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

Find Out More

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

Find Out More

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

Find Out More

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

Find Out More

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

Find Out More
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