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.