LEAD ARTICLE: “Is the renewed focus on how schools foster a sense belonging a reaction to turbulent times?” NAPCE’s Dominic Riste addresses this key question

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“Every traveller has a home of his own, and he learns to appreciate it the more from his wandering.”: Is the renewed focus on how schools foster a sense belonging a reaction to turbulent times? By NAPCE NEC Member Dominic Riste

Whilst certainly not a new concept, the importance of fostering a sense of belonging within school communities is prominent in current evaluations of a school’s pastoral care. Is this a reaction to the conflicted landscape of modern society?

Could it be indicative of a particularly divisive and fractious context in which schools are educating their pupils? Could creating a coherent sense of belonging preserve and protect young people, ensuring that personal and academic development continues regardless?

In general terms, a sense of belonging is marked by the feelings of being accepted, connected and valued. This makes belonging both a fundamentally subjective concept, yet also an objective need, without which the opportunities for motivation, happiness and success are impaired.

In the business world, belonging is an established method of securing outcomes, a deliberate and theorised strategy for increasing the productivity of a workforce. There is an abundance of literature and content framing creating a culture of belonging as a tool for efficiency, an instrument of workforce management and a mechanism for performance.

In education, the idea of belonging has long been embedded in the fabric of the school day. From uniform to assemblies, from the language of community to the feelings of pride and investment used by staff, students and parents, the vehicles through which a sense of belonging is delivered are vast, woven into the routines and traditions that intricately stitch together the identity of a school and its pupils.

However, semantically, the term belonging appears to have experienced a resurgence in the education arena. Bridget Phillipson’s speech at the Confederation of School Trusts (CST) Conference in 2024 suggests that a culture of belonging could represent a solution to the difficulties posed by nationally low attendance, as well as a pathway to academic success.

This is echoed in the same year by the Education Endowment Foundation ‘Supporting School Attendance’ resource that again highlights pupils’ feeling that they belong in the school as key strategies in tackling low school attendance.

Furthermore, the renewed inspection framework outlined by Ofsted includes the impression that pupils feel that they belong within the school community as an aspect of the inclusion, attendance and behaviour, leadership and governance, and personal development and wellbeing sections of the judgement.

Might the persistence of this idea be a response to not only the conflict inherent in the political and social context, but also the trend of Multi-Academy Trusts (MATs), which, as an exercise of centralisation and loss of control by schools themselves, transfers the authority to trusts that can be far removed from the communities they serve?

Fittingly, three essential ingredients for a culture of belonging directly oppose the injustice, individualism, and dictatorial power that are pertinent to many of the social and political issues that are challenges in our society today.

Firstly, the belief and reality that high expectations for learning, behaviour, application, presentation and opportunity are genuinely for all. Whether applying to staff or students, the underlying moral significance of this is one of fairness and justice. Unlike systems that benefit and protect a chosen minority, the consistency of high expectations epitomises equality.

Secondly, the use of a shared language that unites the multifaceted practices of the school with a purpose. Regardless of the linguistic choices, the movement from the personal and individual ‘I’ to the ‘we’ of collective and inclusive intent is one that secures shared responsibility at the heart of a community. Here, the tendency towards selfishness and self-preservation is nullified, highlighting the profound impact of both the choices and actions of the individual on the whole.

Thirdly, the consistent communication of the why, the reason and rationale behind change, decisions, initiatives and policy, is inherently respectful. By explaining the reasons behind the multitude of actions, consequences and routines of the system, the system becomes understood and therefore owned by many. In principle and delivery, this contrasts the feeling of disconnection generated by a dictatorial leadership where the security and stability of the community is threatened by the chaos of an individual’s will.

It may be coincidental that the injustices resisted and opposed across all three of these practices feel particularly relevant to our world, our society and our context, however while that is unlikely it also draws attention to the importance of underpinning the educational and personal growth of pupils with a sense of belonging.

Quotation: Charles Dickens

Dominic Riste
NEC Member, NAPCE

EVENT: NAPCE Belfast Symposium – TICKETS AVAILABLE NOW

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Building Respect and Wellbeing through Understanding – NAPCE Belfast Symposium 2026

The National Association for Pastoral Care in Education (NAPCE), in partnership with Stranmillis University College, is delighted to invite educators and pastoral leaders to attend the 2026 Belfast Symposium, taking place on Tuesday 23 June 2026 from 9:30am to 12:45pm at Stranmillis University College, Belfast.

This important event will bring together teachers, school leaders, pastoral practitioners and education professionals to explore how schools can strengthen wellbeing, belonging and respect through meaningful relationships and inclusive practice.

The symposium theme, Building Respect and Wellbeing through Understanding, reflects the growing recognition that positive relationships are central to both learning and emotional wellbeing in schools. Delegates will have the opportunity to engage with current thinking, hear examples of outstanding pastoral practice, and share ideas with colleagues from across the education sector.

We are especially pleased that Dr Anne Emerson will deliver the keynote address. Dr Emerson will explore how school staff can foster relationships that help pupils of all ages develop a strong sense of belonging, autonomy and emotional security within their school communities. Her presentation promises to offer both practical insight and thoughtful reflection for all those involved in supporting children and young people.

The symposium will also showcase examples of excellence from finalists and winners of the National Awards for Pastoral Care in Education 2025. These presentations will provide delegates with valuable opportunities to hear directly from schools that are making a significant impact through innovative and compassionate pastoral practice.

Among the featured contributors will be St John the Baptist’s College, recipients of the Pastoral School of the Year Award in 2025.

Representatives from the college will share their experiences and approaches to achieving excellence in pastoral care and creating a supportive school culture where pupils can flourish.

The morning will conclude with an interactive discussion session, enabling delegates to engage directly with speakers and presenters, exchange ideas, and reflect on how effective pastoral care can continue to evolve in schools today.

Tea, coffee and scones will be provided, offering further opportunities for networking and professional conversation in a welcoming atmosphere.

Tickets for the symposium can now be booked online via Eventbrite:
Book Belfast Symposium Tickets Here

NAPCE looks forward to welcoming delegates to Belfast for what promises to be an inspiring and thought-provoking symposium dedicated to promoting respect, wellbeing and outstanding pastoral care in education.

ARTICLE: “NAPCE’s Phil Jones to Chair Middle Leadership Online Conference this June”

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Phil Jones to Chair National Online Leadership Conference This June

Phil Jones, Chair of the National Association for Pastoral Care in Education (NAPCE), will chair a major online conference this summer focused on strengthening middle leadership in schools. Organised by Education Conferences UK, the Middle Leadership Conference will take place online on 25th June, bringing together Heads of Department, Phase Leaders and aspiring senior leaders from across the education sector.

Middle leaders play a crucial role in school improvement, acting as the bridge between senior leadership strategy and everyday classroom practice. With increasing expectations around curriculum development, accountability and staff support, effective middle leadership has never been more important.

The one-day conference has been designed to help delegates strengthen their leadership practice and develop greater confidence in their strategic role. Throughout the day, speakers will explore the essential components of successful middle leadership, including building positive and accountable team cultures, leading professional conversations with impact and using data thoughtfully to drive improvement.

The programme will also examine current national developments, including the implications of the Curriculum Review, supporting leaders to evaluate curriculum provision for coherence, ambition, sequencing and impact. Sessions will focus on practical approaches to refining curriculum delivery, strengthening teaching quality and implementing sustainable improvement without increasing unnecessary workload.

By attending, delegates will gain practical insight into how to:

• Translate whole-school priorities into meaningful departmental or phase-level action.
• Build and sustain high-performing teams based on trust, accountability and shared professional standards.
• Evaluate and refine curriculum provision effectively.
• Use data intelligently to identify priorities and monitor impact.
• Lead professional conversations that balance support with challenge.
• Manage competing priorities while sustaining resilience and leadership effectiveness.
• Develop clear, actionable next steps to improve culture, curriculum and outcomes within their areas of responsibility.

As chair of the conference, Phil Jones will guide discussions around the evolving demands placed on middle leaders and the opportunities they have to shape school culture and educational outcomes.

The event promises valuable opportunities for reflection, discussion and the sharing of practical strategies, with delegates leaving better equipped to lead improvement within their teams and across the wider school community.

Further information, including the full programme and ticket booking details, is available here:

Middle Leadership Conference – information and booking brochure

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The National Awards for Pastoral Care in Education – Sharing Good Practice – Pastoral School 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 seventh instalment of the latest series, taken from the 2025 Awards, we’re focussing on the “Pastoral School of the Year” category, which was sponsored by Global Equality Collective.

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.
Pastoral School of the Year Award Criteria

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

The Winner

St. John the Baptist’s College, Portadown, Co Armagh

At St. John the Baptist’s College, pastoral care is not just a policy—it’s the heartbeat of our school. Situated in one of Northern Ireland’s most deprived areas, They serve a resilient and richly diverse community. Nearly half of the students have English as an Additional Language, including asylum seekers and refugees. A significant number face poverty, trauma, or complex emotional needs—26% have special educational needs, twelve are in care, and some have experienced up to ten Adverse Childhood Experiences (ACEs). For many, school is the only place where they feel safe, seen, and supported. Our commitment to nurturing the whole child is embedded in every aspect of school life. Relationships are at the core of everything we do. The school takes time to understand each student’s story, building trust and a sense of belonging. Their restorative approach to behaviour empowers students to reflect, grow, and develop healthier relationships. Every interaction is rooted in care, compassion, and emotional awareness. Central to this ethos is The ‘Nurtury’, the dedicated nurture centre. It provides a sanctuary for students needing emotional regulation, connection, and tailored support. Through small group work, mentoring, and therapeutic interventions, pupils build resilience, confidence, and social skills.
The behaviour policy recognises that every action has an emotional root, and transition support ensures no child is left behind. Pastoral care is a whole-school responsibility. Every staff member—whether teacher, classroom assistant, or dinner supervisor—plays a vital role. Staff are trained in safeguarding, mental health awareness, and trauma-informed practice, allowing the school to respond quickly when a child is struggling. From a quiet check-in at lunchtime to a word of encouragement in the corridor, no child goes unnoticed. The school also looks after the staff, knowing that they can only care for others when they feel cared for themselves. With trained Mental Health First Aiders, regular wellbeing check-ins, and a culture of support, they ensure that the staff feel valued and empowered. The school is transforming lives—one child, one relationship, and one act of kindness at a time.

The finalists in this category in 2025 were.

Knowles Primary School, Bletchley, Milton Keynes

Knowles Primary is an exceptional school providing the very best holistic education for amazing children in the heart of a very special, diverse and well-established community. They overcome significant social and economic barriers to achieve consistently excellent outcomes.  They are committed to promoting the highest standards of children’s wellbeing and personal development, ensuring that all children feel happy, safe, confident and ready to excel academically.   The school provides daily Kaleidoscope colour therapy sessions to start each day, which support the children to practice mindfulness and express themselves through colour. This calm start to each morning is complimented by a free breakfast for every child.
Good mental health and wellbeing is a priority, and children benefit from access to a range of incredible therapies and interventions led by our very own, highly trained, staff including: Forest Schools, Kaleidoscope, Lego Therapy, ARTiculate art therapy, play therapy and the ability to interact with our 5 beautiful therapy dogs.   Knowles has a universal offer of ‘Five ways to positive wellbeing’ and adopts ‘How are you feeling today?’ giving every child a toolbox of activities and resources to look after their physical and emotional health.  Through the unique “Enrichment” offer, each child gets the opportunity to learn and develop a new skill  beyond the curriculum such as:  Bikeability, machine sewing, musical theatre, roller disco, pottery, Junior Duke Award, volunteering. The Family Support Team supports families to overcome barriers, provide early help to families

Loreto Grammar School, Omagh

In Loreto pastoral care for both staff and students, is at the forefront of every decision we make. As exemplified in the school  vision (‘Making Young Dreams Possible’) and our mission (‘Striving for Excellence the Loreto Way’), they are rooted in the simple but profound belief that they are here to support and nurture all students to achieve their personal best. They are proud to are an inclusive school. The Learning Support Centre represents supports the academic and pastoral provision, as does the list of over 28 interventions they have in their arsenal to ensure every child is ‘happy, learning and succeeding’. This year they completed ‘Suaimhneas’, an outside Learning Space. This, in conjunction with their sensory rooms provides space for students to regulate and recharge.
The school encourages a culture where mistakes are viewed as learning opportunities, where everyone is seen, heard and celebrated. They foster resilience through empowerment-and students have a ‘can do’ and ‘will do’ attitude and are afforded a vast range of opportunities to live out this maxim.
One keyway they empower is through the  Student Leadership Team, 22 subgroups of 90 students. These students use their gifts and talents to serve others through taking health and wellbeing workshops, revision masterclasses, film-making workshops, talent shows, lunchtime groups, peer support, awareness raising and sharing their own story to embolden others. Loreto comprises of ordinary people doing an extraordinary job, intrinsically driven to make ‘young dreams possible,’ ensuring nothing supersedes meeting the needs of every student in their care.

St Oliver Plunkett Primary School, Strathfoyle

The school’s mission statement, ‘Together Everyone Achieves More or TEAM, puts the whole school community at the centre of its work.  The school’s ethos is firmly rooted in the belief that strong pastoral support is essential for academic, emotional, social, physical and spiritual growth, and it has built a culture where every student feels listened to, valued, and supported.  At the heart of the School is a dedicated staff team and every member of staff shares a collective responsibility for nurturing the whole child, creating an inclusive and supportive environment where all students feel safe, valued, and empowered to thrive.  A key strength of the school’s provision is its use of tailored interventions that support emotional and mental health. Play therapy and Nurture groups are just some examples of the school’s innovative and pupil-centred approach.
The school’s inclusive ethos is another standout feature of its pastoral care. The school, works hard to create a culture where diversity is embraced, and all students feel a sense of belonging. One parent explained, “My child has additional learning needs, and the school has built a community that promotes inclusion, and my child is valued by all.”

Beechfield School, Watford

The school’s pastoral care is a central pillar of the ethos, providing an exceptional and inclusive level of support that empowers every pupil to thrive both emotionally and academically. The school has been reaccredited with the National Nurturing Schools Award in May 2024, which recognises the whole-school commitment to nurturing principles and inclusive practice. The foundation of the pastoral provision is a team of committed, experienced, and empathetic staff. The schools offer ‘Drawing and Talking Therapy’, led by trained staff, which provides children with a safe, creative outlet for emotional expression and processing. In addition, they are proud to provide LEGO Therapy, which helps pupils with communication and social interaction in a structured, engaging format. A much-loved part of the provision is our school therapy dog, who helps to build pupils’ confidence and self-esteem through nurturing, non-judgemental interactions. This has proven especially effective for pupils with anxiety, additional needs, and those struggling to engage in a traditional school environment.
Our Pastoral Team has active links with external agencies, including Chessbrook, the Acorn Centre, Children’s Services, the School Nursing Team, and a dedicated member of the Mental Health Support Team (MHST). These partnerships ensure timely referrals, consistent external input, and joined-up support for families and pupils. The pastoral team monitors pupils’ emotional development using the Boxall Profile, enabling them to identify needs early and plan appropriate, tailored responses. The pastoral team takes a proactive role in promoting attendance and pupil engagement, including sometimes walking pupils to school, making home visits, and maintaining regular contact with families. These relational approaches help build trust and reduce barriers to education. Recognising that wellbeing extends beyond the school gates, the pastoral team support families facing a range of challenges. This includes assistance with housing, food security, and emotional wellbeing. The impact of the pastoral provision is evident in the resilience, confidence, and positive engagement of the pupils. The  are proud to be a school where wellbeing and learning go hand in hand — where every child matters and every family is supported.

The judging for the 2026 awards is now taking place, and the finalists will be announced in June. The grand presentation event takes place on Friday 9^th October on the same day as the 2026 NAPCE Annual Conference in Worcester. 

AWARDS: Record Number of Entries Received for the National Awards for Pastoral Care in Education 2026

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Record Number of Entries Received for the National Awards for Pastoral Care in Education 2026

The National Awards for Pastoral Care in Education 2026, proudly sponsored by Flourish, have received a record-breaking number of entries, highlighting the growing recognition of outstanding pastoral care and wellbeing support across the education sector.

This year’s awards have seen schools, colleges and education professionals from across the country and beyond submit an unprecedented number of nominations, showcasing innovative practice, dedication and commitment to supporting the wellbeing and development of children and young people.

The record level of interest reflects the increasing importance placed on pastoral care within education and the remarkable work taking place every day to create safe, supportive and inclusive learning environments.

Organisers have expressed their gratitude to everyone who took the time to submit entries, recognising the effort involved in sharing examples of impactful practice and celebrating achievements within educational communities.

Phil Jones, National Chair of NAPCE, said:

“We would like to say a huge thank you to everyone who entered the National Awards for Pastoral Care in Education 2026. The response this year has been extraordinary, with a record number of submissions received. It is inspiring to see so much exceptional work taking place across the sector and such a strong commitment to pastoral care, wellbeing and supporting children and young people to thrive. The standard of entries appears to be incredibly high, and we are grateful to everyone who took the time to share their work and achievements.”

With entries now closed, attention turns to the next stage of the process. The judging process will begin shortly, with panels reviewing submissions across the award categories to identify those demonstrating excellence, innovation and impact in pastoral care.

Given the unprecedented number of entries, judges face the challenging task of selecting finalists from what promises to be one of the strongest fields in the awards’ history.

The National Awards for Pastoral Care in Education continue to celebrate individuals, teams and organisations making a meaningful difference to the lives of children and young people. This year’s record participation underlines both the value of the awards and the vital role pastoral care plays within education today.

To everyone who entered: thank you for sharing your work, your commitment and your passion. The judging journey begins soon.