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NAPCE News – September 2022

NAPCE News – September 2022
Making a positive difference to young people through pastoral care

NAPCE Chair Phil Jones invites YOU to the NAPCE 40th Anniversary Pastoral Care Conference on October 8th.

ANNIVERSARY: Special NAPCE Conference Explores Topic “Is There a Need for a New Direction for Pastoral Care in Education?” – TICKETS AVAILABLE NOW

The 40th Anniversary Conference – “Is there a need for a new direction for pastoral care in education?”

A special Conference to mark 40 years of NAPCE will take place on October 8th and tickets are available now.


For people working in pastoral care roles in education it is an event not to be missed! Here’s a run down of what to expect.

What delegates will gain from attending the Conference

An insight into what Ofsted thinks is good practice in pastoral care.
Latest ideas from research into pastoral care.
Information about current and future policymaking in pastoral care in education.
Examples of good practice in pastoral care in education.
Opportunity to meet other delegates who are interested in supporting learners to achieve their full potential.
Guidance on how to achieve excellent pastoral care and support for learners that provides them with a positive learning experience.
Guidance on areas that can make a real difference to the learning experience for children and young people including, SEND, inclusion, governance, and pastoral leadership.
For details visit and follow the link for the conference on the homepage.

Confirmed Speakers and Workshop Leaders

Catherine Crooks | Her Majesty’s Inspector | Schools and Early Education Inspection Policy Specialist Adviser Team

How pastoral care features in the work of Ofsted

Ofsted’s guiding principle is to be a force for improvement through intelligent, responsible, and focused use of inspection, regulation, and insights. Our focus is on improving outcomes for children and young people. In this talk, Catherine will be illustrating how well-being and safeguarding are threads that run through inspection and research work. This will include considering what inspectors look for on inspection; how we aim to get under the surface of a child’s lived experiences of being at school; and the findings of some of our recent research, such as the education recovery reports and the sexual abuse review.

Catherine has worked for Ofsted as one of Her Majesty’s Inspectors for over six years. She has considerable experience of leading maintained and independent school inspections in primary, secondary and special schools. Catherine is also a specialist adviser working in the policy, quality, and training team. In this role, she has been involved in the development of the school inspection handbook and training for inspectors. Prior to joining Ofsted, Catherine worked as a teacher, consultant, and leader for over 20 years. Most recently, she was a senior local authority education officer with responsibilities that included school improvement.

Heather Hanbury, President 2022-23 Girls School Association

Heather Hanbury was educated at Princess Gardens School, Belfast, and Edinburgh University where she read Geography. After a gap year she went on to Wolfson College, Cambridge and gained an MSc in Land Economy, spending much of her second year carrying out field research in Hong Kong, based at Hong Kong University.
She worked initially as a market analyst and moved on to be a senior Management Consultant with Touché Ross, where she spent six years. She ran the Corporate Fundraising Department of Voluntary Service Overseas for two years before embarking on her career in education.
In 1995 Mrs Hanbury took a PGCE at the Institute of Education, London University. Her first teaching job appointment was at Blackheath High School where she progressed, via Head of Upper School, to Head of Sixth Form. She took on the same role at Haberdashers’ Aske’s School for Girls before being appointed Deputy Head (Staff Welfare and Development) at Latymer Upper School, Hammersmith. After five years in this post, she was appointed Headmistress at Wimbledon High School, where she led the school from 2008 to July 2014. Mrs Hanbury has been Headmistress of Lady Eleanor Holles since September 2014.
Mrs Hanbury’s main hobbies are cooking (with some skill) and playing bridge (with sadly little skill!). She is an enthusiastic traveller, regularly goes to the theatre and makes an annual pilgrimage to the Edinburgh Festival.

Carole Gregory

‘The Importance of Governance for effective Pastoral Care in Schools”
This session focuses of the role of the governing body to fulfil the 3 core strategic functions as set out by the DfE in relation to pastoral care. We will share and discuss the meaning of pastoral care and the statutory function of the board to ensure the wellbeing of the headteacher. The main focus of the presentation is to share ‘top tips’ for governors to ensure effective strategies are in place to develop, support and embed effective pastoral care in school settings through the wellbeing of the Headteacher

Carole has worked in Education for over 37 years and has been a Headteacher of several First and Primary schools in Worcestershire and Oxfordshire. During that time Carole has also worked for the Archdiocese of Birmingham as a Diocesan School Inspector. Carole has extensive experience of governance as a Headteacher but also as a Parent Governor, staff governor and Chair of Governors. Carole joined Worcestershire Governor Services in 2008 and is the Strategic Lead for Governance within Worcestershire Children First working alongside the School Improvement Team. Carole also undertakes some work for the University of Worcester as a School Experience tutor for trainee teachers in addition to some private governance consultancy work in other local authorities.

Dr Matt Silver
Governance: Evolving accountability regarding SEND in the light of the proposed White Paper and the SEND Green Paper

As the paper and other financial systems working outside of the paper demand more efficiency from the system, this session looks at the evolution of governance and the values that drive each stage. The patterns emerging demonstrate why we cannot wait for the system to change from the inside and how we must take a collective accountability to take the next step towards creating equitable communities.
Dr Matt Silver is the CEO of Pathways Education and Vice Chair of NAPCE

His doctorate at UCL Institute of Education is based on applied positive psychology, specifically self-determination theory, vertical development, and emotional intelligence in curriculum design. Matt catalyses the energy of individuals and coheres the collective energy into transformational innovation. Pathways runs coaching and team journeys for leaders to be able to do the same and models this himself in schools and colleges to re-engage some of the most complex students in learning and growth. He designs and delivers cutting edge social enterprise curricular at all levels of education to create socially equitable employment and business pathways for young adults with additional needs; integrating their unique skill sets into agents of social change. He has set up multiple businesses and runs a circular economy to create employment and community opportunities that didn’t previously exist. He believes!

“That’s not me, I’m on the inside” – Understanding the link between feelings, thoughts, and behaviour.

There is so much that can affect what a child’s story of the world is.
So often, rather than tell us about this, they will show us. Their chosen method of communication, the quickest, easiest way to let us know, is their behaviour; they may have no idea where this behaviour comes from.
As trusted adults what do we know and what do we assume? In order for us to know, a child has to trust enough to tell us how they are feeling and what they are thinking.
This workshop introduces children to their internal world. The world of feelings and thoughts; how their internal world is just as important as the external world and that these two worlds are inextricably linked through behaviour.

Liz Bates

After working in schools for over 25 years, as a teacher and senior leader, Liz worked as a Safeguarding advisor for Birmingham LA and with an educational charity for 10 years leading on Mental Health, Emotional Health, and Wellbeing.
Now an independent consultant working with schools and other organisations, Liz also delivers presentations, workshops, and research findings at national conferences. Liz is the author of 8 books, teaching sets and resources that are used across the country by schools and by other professionals working with children and has written for a number of professional journals. Liz has also worked for the Anna Freud Centre, Optimus Education, The Protective Behaviours Consortium and sits as a Magistrate in the Family Court.

Dr Dee Gray and Charlie Walker. What do young people want from pastoral care and support?

Appreciating the bi-directional world of the young carer and school culture, opening up to finding young carers (often hidden in plain sight), and having a mindset that shifts from ‘doing for or to, to doing with’, are the take away points to inform pastoral care and support in all educational establishments.

Dee is the Founding Director/Managing Director of the Young Carers Academy, Dee’s work with young carers began when a County Council commissioned an adaptation of her frontline stress management programme for young carers and school staff, after which she set up the Young Carers Academy as a not-for-profit organisation to continue the work. Dee has been an invited speaker at international conferences (Sweden, Malaysia, and New Zealand) on her work with young carers. Dee runs her business working primarily with frontline staff, has a national role as the RSA Councillor for Wales, is Fellow of the RSA and visiting Fellow to the MBA programme at University of Wales Trinity St David.

Ronald Skelton. M.Ed. B.Phil. B.Ed. (Hons) NPQH LLE
Creating an ethos, in an inner-city Academy, that supports students’ wellbeing, develops their character, and enables them to flourish.

The presentation will explore how we ensure students are safe, happy and love their learning. We encourage all students to develop their character throughout their time at Broadway. This is achieved by encouraging students to live out and practice the Academy values of Integrity, Respect, Optimism, Responsibility, Appreciation, Aspiration, Generosity, and Inclusivity. Our curriculum is tailored to the community and designed to enable all students to maximise their academic potential so that they can flourish, whilst at school and throughout their lives, as proactive British Citizens. We have an unswerving bias towards the students who come from poor families and also SEND students. We provide a safe, caring, and inspirational learning environment based on excellent learning, exceptional pastoral support, and a stunning co-curricular programme. We have created a special ethos at Broadway that visitors often notice when they visit.

Ron has been Headmaster of Broadway Academy since 2008, he is currently the longest serving secondary Headteacher in Birmingham, he was educated at Tynemouth Sixth Form College and went on to study for a B.Ed. (Hons) in Physical Education and Religious Education. Since 1991 he has taught PE and in recent years RE in four schools in Worcestershire and Birmingham.

He has gained two further degrees in Management and Leadership from Birmingham University and Buckingham University and also the National Professional Qualification for Headship.

He has been a Local Leader of Education since 2011 and worked successfully across many schools in Birmingham on school improvement, governance, and other related issues. Ron is a former chairman of Titan Trust. He has been a member of Birmingham SACRE since 2009 and a member of the Headteachers West Midlands Ofsted Reference group since 2013.

Ron was a Royal Marine Reserve for eight years, is still an active sportsman and has a black belt in Judo. Ron is a member of his local church and regularly takes Church services, he sat on the Diocesan Church Committee for 8 years and set up a charity in his home town Redditch in 2021: Redditch Youth for Christ. He is the current Chair of the West Midlands Police Advisory Board. He has written on and spoken nationally at conferences on the subject of inter- faith, partnerships, school ethos, leadership and ‘British Values.’


A New Direction for Pastoral Care in Education
8th October 2022
At Worcestershire County Cricket Ground, Worcester

More news about other speakers and workshop leaders will be included in the September NAPCE monthly newsletter.

FEATURE ARTICLE: Caring for the Carers. NAPCE’s Dr Julianne Brown Explores Implementation of Stress Reduction Systems for Pastoral Care Staff in Schools

Caring for the carers – Workplace stress and School Leader implementation of a stress reduction system

Over the last year, I have attended conferences, workshops and meetings both online and in person and become aware of a reoccurring theme from colleagues working in pastoral care in education: workplace stress.

Many have mentioned their need to step back from work and some are thinking about or have left their long-term roles.

I recognise that without a more robust investigation, this is only anecdotal, and may be symptomatic of a greater problem. Nonetheless, it does raise a warning flag.

In this article I address the responsibility that school leaders have for the implementation of stress reduction strategies in the workplace with a particular focus on pastoral carers and support staff in schools.

Whilst many people are now feeling some relief from the effects of the COVID 19 pandemic the caring professions are showing their exhaustion.

We often hear about the effect of the pandemic on the medical profession, and rightly so.

After years of working at full capacity in highly stressful circumstances with inadequate resources, staff are now feeling the devastating effects of persistent work overload.

Caring for others in a professional capacity, no matter what the setting, is a complex and emotional task: listening to and responding to human emotion such as anxiety, distress, grief, and the continuous questioning of the politics and injustices that reveal themselves so clearly during our times of struggle, can take its toll.

In the field of pastoral care, as with education generally, the pandemic has required a sustained adaptation to changing circumstances at work.

Grounded in our relationships with others, the physicality of pastoral encounters was pushed to the virtual space as schools closed.

This unfamiliar setting brought new concerns for child safety and a detached form of interaction alien to many of us. We worked it out, found new ways of working in the virtual space, but the impact of these experiences combined with the personal stressors arising from the pandemic such as personal illness, separation and loss of family and friends, should not be underestimated.

After a long summer break, where there was a return to some semblance of a new normal, the school year has now started.

The dominant assumption, and hope, is that colleagues have been able to relax and will return to school with a renewed feeling of enthusiasm and confidence about the coming months ahead.

Nonetheless, there is a possibility of a delayed effect from the pandemic on the health and wellbeing of pastoral carers and support staff particularly, that can occur after traumatic events.

A proactive stance to reducing stressors at work is vital. School leaders accepting responsibility and taking action to prevent the spiral towards burn out and providing support for those who have already reached that point, is needed to relieve stress and related mental health problems, avoid work absence and longer-term sick leave (HSE 2022).

What is stress?

Stress can be defined as “the adverse reaction people have to excessive pressure or other types of demand placed on them” (HSE 2022).

There is an important distinction to be made between pressure, which, if managed correctly, can be a positive state, and stress which can be harmful to our health.

Often, when we talk about stress management, the emphasis is on the individual incorporating personal strategies into their life to improve physical health and social and emotional wellbeing, building resilience, to bounce back from difficulties.

Self-management strategies can include:
· Talking to someone you trust
· Finding a workable balance between life and work
· Practicing daily mindfulness activities to improve your wellbeing and longer-term resilience
· Making healthier lifestyle changes to ensure adequate rest, sleep, exercise and food and nutrition
· Taking time out to care for yourself

Self-management strategies are within our personal control, we can choose to adopt lifestyle changes and learn skills to help us take a more mindful approach to everyday pressures. Stressors in the workplace also influence our feelings of stress and are often outside our personal sphere of control. Personal strategies on their own therefore, are unlikely to provide a long-term solution to ongoing stressors in the workplace.

Through my doctoral studies, I became aware that the way in which we structure the environment, and what we say and do every day as leaders, has a profound effect on how organisations are shaped. Those same structures enable or prevent what is possible in terms of behaviour and actions (Brown 2020). School leaders have a duty to protect employees from stress at work, ensuring a safe and inclusive environment that supports wellness in the workplace. In some countries, such as the UK, this is a legal obligation. Workplace stress management implementation is a priority for managers and leaders in education.

What does workplace stress look like?
The HSE have identified two categories of workplace stress, teams and individuals, and the signs and symptoms to watch for:

The signs that a Team may be experiencing undue stress are for example:

Higher staff turnover
More reports of stress
More sickness absence
Decreased performance
More complaints and grievances

The signs that an Individual may be experiencing undue stress may include:
Taking more time off
Arriving later for work
Appearing nervous
Mood swings
Being withdrawn
Loss of motivation, commitment and confidence
Increased emotional reactions – being more tearful, sensitive or aggressive
The HSE categories of teams and individuals provides a useful lens in which to view stress in schools and is a reminder that although stress has physical, emotional and social affects for the individual, the impact of someone struggling touches everyone.
The following table from the Canadian Centre for Occupational Health and Safety (CCOHS 2022) has adapted the work of the HSE and identified 7 factors that have been shown to influence stress in the workplace.
Task design – relating to workload, hours, skills, abilities and training, isolation in the workplace
Role in the organisation – job expectations, responsibility, multiple roles
Career development – overall job satisfaction, job security, job security, lack of career development
Relationships at work – Conflicts with supervisors, colleagues, threats to personal safety, lack of trust, lack of systems for reporting and dealing with unacceptable behaviour, prejudice or discrimination
Organisational structure/climate/management style – participation in decision making, communication patters, little recognition for good job performance, no involvement from employees during organisational change, unfairness, lack of support
Work-life Balance – role/responsibility conflicts, family exposed to work-related hazards
Workplace Conditions/Concerns – unpleasant conditions, exposure to hazards
The 7 factors from the CCOHS provide a useful framework in which to consider stress in the workplace.
What can I do as a School Leader?
1. Undertake a risk assessment for stressors in the workplace
A risk assessment is the first step. The success of an effective stress reduction system in the workplace relies on the ability of the leader to engage with staff and actively listen to their concerns. Time constraints may well be given as a factor against such an approach, however, proactive commitment to stress reduction in the workplace will limit staff sickness and long-term absence (HSE 2018).
2. Facilitate dialogue and active listening
Any attempt at a risk assessment and effective system for stress reduction must take into consideration the need for respectful dialogue within the special context of each school, and should be aligned with the school’s diversity, equity and inclusion initiatives. Facilitating dialogue and active listening are communication skills essential for success. The HSE (2018) has produced a wonderful resource “Talking Toolkit-Preventing work-related stress in schools”, that helps guide school leaders to initiate such conversations with their staff.
3. Develop enhanced skills for resolving conflict and problem solving
Understand the basics of how to resolve conflict and work towards a shared process of problem solving. Consider specific training to gain or develop these skills.
4. Be aware of the 7 influencing factors of stress above and ensure effective systems are in place to protect employees.
There may be immediate changes that can remove or alleviate stressors from the work environment. Even changes that seem minor, can make a huge difference and have a positive impact on staff morale. Any concerns around safety at work should be addressed immediately.
5. Finally, act early and always take staff concerns seriously

Returning to the pastoral carers who were the impetus for this article. I encourage all school leaders to make time now, at the beginning of the school year, to do a wellness check with your school’s pastoral carers and support staff. How are they feeling about returning this year? Are there any worries that need to be addressed? Is there an effective support system for the health and pastoral care staff e.g. professional network, external counselling support?

As a leader you can make a real difference to how the whole school community feels by leading the way with a proactive approach to stress management in the workplace.

Dr Julanne Brown

Brown, J., 2020 “Becoming Global: A critical exploration of students’ understandings of Global Citizenship in a private international school in Switzerland”.
Canadian Centre for Occupational Health and Safety (COHS) 14.09.2022 (accessed 12.09.2022)

Health and Safety Executive Talking Toolkit: Preventing work related stress in schools (2018) (Accessed 13.09.2022)

ARTICLE: “The Right to Feel Safe” by Safeguarding Specialist Liz Bates

The Right to Feel Safe by Liz Bates

We often don’t think about feeling safe – we take it for granted.

It may not appear in our day-to-day language – if asked how we are feeling it is unlikely that we give the answer ‘safe’.

We may only become aware when there is an absence of feeling safe, when it is not there, when it has been replaced by a different feeling – feeling unsafe.

We are also far more likely to call this something else too, rather than ‘feeling unsafe’.

We may say hurting, anxious, scared, threatened, isolated, different, picked on….., as true for adults as it is for children.

There is plenty that goes on between feeling safe and feeling unsafe; there is not the space to discuss this here, but hopefully another time.

It is not uncommon to ask children if they feel safe, and in my years working with practitioners and professionals I have discussed this many times and often suggested that a child may struggle to answer this if they do not understand what ‘safe’ feels like.

I have encouraged schools to consider this and the right to feel safe as an under pinning for any or all of their anti-bullying work; changing the language around bullying can have a significant effect (and it provides a perspective for this article).

The phrase ‘the right to feel safe’ is taken from the Protective Behaviours Theme One ‘We all have the right to feel safe all of the time’ and as a Protective Behaviours associate it gives a context for much of my work.

Being safe and feeling safe are often connected but they are not the same thing and indeed one may exist without the other.

The most memorable example of how this can be misunderstood comes from an experience I had when supporting the safeguarding team in an infant school.

They had asked their children if they feel safe coming to school.

To their horror almost all of the Reception class had responded ‘no, I do not feel safe coming to school’. Thus my invitation to visit.

There was a lot to unpick. Eventually I realised that the timing of a road safety project was the issue – done just before the questions about feeling safe.

Almost every child had conflated the idea of being unsafe walking next to dangerous roads on their way to school, even though it was likely they felt safe and were safe, with how they felt about coming to and being at school.

What this discovery led to was a fascinating piece of work around understanding feelings, language, safe and unsafe, and ultimately the answer to ‘if I don’t feel safe what can I do?’. A significant outcome.

It also took me down the path of ‘how do we help children to recognise what feeling safe and unsafe feel like and if they feel unsafe what can they do?’ Which is the Protective Behaviours process.

As adults we can be particularly good at telling children what is and is not safe, giving them the external references – and rightly so.

However equally, if not more important is children having the ability to understand and recognise for themselves safe and unsafe, having an internal measure – and to know that if they feel unsafe, they need to seek help.

Feeling safe and secure is central to children realising their potential and leading healthy and fulfilled lives, so giving them the opportunity to explore and understand the right to feel safe in its broadest sense is fundamental to their emotional health, resilience and wellbeing.

Crucial within this is that step – the ‘seeking help’.
“Something has happened…” may be one of the first things a child says to an adult when making a disclosure.

That is, if they ever get that far. To reach that point of making a disclosure, or telling, can be an extraordinarily difficult step to take.

And this can be telling about anything, from a fallout with a friend, a struggle with schoolwork, an act of unkindness, through to abuse being perpetrated against them.

No child will tell unless they feel safe enough to do so and crucially to know…..who to tell, when to tell, how to tell, that it is safe to tell, that it is worth telling.

How can adults who work with children help them to know and understand that what is happening to them may not be okay; to recognise those unsafe feelings; to know that they can do something and to know what that is; to persist and break the rules to get their voice heard?

The book and resource ‘Something Has Happened: Supporting Children’s Right to Feel Safe’ explores all of the above and what follows below.

What is a trusted adult?
We use the term trusted adult with children but for those children whose idea of trusting an adult may be fractured or non-existent there is much to do. Indeed any adult who proposes to be a trusted adult has to recognise not just the importance of the role but what their role means to a child.

The first step is to interrogate what trust means. We have to move beyond an expectation that a child will or should automatically trust an adult – there is enough evidence against that.

We cannot simply tell a child they can trust us and then expect them to do so. A child should know they have the right to have evidence of why an adult is to be trusted. Which takes us straight back to understanding what safe and unsafe feels like and why that is so important.

A trusted person is someone who a child feels safe with. Safe may mean happy, relaxed, comfortable, not judged, their body will tell them.

For that trusted adult the evidence may lie in them being a good listener, being reliable, knowledgeable, empathetic, connectable, mindful, mind-minded, will take action, is on their side. And all of this has to be explicit – we cannot and should not expect or assume that a child will take our word for this. That is not evidence.

And as much as you may want or need to be that person, it will be the child who decides, and they may decide it is not you.

So any pastoral role has to be predicated on demonstrating and evidencing your reliability, consistency and constancy. Yes, we may regularly have to ‘prove’ our fidelity.

Understanding what our feelings mean, what safe and unsafe feel like, what happens in between safe and unsafe, the safety continuum, networks of support, being a helpful friend, persistence and breaking the rules, are all key elements of safeguarding.

The importance of understanding this as adults and teaching children about it, cannot be over-emphasised.

And, of course, it is not just about children, we all have the right to feel safe…but maybe that is another article for another time.

Liz Bates
Safeguardng Consultant

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

Cream of Leek, Potato and Watercress Soup, Croutons (V) (GF)
Main course
Roasted Chicken Supreme, Gratin Potato, and Red Wine Gravy (GF
White Chocolate and Raspberry Cheesecake (V)

Vegetarian/Vegan Gluten Free option
Leek, Sweet Potato and Spinach Soup (GF)
Main course
Butternut Squash, Sweet Potato and Roasted Red Peppers, Parsley and Dill Sauce with Tender Stem Broccoli (GF)
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

EVENT: NAPCE Proud to Support National Conference on Child Protection in Education on September 27th

National Conference on Child Protection in Education on September 27th

NAPCE is attending the 2022 Conference on Child Protection in Education which takes place at Earl’s Court London on Tuesday 27th September.

Our team will be delivering a workshop on developing a positive safeguarding culture at the event.

National Chair Phil Jones and NAPCE safeguarding expert Luke Ramsden will be leading the workshop, which will explore how effective pastoral care can develop a positive culture for learning and provide children and young people with a positive and safe learning environment to support them in achieving their full potential.

NAPCE will have an exhibition at the Conference where there will be an opportunity to find out more about the support available to delegates who share our belief that supporting the personal development and wellbeing of learners is a vital part of their educational experience.

National Secretary of NAPCE Jill Robson and Anne Jones, our Admininstrator will be available to answer your questions and give more information about the work of NAPCE.

The Conference is organised by Optimus Education and details can be found here:

It takes place at the ILEC Conference Centre in Earls Court, London.

This is the 18th year of this important national child protection conference.

NAPCE is pleased to be supporting the event which provides an opportunity to network with leading educational lawyers, practitioners, and experts, unpack the Department for Education advice and guidance and take away proven strategies and resources to implement and evidence compliant child protection procedures and an outstanding school-wide safeguarding culture.

If you are attending the Conferenc, please take the opportunity to come and talk to the NAPCE on our stand.

“Staying up to date with KCSIE responsibilities and learning the lessons that strengthen our child protection practices and multi-agency working has never been more crucial. Spotting the signs, empowering our young people to make disclosures, and ensuring outstanding relationships and cultures in our schools is vital.” – Optimus Education Conference Brochure (2022)

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