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NAPCE News – April 2022

NAPCE News – April 2022

Making a positive difference to young people through pastoral care

FEATURE ARTICLE:  NAPCE Chair Phil Jones reviews DFE’s New Consultation on Behaviour, Suspension and Permanent Exclusion Guidance in Schools

DFE Consultation on Revised Behaviour in Schools’ Guidance and Suspension and Permanent Exclusion Guidance – February 2022 

The recent publication of the Education White Paper and Green Paper on Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) systems provided an insight into the thinking and plans of policy makers in education.

Another recently published document which suggests how policy and practice in schools is likely to develop (that was especially relevant to professionals with an interest in pastoral care or working in pastoral roles) was the consultation document ‘Revised behaviour in schools’ guidance and suspension and permanent exclusions guidance.

This document can be found at GOV.UK. and the consultation is based on two draft policy documents Behaviour in schools Guidance (2022) and Suspension and Permanent Exclusion Guidance (2022).

This is in response to a promise following the publication of the Timpson Review of School Exclusions (2019) that the UK Government was committed to working with sector experts to publish clearer, more consistent guidance.

The aim of this guidance is to support schools to:

·       create positive behaviour cultures
·       ensure suspensions and permanent exclusions are conducted in a lawful, reasonable and procedurally fair way

This promise seems to have been lost or delayed by the Government’s focus on Brexit and then the global pandemic.

NAPCE responded to the consultation which closed on the 31st March 2022.

The proposed changes in the guidance are likely to have a significant impact on policy and practice for managing behaviour in schools and in the daily work of staff in pastoral roles.

There had been speculation before the publication of the Timpson Review that it would restrict the powers of school leaders to implement suspensions and exclusions as a strategy to achieve good behaviour and a positive learning environment for learners.

The Timpson Review made 30 recommendations for changes but did recognise that school leaders use exclusions as a sanction as a ‘last resort’.

It also recommended that schools should be made more responsible for pupils that are excluded and more accountable for the educational outcomes that theses pupils achieve.

There was no guidance provided by the report or by the DFE on how this would be achieved in practice, and this might help to explain why there has been a delay in discussing new policy and practice.

The Timpson Revew suggested that more funding should be provided for alternative provision as an alternative to exclusion.

It raised concerns that pupils who were given repeated fixed term exclusions were missing out on education and that their experience was like a ‘revolving door’.

The Report asked for further consultation on reducing the 45-day limit for fixed term exclusions in an academic year and raised concerns about what was described as the rare practice of ‘off rolling’ to solve school behaviour issues.

There were also calls for the DFE to strengthen guidance about in-school units for managing behaviour, so they were always used constructively.

The Timpson Review called for more training on behaviour management so that schools could embed and maintain positive behaviour cultures.

The introduction to the consultation document demonstrates a focus on ensuring that schools make good behaviour a priority.

“Good behaviour in schools is essential to ensure that all pupils can benefit from the opportunities provided by education”.

“Schools should be calm, orderly and safe environments that support their pupils to succeed”.

This suggests that schools will come under increased scrutiny for their policies and practice to provide a positive learning environment and be accountable for how they manage behaviour.

It is also clear from the introduction to the consultation document that school leaders will be under increased scrutiny for how they use suspension and exclusions as strategies as part of the behaviour policy.

“It is important that headteachers have the knowledge and confidence to suspend or exclude pupils where it is warranted”.

“It is equally important that the obligations on schools are clear and well understood to ensure that any suspension or permanent exclusion is lawful, reasonable and fair”.

This could leave school leaders and staff in pastoral roles in the position where they are criticised if suspension or exclusion is not used as a sanction but also aware that they must carefully justify any decision and ensure that all appropriate procedures are followed.

The different sections of the consultation document provide clues about what is likely to be important for policy makers and what is seen as being good practice in behaviour management in schools.

The role of governing bodies in reviewing and monitoring suspensions and exclusions is highlighted.

There is a promise of increased guidance for governing bodies on how to analyse data on behaviour, suspensions and exclusions to be able to identify any variations in practice.

There is an increased expectation that headteachers will involve other professionals such as social workers in the exclusion decision making process.

A call for further consultation on remote meetings for exclusions suggest that theses are seen as being an option and part of the practice in schools after the pandemic.

There is a discussion about managed moves that suggests a more structured approach to their use as part of behaviour management.

Schools are encouraged to have a clear vision of what expected behaviour looks like and how they will create a whole school environment in which pupils are more likely to behave well.

It is emphasised that the school behaviour policy should be clearly communicated to ensure that the role and responsibilities for staff, pupils and parents is clear, to maintain good behaviour standards.

There is a focus on SEN and SEND pupils that statistics show are at more risk of suspension or exclusion.

Schools are encouraged to provide more support for vulnerable groups of pupils to meet behavioural standards and reminded about their responsibilities and duties under the Children and families Act 2014 and the Equality Act 2010.

The use of rewards and positive recognition is encouraged to reinforce expectations and routines of the school behaviour culture.

This has implications for staff in pastoral roles and suggests that pastoral leaders will need to plan a proactive approach to meeting the needs of different groups of learners and plan actions that develop and sustain a positive culture for learning and behaviour.

The document calls on schools to respond, “robustly to incidents of misbehaviour”, to deter further incidents and restore order and protect pupils from further disruption to their learning.

Sanctions should be applied in a fair and consistent manner and special consideration should be given when sanctions are implemented for SEND pupils.

The document discusses the use of removal rooms and how they should be used and highlights that there is a difference between a removal room and a separation space.

This includes comments that special consideration should be given to the removal of SEND or vulnerable pupils.

A small section signals how schools should support pupils following behavioural incidents and the pastoral support that may be required.

There is an emphasis on the importance of early intervention strategies to prevent misbehaviour, to reduce suspension and exclusion numbers and help pupils to develop appropriate skills and attitudes.

This will have implications for staff in pastoral roles for the use of their time and for the priorities for their daily work with pupils.

There is a discussion about how schools should respond to incidents of sexual violence and harassment to prevent it “leading to a culture of unacceptable and an unsafe environment for children in line with current safeguarding guidance”.

It is recognised that guidance on how to respond to online incidents and other incidents that take place away from the school site would be useful.

It recognises the headteacher’s autonomy in setting a policy on mobile phones but outlines that any policy should consider the needs for phones to be used in some circumstances such as medical grounds or to enable “children with SEND to access the curriculum”.

Staff in pastoral roles are very skilled and have considerable experience in managing behaviour in schools.

They have access to guidance in a wide range of books and publications based on research and experience that is shared.

The comments in the consultation document explore areas that pastoral staff are aware of and have daily experience of them in their schools.

What is interesting is that the issues that are examined indicate what the priorities are for policy makers and what needs to be considered by pastoral leaders in reviewing their behaviour policies and practice.

The DFE is currently analysing the feedback to the consultation and will publish the outcomes soon.

NAPCE will continue to contribute to discussions about policy and practice in pastoral care in education and welcomes any views or comments from Members.

Phil Jones
National Chair
April 2022

SEND review: right support, right place, right time – GOV.UK (

Opportunity for all: strong schools with great teachers for your child – GOV.UK (
Revised behaviour in schools guidance and suspension and permanent exclusions guidance – GOV.UK (

REPORT: NAPCE NEC Meets in Person for First Time Since Pandemic Started

After nearly three years following restrictions caused by the global pandemic, it was great for NAPCE members to meet up in person again for the March meetings.

The National Executive meeting took place in the morning followed by the Annual General Meeting at lunchtime and the Editorial Board Meeting in the afternoon.

The venue was Worcestershire County Cricket Ground in Worcester which will be the venue for the conferences, events, and meetings to celebrate the 40th anniversary of NAPCE in October.

The meetings took place in the View Conference Centre. This is on the third floor and has excellent views of the cricket ground and cathedral from the balcony and views of the River Severn and the City from the rear.

Unfortunately, COVID still made an impact, and it was only possible for some people to attend by video link on the large screen in the conference room.

This meant that the people attending in person had to make an extra effort to enjoy the excellent refreshments!

There were discussions at the meetings about plans for the free online conference in June, the ‘in person’ conference in October, the National Awards for Pastoral Care in Education 2022 and the presentation event and the Anniversary Dinner which takes place over the anniversary celebration weekend in October.

There were positive reports about the Association’s academic journal, ‘Pastoral Care in Education’ with its reputation around the world for raising awareness about research and practice in pastoral care in education continuing to grow.

News about the plans for a special edition of the Journal to celebrate the 40th anniversary were shared and updates were given on the progress made.

The engagement with NAPCE through social media continues to grow and it was good to hear that even during the pandemic more people are engaging with NAPCE and taking an interest in its work to raise awareness about pastoral care in education.

The Association has a sound financial position and is well supported by the administrative team.

Mel O’ Grady has now stepped down form her role providing administrative support for NAPCE, and special thanks were given for her work for several years supporting the Association.

Members were informed about the work of NAPCE in the previous year and plans for the year ahead at the Annual General Meeting.

Reports were presented from the Chair, Secretary, Treasurer and Editor of the Journal.

The reports gave members a positive picture of the Association’s work and made them aware of the exciting plans for events and activities in the future.

Our Journal editor, Professor Stan Tucker, is currently recovering from surgery and Dr Noel Purdy is acting as editor.

Everybody wished Stan a speedy recovery and sent best wishes.

An amendment to the constitution was agreed at the AGM to clarify that anybody contributing to decision making as a member of the National Executive or editorial board or any other sub committee that may be formed in the future must be a member of NAPCE.

This means that decisions for members are made by members and ensures that decision makers are covered by the Association’s insurance and are compliant with the governance expectations of the Charities Commission.

The next meetings of the National Executive and Editorial Board will take place in Worcester as part of the anniversary weekend.

There are plans for the March 2023 meetings to take place in central London.

ARTICLE: Creating Sense of Self to Find Young Carers by Dr Dee Gray

While young carer figures are often accompanied by the caveat that they are ‘underestimated’, we have rough numbers of approximately 30,000 carers under the age of 25 in Wales, 29,000 in Scotland, 6,500 in Northern Ireland, and 800,000 in England.

The reasons why these figures are ‘underestimated’ and are therefore inaccurate vary.

Most obviously there inaccuracy is due to the timing of studies (the last published census was in 2011, the next is due summer 2022), to the shifting negative influences that affect the health of the population and thereby increasing the need for young carers (Covid being a prime example), and surprisingly perhaps the fact that some young carers do not want to be found.

Why young carers might not want to be found often relates to the stigma attached to caring roles, especially when those being cared for have mental health or drug and alcohol problems (The Children’s Society, 2013).

When we look at the experiential learning of young carers it is a mixed bag of positives and negatives.

On the plus side, young carers have unique experiences that develop their leadership and interpersonal skills, they learn how to budget, how to provide often complex health and social care, and are a dab hand at showing compassion to others. Their value to society is huge.

On the negative side however, young carers are often bullied at school, and are isolated from the usual social activities that contribute towards a sense of self and belonging.

When young carers ‘slip through the pastoral net’, their mental health is impacted, often their academic potential is unfulfilled, so the likelihood of reduced employment opportunities becomes all too real.

Awareness of the pastoral needs of young carers is growing and many schools are actively involved in identifying, and making a real and positive difference to the young carers within the school setting.

There is always more to do however, which can be a challenge when resources are tight.

A few years ago I was invited to adapt a wellbeing programme (originally designed for and being delivered to frontline staff in stressful occupations), for delivery to young carers and school staff in Wales.

The programme ran over a few months and, although the numbers involved were small, as a case study it demonstrated how the value of young carers in the school could be improved, and with that the identification of young carers.

From this grew the establishment of the Young Carers Academy, a not for profit organisation based in Wales.

The Young Carers Academy runs along a central wellbeing theme, so everything we do spins out from it and then spins back into it.

We co-produce everything with young carers, even our website and branding comes from them. \

All of this takes time, but it contributes to a young carer sense of identity and of creating their own space, something they want to belong to, not something we tell them, however well meaning, is a good idea.

There are a fair few reasons why co-production supports this, but the real insight into why we do things this way relates back to ‘not wanting to be found’.

The simple truth is like many young people, young carers are often reluctant to stand out, because they want to fit in.

By exposing their home conditions and unmet needs to others in the school, we risk creating the psychologically unsafe spaces we are trying to address.

The wellbeing methodology we use at the Young Carers Academy is about creating and finding a way to being a ‘best self’ (Gray. D., Jones. K. 2018).

The methodology is the same tried and tested approach I undertook with frontline staff, and it works with young carers because they too are often on the frontline Gray. D. (2017).

The approach adapted for them is simple, and requires in essence for them to recall times of happiness, and then to add to these memories through a range of new co-produced experiences.

Being part of the co-creation of the Young Carers Academy is one of those potentially life changing experiences.

It is early days but it is hoped that the general idea to develop their salutogenic way of experiencing the world, will stand them in good stead for what life throws at them in the future.

If you would like to find out more about our work at the Young Carers Academy, please contact me at

Dr Dee Gray
Young Carers Academy

  1. Hounsell. D. (2013) Hidden from View: the experiences of young carers in England. The Children’s Society.

3. Gray. D., Jones. K. (2018) “The resilience and wellbeing of public sector leaders”, International Journal of Public Leadership, Vol. 14 Issue: 3, pp.138-154,
4. Gray. D. (2017) The Resilience and Wellbeing of Carers – Developing the Third Workforce. Forum Conference Proceedings International Forum on Quality and Safety in Healthcare: Building Capability and Leadership. Kuala Lumpur, 24-26 August 2017, Kuala Lumpur


CONFERENCE: FREE Tickets Available Now for NAPCE Online Spring Conference 2022

Online Spring Conference 2022

‘How can effective pastoral care support learners and prepare them for their future roles in society’?

FREE Online Conference over three days 

Tickets are going fast for the free online conference being organised by NAPCE in June 2022.

With a brilliant line up of expert speakers and a great Question Time panel this is the conference for everybody who is interested in pastoral care in education and the difference it can make to a young person’s learning experience and life chances.

Last year’s conference sold out a month before the event, so go to Eventbrite today to register for your tickets.

Wednesday 15 June
2-00pm Welcome to the Conference – Phil Jones, Chair of NAPCE
2-10pm Presentation 1– The School Response to Online Sexual Harassment and Abuse., Professor Kaitlyn Mendes, University of western Ontario Canada.
2-40pm Questions
2-45pm Presentation 2 – Developing Effective Supervision for Safeguarding, Carl Elder, Educational Consultant
3-15pm Questions
3-20pm Presentation 3 – The Rock and Roll Years for Education and the Lessons for Pastoral Care, LesWalton, CBE, Educationalist and Author
3-50pm Questions
3-55pm Close – Phil Jones Chair of NAPCE

Thursday 16th June

7-00pm to 8-00pm NAPCE QUESTION TIME – How can pastoral care and support in schools enable young people to achieve their full potential? 
Chaired by Phil Jones – Chair of NAPCE
Invited onto panel,
Dr Noel Purdy– Deputy Editor of Pastoral Care in Education.
Maria O’Neill – Author ‘Proactive Pastoral Care
Dr Mark Diacoupolos, Assistant Professor, Department of Teaching and Leadership, Pittsburg State University. USA
Charlie Walker, Student member of NAPCE National Executive.
Luke Ramsden, Senior Deputy Head, St Benedict’s School, Ealing, London.
Dr Helen O’Connor, St Swithins’ School Psychologist.

Friday 17th June 
10-00am Welcome – Phil Jones Chair of NAPCE
10-10am Presentation 4 – Using data to Create a Proactive Pastoral Strategy, Luke Ramsden, Senior Deputy Head, St Benedict’s School, Ealing, London
10-40am Questions
10-45am Presentation 5 – Lessons from Pastoral Care in a Special School, Nadine Huseyin, Family Support, Pastoral and Safeguarding lead, the Grove School Tottenham
11-15am Questions
11-20am Presentation 6 – Wellbeing – Early Intervention Made Easy, Alex Kyriacou, Director, UOK Wellbeing
11-50am Questions
11-55am Close – Phil Jones Chair of NAPCE

Follow the link to book your FREE tickets

The links for each event in the Conference will be sent to people who have registered for tickets in June. 

CELEBRATION DINNER: Join us to Celebrate NAPCE’s 40th Anniversary

You are invited to the Anniversary dinner to celebrate the 40 years since NAPCE was formed.

It will be an opportunity to meet with other people who have contributed to the history of NAPCE and to celebrate the difference it has made for raising awareness about pastoral care in education and the difference it makes to the learning experience for children and young people and supports their personal development to prepare them for their future lives in society.

This event will take place at the Worcestershire Cricket Ground, overlooking the Severn River and cathedral in Worcester.

It takes place on Saturday 8th October as part of a weekend of events to celebrate the anniversary which include a two-day conference and the presentation for the National Awards for Pastoral Care in Education 2022.

The event is open to members and non-members.

Availability is limited and you are advised to reserve your ticket early to avoid disappointment.

Tickets can be reserved by visiting

The programme for the evening is,

7-00pm Guests Arrive – Prosecco Welcome Reception.
7-30pm Three Course Anniversary Dinner.

Dinner menu

  1. Starter                       
  2. Cream of Leek, Potato and Watercress Soup, Croutons (V) (GF)
  3. Main course             
  4. Roasted Chicken Supreme, Gratin Potato, and Red Wine Gravy (GF
  5. Dessert
  6. White Chocolate and Raspberry Cheesecake (V)

Vegetarian/Vegan Gluten Free option 

  1. Starter
  2. Leek, Sweet Potato and Spinach Soup (GF)
  3. Main course
  4. Butternut Squash, Sweet Potato and Roasted Red Peppers, Parsley and Dill Sauce with Tender Stem Broccoli (GF)
  5. Dessert
  6. White Chocolate and Raspberry Cheesecake (V)

Please advise in advance of the evening if you would prefer the vegetarian option or if you have any additional dietary requirements.

8-30pm After Dinner Speaker – Les Walton CBE

Les as he explains in his recently published book ’Education the Rock and Roll Years. A Northern Perspective on A lifetime of learning Teaching and Leading’, was one of the leading educationalists involved in the forming of NAPCE in 1982.

As the title of the book suggests, Les has a wide experience of education in recent history that he will share with guests at the dinner.

9-30 pm Pay bar available until 11-00 pm to meet old friends and make new friends. Please note this is a cashless venue.

The cost of the Anniversary Dinner is £35.00 for full members of NAPCE, £40.00 for Associate members and £45.00 for non- members.

Please dress to impress.

Please note that tickets will not be refunded unless the event is cancelled by the Association for reasons beyond its control when a full refund will be made.

There are direct train services from London to Worcester Foregate Station which is a ten-minute walk or short taxi ride from the venue.

Cross country trains call at the new Worcestershire Parkway, which has connections to Foregate Street. There is parking available at the venue and at public car parks nearby.

The venue has a Premier Inn Hotel on the site and there is a good choice of other options for accommodation in the city of Worcester.

Please book your tickets early to ensure that you do not miss this important event in NAPCE’s history to celebrate the contribution it has made to education in the last 40 years.

If you have any questions about the event, please contact NAPCE administration at


40th ANNIVERSARY: Weekend Conference Details Released to Mark Four Decades of NAPCE

We are very proud to reveal details of the weekend conference to mark NAPCE’s 40th Anniversary in October.

Further details are being added in the coming weeks.

Dates for the Diary

The 40th Anniversary Conference and Events Weekend – October 2022

Worcestershire County Cricket Club
County Ground
New Road

Friday 7th October

Conference Day One

‘Is There a Need for a New Direction for Pastoral Care in Education’? –  Research and Policy making.

Confirmed Speakers

Dr Noel Purdy – Director of Research and Scholarship at Stranmillis University College, Belfast, and Deputy Editor of ‘Pastoral Care in Education’
Maria O Neil – Educationalist and author of ‘Proactive Pastoral Care’
Professor Helen Cowie – University of Surrey

Invited and waiting for confirmation 

The Rt Hon Nadim Zahawi, Secretary of State for Education
Full programme and other speakers to be confirmed

Saturday 8th October 

Conference Day Two

‘Is There a Need for a New Direction for Pastoral Care in Education’? –  Good Practice.
Daniel Sobel – Educationalist, author and founder and CEO of Inclusion Expert
Ron Skelton – Headteacher and CEO of Broadway School, Perry Barr, Birmingham
Dr Helen O Connor – Psychologist at St Swithun’s School in Winchester
Invited and to be confirmed
Mrs Heather Hansbury, President, Girls School Association

Workshops include:

Jill Robson – NAPCE National Secretary – Effective PSHE

Full programme and other speakers to be confirmed


Reduced price tickets will be available for NAPCE members, and a reduced-price ticket will be available for both days of the conference.

Other Events planned for the Anniversary weekend in Worcester include 

Friday 7th October 7-00pm
Presentation Event for the National Awards for Pastoral Care in Education 

AWARDS: Entry for the NAPCE Awards 2022 Closes on May 30th

There is just over one month left to enter the National Awards for Pastoral Care in Education 2022 organised by NAPCE.

The third annual NAPCE awards takes place in our 40th anniversary year for the Association and we are inviting everybody with a pastoral role or an interest in how pastoral care in education can support children and young people to achieve their full potential.

The closing date for nominations is 30th May 2022 and the judges will then have the difficult task of deciding who the finalists and winners will be in each category.

We are looking for the people, teams and organisations that make a real difference in the learning experience of children and young people and want to recognise their achievements and celebrate their good practice.

The categories for the awards this year are:-

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

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

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

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

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

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

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
Raising Awareness about Pastoral Care
An individual, group or organisation who through their actions have raised awareness about pastoral care or pastoral issues and encouraged positive improvements for the benefit of young people.

The maximum number of words to support a nomination is being increased from 100 words to 300 words this year so there will be every opportunity to describe the good practice and the impact it is making.

Nominations can be made for excellent contributions to research, for raising awareness and for good practice in pastoral care in education from the 2021 -2022 academic year. The sponsors and panel of judges will be announced shortly.

A grand live presentation event is planned for the anniversary year in the autumn to announce the winners.

All finalists will receive a certificate form NAPCE to recognise their achievements and winners will receive a plaque and a £100.00 cash prize.

Make sure your good practice is recognised by making a nomination today.
To make a nomination for the 2022 National Awards for Pastoral Care in Education organised by NAPCE go to

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