
NAPCE

Photo: PeepThisPhoto / pixels.com

FREE EVENT: NAPCE Spring Online Conference 2026 – The Impact of AI on Pastoral Care in Education – NEW GUEST EXPERT ANNOUNCED

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NAPCE Spring Online Conference 2026 – New Guest Expert Announced

NAPCE is pleased to announce that AI expert Richard Human has been confirmed as a guest on the Question Time panel at the NAPCE Spring Online Conference 2026.

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

Richard is Head of AI at Globeducate, an international education organisation operating in 70 plus schools across 11 countries.

With over 30 years of teaching experience both internationally and in the UK, he leads AI strategy and implementation across the network, coordinating AI Champions who facilitate local adoption in each country.

A qualified primary school teacher with an MBA in Educational Leadership from UCL and a Founding Fellow of the Chartered College of Teaching, Richard promotes ethical AI implementation and creates comprehensive training programmes that ensure voluntary adoption and teacher wellbeing remain central to change.

He also publishes a weekly AI newsletter, “The Good, The Bad and The Ugly in AI,” and writes regularly for TES, International Teacher Magazine, and School Management Plus.

Richard is also the creator of a Udemy course on “Conflict Resolution with Restorative Conversations” and holds additional qualifications including an MA in Environment & Development from SOAS and ILM Level 5 Coaching & Mentoring certification.

Richard will join the other confirmed guests on the Question Time panel and guest speaker Dr Rohan Jowallah to explore the current and important issue about how education can make safe and effective use of Artificial Intelligence in the future.

Tickets for the event are free, so please book early to avoid disappointment as a limited number are available.

It takes place on Thursday 16^th April starting at 7-15 pm (British Summer Time GMT +1).

Full details for the Spring Online conference are

NAPCE SPRING ONLINE CONFERENCE 2026

The Impact of Artificial Intelligence on Pastoral Care in Education.

Guest Speaker Dr Rohan Jowallah

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

Purpose

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

Delegates experience

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

Date 

• Thursday 16^th April 2026, 7-15pm

Venue

• Online
• Link to be sent to all ticket holders

Programme

7-15pm Welcome Phil Jones, National Chair of NAPCE

7-20pm Guest Speaker, Dr Rohan J Jowallah
International Keynote Speaker on AI in Education

‘The Opportunities and Challenges of Artificial Intelligence.’

7-50 pm Questions and discussion

8-00 pm Pastoral Question Time

Chaired by Phil Jones with

• Professor Mark Diacopoulos Pittsburg State University, KS. (USA)
• Dr Nicole Ponsford, CEO Global Equality Collective
• Charlie Walker, Chief of Staff at CompliMind, AI powered support for healthcare
• Richard Human, Head of AI at Globeducate
• Samantha Marsden, author and teacher.

Free Tickets available on Eventbrite
Link

https://NAPCEONLINE26.eventbrite.co.uk

• Limited to maximum 100 delegates
• NAPCE Members Free early booking window until January 1^st 2026

Any questions contact admin@napce.org.uk

Tickets are available now first come first served for NAPCE members and non-members.

EVENT: NAPCE Partners with ASCL for the Conference for Pastoral Leaders 2026 – NEW DETAILS ADDED

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ASCL Conference for Pastoral Leaders 2026 – Further Details Confirmed

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

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

The ASCL Annual Conference for pastoral leaders is an important event in the education calendar and NAPCE is looking forward to the opportunity to meet our members, and other professionals, at the conference with an interest in how effective pastoral care can support the education of children and young people.

The title this year is “Sharing Good Practice to Strengthen Engagement and Participation”.

The conference is sponsored by humantopia and confirmed speakers include.

• Margaret Muholland, SEND and Inclusion Specialist, ASCL.
• David Whitaker, Chief Education Officer, Well Spring Academy Trust.
• Professor John Jerrin, Director of Research, Impact Ed Group.
• Jacqueline Bebbington, Co-Executive Principal and Co- Director of SENDSCOPE Independent School and Consultancy Service.
• Natalie Walsh, Co-Executive Director of SENDSCOPE Independent School and Consultancy Service.
• Andrew Young, Co-Director Pathfinder Teaching School Hub
• Maxine O’Neil, Headteacher, Hope School
• Graham Moore, Founding Director, humantopia.

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

Conference Programme

08.30 – Registration, refreshments and exhibition

09.20 – Welcome and introduction Margaret Mulholland, ASCL SEND and Inclusion Specialist

09.30 – Mind the Gap: Engagement research to inform leadership and practice Professor John Jerrim, Director of Research, ImpactEd Group In the session we will explore what pupil engagement really tells us about what is happening in schools today. Drawing on TEP insights from over 100,000 pupils, we will share what national data reveals about patterns of engagement across phases, settings and demographics. The session will examine how changes in engagement often sit beneath challenges with attendance, behaviour and pupils’ outcomes, and why engagement should be understood and used as a lead indicator. Attendees will be encouraged to rethink how engagement data can inform more proactive, system-level decision-making.

10.15 – Upstream Engagement: Treating the cause, not the symptom Andrew Young, Co-Director, Pathfinder Teaching School Hub Hundreds of schools are now utilising a proactive strategy: measuring staff and pupil engagement as a leading indicator of future challenges. Engagement is defined as how people think, feel, and act. What if schools could leverage this data to locate individuals with a declining community bond and level of agency? Rather than waiting for things to go wrong – manifesting as absence, negative behaviour, or low attainment – what if we channelled resources directly into addressing the root causes, not just the symptoms? Join this session to hear how this approach has been implemented in a range of schools across Yorkshire and what the impact has been so far.

10.50 – Refreshment break and exhibition

11.20 – How Do We Support Cognitive, Social and Emotional Engagement for Children with SEMH Maxine O’Neill, Headteacher, Hope School

11.50 – How Can We Create an Authentic and Empowering School Experience Grounded in Belonging, Purpose, and Connection? Graham Moore, Founding Director, humanutopia This session explores a mentoring model involving pupils in year 10 who, through shared values and identity work, support their younger peers in year 8. We’ll examine how this approach empowers a diverse range of students to become school ambassadors, encouraging leadership and empathy through relational practice. Reflections from mentors, mentees, and school leaders will offer honest insights into the potential and challenges of this work, and the impacts it has had. Together, we’ll consider how these practices can shape more inclusive, purposeful school communities.

12.30 – Lunch and exhibition

13.20 – The Kindness Principle: Relational practice and the power of unconditional positive regard David Whitaker, Chief Education Officer, Wellspring Academy Trust In this session Dave will explore how the concept of unconditional positive regard can – shape relational culture in a school. Drawing on his experience of leading challenging schools, both mainstream and specialist,  he will highlight the common misconception of relational practice. He will show how strong relationships aligned with high expectations are possible. He will explore how important it is that schools show empathy, acceptance and genuineness in their approach to school values and cultural positioning – but do this without compromising on standards.

14.05 – Belonging, Equity, and Possibility: The SENDSCOPE vision Jacqueline Bebbington, Co-Executive Principal and Co-Director, SENDSCOPE Natalie Walsh, Co-Executive Principal and Co-Director, SENDSCOPE At SENDSCOPE Independent School, we believe every child and young person with SEND deserves more than access – they deserve opportunity without limits. Our keynote will explore how a broad, balanced curriculum can unlock potential and create futures without ceilings. We’ll share why belonging is the heartbeat of success: when students know they are cared for, they know they can achieve. Discover how SENDSCOPE Consultancy Service empowers mainstream schools and organisations through adaptive teaching and inclusive communication strategies, proving that reasonable adjustments aren’t add-ons – they’re embedded in great practice. Join us to feel the passion, see the possibilities, and learn how inclusion transforms lives.

14.35 – Refreshment break and exhibition

14.55 – Systems and Impact Representative from the DfE Attendance Team

15.30 – Learnings from today and close

ASCL reserve the right to amend the programme should circumstances dictate.

EVENT: A Free Event Focusing on Learner Transition to be held by NAPCE Partner Pupil Pathways

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Pupil Pathways to Host Free Event to Support Schools with Learner Transition

NAPCE is delightful to support an upcoming event which is designed to support schools with learner transition.

You can join Pupil Pathways for a session of Transition Champions on Thursday, 5th February 2026: a free webinar focused on trauma-informed and inclusive transition.

Guest speakers, Irene Ogunseitan from The Difference and Fiona Cowan, Headteacher at Bolsover Infant and Nursery School, will draw on their frontline experience to explore how the reflective, collaborative use of holistic pupil data can strengthen transition planning, identify needs earlier, and make curricula and pastoral systems more responsive and sustainable.

Attendees will leave with practical ideas for developing inclusive transition approaches that evolve over time and support better outcomes for all learners.

Date: Thursday 5th February 2026

Time: 4pm (GMT)

Venue: Online

Where to book: https://tinyurl.com/inclusive-transition

EVENT: NAPCE Chair Phil Jones to Lead Virtual Safeguarding Conference in February

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NAPCE Chair Phil Jones Preparing for Inspection of Safeguarding Conference

NAPCE Chair Phil Jones will lead the Preparing for Inspection of Safeguarding Conference this February, bringing his extensive experience and sector insight to a timely and highly relevant event for education and care professionals.

The online conference will focus on supporting leaders, safeguarding professionals, and practitioners to confidently prepare for inspection, with a particular emphasis on safeguarding expectations, evidence, and good practice.

The event, on 5th February 2026, is organised by Education Conferences UK and will run from 10am until around 3.45pm.

As inspection frameworks continue to evolve and scrutiny around safeguarding remains high, the event provides a vital opportunity for organisations to strengthen their approach and ensure robust, child-centred systems are in place.

Speakers at the event include Jude Macdonald Managing Director, Wolf Inclusion / Director of Inclusion, Keys Academies Trust, Lorraine Petersen OBE, Lead Educational Consultant,  Lorraine Petersen Educational Consultancy (LPEC) and Beth Davies, Safeguarding Content, Developer and Trainer, Savell-Boss Ltd.

Mr Jones, a nationally respected figure in education and safeguarding, will guide the day’s discussions.

As Chair of NAPCE, Phil has consistently championed strong governance, effective leadership, and inclusive practice across education.

His leadership at the conference will help frame safeguarding not simply as a compliance requirement, but as a core element of organisational culture.

Who should attend?

Designated Safeguarding Leads, Deputy Designated Safeguarding Leads, Assistant Heads, Deputy Heads, Headteachers, Pastoral Leads and any other member of the school staff who wish to update their safeguarding knowledge.

This conference will enable you to:

• Understand how safeguarding is positioned within the 2025 Ofsted Education Inspection Framework and its impact on inspection outcomes.

• Develop and embed a whole-school safeguarding culture that is proactive, positive, and extends beyond compliance.

• Recognise the safeguarding implications of attendance and behaviour patterns and use data to drive early interventions.

• Strengthen safeguarding for vulnerable learners through inclusive policies, curriculum design, and provision for SEND, looked-after children, and disadvantaged pupils.

• Confidently prepare for safeguarding scrutiny during inspection, including managing records, case files, and staff conversations.

• Identify, prevent, and respond effectively to child-on-child abuse in line with inspector expectations.

• Apply safer recruitment practices to build a safe workforce and maintain a robust Single Central Record.

• Evidence strong safeguarding leadership and governance, ensuring accountability, staff training, and ongoing vigilance..

By chairing the Preparing for Inspection of Safeguarding Conference, Phil Jones reinforces NAPCE’s ongoing commitment to supporting high standards, ethical leadership, and safe, inclusive environments for children and young people. The conference promises to be a valuable and reassuring space for professionals seeking both confidence and clarity as they prepare for inspection.

More information and to book: https://www.educationconferencesuk.co.uk/virtual-online-courses/inspection-safeguarding-conference

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The National Awards for Pastoral Care in Education – Sharing Good Practice – Pastoral Development of the Year Award

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

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

For this third instalment of the new series, taken from the 2025 Awards, we’re focussing on the “Pastoral Development of the year” category, which was sponsored by Eileen Donnelly Educational Development Ltd.

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

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

The Winner

The winner in 2025 announced at the Grand Presentation Event in October was:-

Calvin Walker-Hall. All Saints Catholic School, Dagenham

In the nomination Calvin Walker-Hall was described as “an extraordinary educator, coach, and role model whose innovative work in pastoral development through sport has had a transformational impact on the lives of students and the wider community”. A National Judo Champion and Team GB representative, Calvin brings elite-level discipline, empathy, and passion to everything he does, channelling his experience into opportunities that go far beyond the mat.

At the heart of his contribution is the creation of the All Saints Judo Club, which he founded to serve both the school and the wider community. Meeting twice a week, the club is a safe, inclusive space where students of all backgrounds and abilities come together to build strength, resilience, and mutual respect. More than just a sporting club, it is a sanctuary and a community hub, offering structure, mentorship, and a sense of belonging to countless young people.

Understanding the unique pressures faced by Sixth Form students, Calvin also introduced a Judo enrichment programme tailored specifically for them.

These sessions help students manage stress, build physical and mental confidence, and develop discipline and leadership skills essential for life beyond school. His approach seamlessly integrates pastoral care with physical education, helping students grow in self-awareness and character.

Calvin’s commitment to the safety and empowerment of all students is further exemplified by his creation of self-defence classes for girls. These sessions offer much more than physical skills—they build self-belief, assertiveness, and resilience. In an age where many young women feel vulnerable, Calvin has provided them with a toolkit for confidence and safety that extends well beyond the school gates.

Perhaps most remarkable is his pioneering work in Adaptive Judo, designed for students with acute needs. Through this initiative, pupils with Down Syndrome, visual impairments, and hearing loss have not only engaged in Judo—they have excelled. Calvin has enabled them to compete both in the UK and internationally, winning medals and, more importantly, finding new confidence and pride in themselves.

For many of these students, Adaptive Judo has unlocked a zest for life that had previously been stifled by barriers or limited opportunities.Calvin Walker-Hall’s contribution to pastoral development is rooted in action, empathy, and inclusion.

The finalists in this category were:-

ReBOOT at The Netherhall School and Oakes College, Cambridge

ReBooT is a dedicated behavioural support unit, designed to embody and promote the values of inclusion, respect, and personal growth that underpin the school’s ethos. Far more than a removal space, ReBooT uses relational practices and targeted interventions to support students in understanding and improving their behaviour. It works in close alignment with wider pastoral and academic provision, ensuring that students are not only held accountable for their actions but are also given the tools and support to make lasting change.  The need for ReBooT arises from the increasing challenges schools face in managing behaviour in ways that are restorative rather than punitive. Traditional responses like suspensions or exclusions often fail to address the root causes of behavioural issues and can isolate students further.
ReBooT offers a proactive alternative. It allows the school to deal with serious behavioural issues effectively, while avoiding exclusions wherever possible. Through its bespoke educational programmes, the unit works to reduce repeat behaviours by addressing the underlying issues and raising awareness of the consequences.  What makes ReBooT truly unique is its dual focus on accountability and education. ReBooT is not a place where students are simply sent to “cool off”- it is a structured and supportive environment where students reflect, learn, and grow. The specialist and dedicated staff go above and beyond their roles as mentors; they build meaningful relationships with students, deliver tailored educational content around behaviour, and work closely with other staff to reintegrate students successfully into lessons.

The Early Years Personal, Social, and Emotional Development Programme, Partnership for Children

The Early Years Personal, Social, and Emotional Development (PSED) programme is designed to support the foundational development of young children aged 3-5. This 15-week programme offers an innovative approach to pastoral development by fostering emotional intelligence, self-regulation, and social relationships.  At the heart of the programme is the aim to help children identify, recognise, and articulate their emotions. Through carefully selected storybooks and engaging activities, children explore feelings such as happiness, sadness, and anger. These activities not only create a safe space for emotional expression but also equip children with the vocabulary and tools to understand their own emotions—a critical foundation for emotional health and resilience.

The programme places a strong emphasis on emotional self-regulation. Children are guided to understand their feelings and behaviours and are encouraged to respond appropriately in various situations. This skill is essential for managing challenges, resolving conflicts, and building a sense of self-control—all integral aspects of pastoral care. Understanding how to form and sustain relationships is a key component of the programme. Activities are designed to teach children what it means to be a friend, how to collaborate with peers, and how to navigate social interactions. These lessons foster empathy, kindness, and cooperation—cornerstones of a supportive and inclusive environment.

The programme also prioritises fostering resilience and self-confidence in young learners. By celebrating small achievements and encouraging a growth mindset, children develop a positive sense of self-worth. This focus on personal development helps children approach challenges with optimism, an essential quality for both personal and social well-being.

Resources such as weekly guides, activity sheets, and small group cards ensure that practitioners have everything they need to deliver lessons effectively. Additionally, the inclusion of adaptive teaching ideas ensures that even the most vulnerable children are supported. Parents and carers are actively involved through the programme, which provides a range of play-based activities and a parents’ information sheet.

This home-school collaboration strengthens the pastoral network around each child, creating a consistent and nurturing environment. The Early Years PSED programme contributes to pastoral development by addressing the holistic needs of children. It nurtures their emotional and social growth, equips them with essential life skills, and fosters a network of support.

Young Carers Team, Mark Hall Academy, Harlow, Essex

When Young Carers were first surveyed at the school, we had 4 students. Today the yhave over 40 – each with their own needs and dreams.

From Drop-in sessions, to peer mentoring, additional welfare support to dedicated projects, social skills training to special days out… Sarah and Yasamin, in the Young carers team at the school have transformed the lives of so many. Mark Hall Academy were the only school in the UK to be represented at the Young Carers Awareness Day ‘meet the decision makers’ event in March

The students have contributed in the conversation with the Children’s Commissioner and Lisa Nandy’s Youth Strategy. They have been ‘mentioned in dispatches’ twice in Parliament in the past 3 months by the APPG Chair on Young Carers for their work with such vulnerable students.

The nomination is for the hardwork, innovative thinking, extra miles and funds raised by Sarah and Yasamin, and it’s for the Year 11 students that act as role models to younger years. It recognises the Year 8 girl who helps her mum  (with MND) to get dressed before going to school and the boy with his own complex needs ‘finding the flint’ in his own ambitions whilst caring for his brother with life limiting conditions… and the other 38+ students in similar situations in the school and every other school in the land.

When the students visited Westminster they, spoke with passion about the problems they face and the pride in which they now feel when working with Sarah and Yasamin, and the joy they found for a few hours when they could be children again once more. This is only possible due to the 2 lead members of this work, and the army of others that they call upon to help.

The John Wallis Church of England Academy 

The John Wallis Church of England Academy is a Smartphone Free Academy. They do not remove phones from students but provide lockable pouches to ensure they are not distracted from learning by their phones.

They can only unlock the pouch at the end of the learning day using specially mounted magnets posted around the Academy. They are educating students about phone use, and they are responsible themselves for being part of this. This is not just about banning phones, it is about fostering an Academy culture where every child feels included, valued, and free to be themselves.

We have consolidated the data from our management system to show improved attendance, improved behaviour and a reduction in online safeguarding incidents.

If you walk around the halls of the Academy, or the classrooms, including break times and lunchtime – the students are actively engaging with each other: talking, playing, laughing and communicating.

Students are attending more lessons, which directly means more learning! During the lessons, students are less disruptive. Behaviour has significantly improved with the average number of after-school detentions for disrupting lessons being significantly reduced. The students are actively engaged – not just in the lessons but with each other.

The teachers are happier, because they have students who are not distracted. By reducing multitasking, students are focusing on one task at a time and enjoying each activity. Students are making more notes about the subject being taught, which assists in later revision of the subject.

Surprisingly, the Academy found that students prefer having time away from their devices and they could see a positive impact of time away from their phones.

This has also sparked a cultural shift beyond the school gates, with many parents reporting positive changes in their child’s behaviour at home, with reduced screen time and greater family engagement.

This approach ensures that students do not rely on their phones to avoid real-life social interactions and teaches them communication and interaction skills which they will need outside of the school in the future. It is noisier in the Academy now – but you cannot deny that more talking and laughing is better than any electronic noise.

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

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

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

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SAVE THE DATE – Dates for Your Diary in 2026

AWARDS: Flourish Partners with NAPCE to Sponsor 2026 Awards.

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

ABOUT FLOURISH

At Flourish, we’re known for learning but loved for caring. We’re all about delivering practical solutions to real problems, transforming education with attachment-aware, trauma-informed training and eLearning.

Flourish is also sponsoring the Pastoral Member of Staff of the Year category and we would like to thank them for their support.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

References

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Outstanding Contribution to Pastoral Care Award Criteria

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

The Winner

Heather Law – Glenlola Collegiate School

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

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

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

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

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

The finalists in this category were.

The Finalists

Kingsford Community School in Newham, London

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

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

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

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

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

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

Rachel Davenport – The Netherhall School and Oakes College, Cambridge

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

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

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

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

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

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

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

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

Laura Stow The Netherhall School and Oakes College, Cambridge

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

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

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

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

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

Sue White – The Netherhall School and Oakes College, Cambridge

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

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

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

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

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

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

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

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

YGAM

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

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

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

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

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

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

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

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

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

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

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

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NAPCE is Proud to Officially Support Safer Internet Day 2026

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

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

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

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

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

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

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SAVE THE DATE – Dates for Your Diary in 2026

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

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NAPCE Spring Online Conference 2026 – Details Announced

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

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

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

Here are some key details about this FREE event.

Guest Speaker Dr Rohan Jowallah

About the Speaker

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

Purpose of Event

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

Delegate experience   

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

Date

Thursday 16^th April 2026, 7-15pm

Venue

Online

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

Programme

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

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

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

9-00pm Close

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

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ASCL Conference for Pastoral Leaders 2026 – Further Details Confirmed

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

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

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

The conference is sponsored by humantopia and confirmed speakers include.

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

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

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

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

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

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NAPCE NEC Member Dominic Riste is Guest on Safeguarding Refined Podcast

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

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

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

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

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

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

AWARDS: Flourish Partners with NAPCE to Sponsor 2026 Awards.

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

ABOUT FLOURISH

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

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

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

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