NAPCE News – November 2020

FEATURE ARTICLE: “Teaching during COVID-19” – the Challenges of Educating During the Pandemic with NAPCE Officer John Hunt

Educational Challenges During COVID-19 By John Hunt

The challenges of teaching throughout the COVID-19 pandemic have been varied and wide ranging.

With bubbles, online lessons, hybrid lessons, tracking and tracing, social distancing, masks in communal areas and strict teacher zones (or ‘the technical area’ as one colleague called it, which I liked!), it is easy to forget what ‘normal’ was before we were collectively hit by these absolutely necessary but slightly strange measures.

It is not, however, teaching that I wish to continue to focus on in this short article.

It is not the academic progress of our students, the loss of lesson time, the online learning or even the challenges that we as teachers face, all of which I feel have been given significant air time already.

I want to explore an observation I have made over these first ten weeks and would truly welcome any feedback of similar or contradicting experiences.

As a pastoral leader in a school, I still have the benefit and pleasure of seeing every year group, every day, when on playground duty and supporting staff across the school.

Year groups are kept separate, with staggered start times, break times and lunchtimes in order to maintain a safe distance between students.

While this has presented a significant challenge in terms of allocating duties, from a behaviour perspective this structure has had an undeniably positive impact in many ways.

Less students are out at break and lunch time, there is less physical space in school for staff to monitor at any one time due to the limited number of students needing to be supervised, Heads of Year can pick up students knowing exactly where their entire year group will be at one certain time and so on.

However, it has raised a question for me as I have observed our younger students: what impact is the lack of usual socialisation having upon these young people?

In September every year, Year 7 students join schools with a mix of excitement and trepidation.

No matter how great a transition programme they have experienced, these feelings are completely natural and I’m sure most of us remember them!

No longer are they ‘The Year 6’s’, the oldest kids in the school, the kids that know everything, the kids that know how it all works, the big fish in a small pond.

They are on a bigger site, equipped with all of the stationery imaginable, requiring a map to get around, with their new planner, with a much larger number of students and staff, with all kinds of new routines, experiences and issues to navigate.

They meet the older year groups and suddenly realise they are very much the smaller fish in a very big pond! Not this year, though, and it is very noticeable indeed…

In my experience, Year 7’s learn very quickly what is and is not socially acceptable on a secondary school playground!

The initial excitable behaviours of break time play, ticking, chasing etc. stops relatively quickly (often after they have accidentally bumped into a group of Year 10 boys!) Not this year, though…

At the time of writing, I find current Year 7 to be the ‘youngest’ of this year group I have ever seen in terms of their interactions with each other and with staff.

They are certainly a unique Year 7, in that they have not yet come into contact with any older students; they are in a strange limbo of having started secondary school but not yet having the full secondary experience.

They have not gone through the same rites of passage that almost all Year 7/ First year students before them have done and I find this genuinely interesting as I watch and monitor their behaviours during recreational time in school.

It has made me question what it is that sees young people lose this urge to play so publicly once joining secondary; is there anything we could have done differently to allow our youngest students to feel more comfortable in doing so?

Do the social norms in secondary schools prevent our youngest students from expressing themselves in this way? Do they want to behave like this every year but feel unable as a result of the cultural norms developed in schools over the years?

The evidence I’ve seen this term so far would certainly suggest so!

It is probably not unreasonable to think that their entire first secondary school year might be spent like this – separate break times and lunch times to the wider school.

I am keen to see how this develops over time and, when/if we return to ‘normal’ (whatever that was), I’ll be watching very closely to see how their delayed introduction to the wider school population goes… How will they cope? How will our older students respond to these younger students?

In the meantime, I hope that they continue to show the joyful exuberance they have brought with them from primary school. While I am 100% a secondary teacher and not at all used to seeing this behaviour on a secondary school playground, it certainly has its charms.
John Hunt
NAPCE Officer & Pastoral Leader

***EVENT: NAPCE Partners with ASCL for Online* Conference in January for Pastoral *Leaders***

Conference for Pastoral Leaders 2021 with ASCL

NAPCE is very proud to be partnering again with the Association of School & College Leaders for a new online Conference in January 2021.

The ASCL Conference For Pastoral Leaders 2021 – entitled “Reaching Out” – will take place on the internet across three days and will address the key issue of breaking barriers for disadvantaged learners.

Speakers at the event – on January 19th, 25th and 26th – include ASCL General Secretary Geoff Barton, CEO of Bite Back 2030 James Toop and the Alliance Director of Bite Back 2030 Melanie Renowden.

Additional speakers will be announced soon.

About the Event

In a year that has brought extraordinary challenges for everyone, the support for vulnerable and disadvantaged children and young people continues to grow in complexity.With a great deal of uncertainty about what the months ahead may hold, the number of students facing barriers which impact their learning and development will grow.

Suitable for leaders across all phases, our 2021 Conference for Pastoral Leaders will focus on a range of issues, including wellbeing, safeguarding, the disadvantage gap, RSHE plus pastoral care and remote provision.

How it works

This conference will be delivered completely online through keynotes and interactive workshops. All sessions will be available to watch live or later via recordings.

Keynotes will take place on Tuesday 19 January from 10am – 12noon

There will be five workshops delivered across Monday 25 and Tuesday 26 January.

Webinar Requirements

To attend this webinar live, you will need to ensure you have access to a computer or device that meets the system requirements available here.

If you cannot attend live you will receive a copy of the recording, links to any resources discussed, and the opportunity to submit questions.

Fee

£125 +VAT per delegate
£250 +VAT for a school licence

Multi-academy trusts and other institutions with multiple sites should email pd@ascl.org.uk for a quote.

To book tickets click this link https://www.ascl.org.uk/pastoral

FROM THE CHAIR: NAPCE Chief Phil Jones Looks Ahead to an Educational ‘Reset’ in 2021

The 2021 Education “Reset”

This year in education has been an exhausting challenge to cope with the unexpected.

The focus in schools has been on operational responses to the challenges presented by the pandemic, alongside all the usual challenges that schools face in any normal year.

Schools have had to adapt their practice to ensure that they are providing a safe learning environment for staff and learners.

The daily priority has been to teach young people as much as possible, as well as possible, in the middle of a global pandemic.

There has not been time for the luxury of creative thinking or developing new initiatives, to find exciting ways to improve the learning experience, which is often what gives educationalists working in schools such job satisfaction.

Old Moore’s Almanac has been published since 1697 and it uses astrology to make predictions for the coming year.

It may seem strange to be, ‘looking to the stars’ for inspiration and hope at this difficult time.

I have been reading the latest edition and it does encourage you the reflect on our experiences this year and to start looking forward to the opportunities that 2021 may bring for education.

Old Moore’s Almanac calls 2021 the year of ‘the reset’.

This is a term that I have heard in the last few weeks following the declaration that Joe Biden is the winner of the US presidential election even though that is still contested by the current resident of the White House.

It also seems relevant with the encouraging news emerging about the search for a vaccine. Published in June 2020 Old Moore’s Almanac commented.

“This is the right time to change the ways that the world has been working for everybody’s sake. The reset is upon us and there is no turning back”.

The concept of ‘the reset’ is useful for reflecting on the future of pastoral care and support for learners in our schools.

The pandemic has seen an increase in online learning, especially in higher education but also in schools. It is likely that this trend will continue and we will see an increasing use of technology to support learning.

Pastoral systems are likely to be under increased pressure to support young people, to become effective as independent learners, to be able to take advantage of all the opportunities provided by the developments in technology.

At the same time, the sharing of ideas and the need for collaborative approaches to problem solving will require pastoral systems, to encourage the personal development of young people to enable them to be successful at working in teams.

A new book, published recently, “Forget School. Why young people are succeeding on their own terms and what schools can do to avoid being left behind “, encourages educationalists to consider the relevance of how schools are currently organised for meeting the needs of young people in the modern world.

One review of the book comments.
“Forget School argues that education for the 21^st century must focus on the road ahead of us and not to teach through the rear-view mirror”.

(Mick Cannell, PGDE English Tutor, School of Education, University of Sheffield)

Thinking about the relevance of education in the future encourages professionals working in pastoral roles to consider the purpose of pastoral care and support for learners in the modern school.

It could be argued that currently pastoral care structures and systems in schools focus on encouraging compliance and conformity, to enable the school to achieve good results.

“Schools have been left behind because they are operating with a crowd control mentality”
(Illingworth 2020)

The question is, does this approach provide young people with the skills and attitudes they will need to be successful, in response to the challenges they will face in their future lives in the 21^st century.

Pastoral systems that value the passive learner, are not going to make it a priority, to develop the skills and positive attitudes, needed to achieve success in the modern workplace.

Perhaps what is more relevant is an approach to pastoral care and support for learners, that encourages young people to question and challenge ideas and to be confident about working independently and as a member of a team, to find creative solutions to difficult problems.

This requires a change in beliefs about what is the purpose of pastoral care and support for learners in schools. Good results and academic achievement are important for a young person’s future live chances but if developing confidence and self-belief are a priority for pastoral systems, then learners are more likely to achieve their full potential.

The skills of problem solving, creative thinking and effective communication are likely to be more important in the workplace of the future and this requires ‘a reset’ in the approach to pastoral care and support for learners in our schools.

Please share your thoughts and ideas by visiting the NAPCE Twitter page at NAPCE@NAPCE1

Phil Jones
National Chair
The National Association for Pastoral Care in Education

References
Illingworth, Martin. (2020) Forget School. Why young people are succeeding on their own terms and what schools can do to avoid being left behind. Independent thinking press. Carmarthen, Wales.
Moore,Francis, (2020) Old Moore’s Almanac 2021, W Foulsham and Co Ltd , Croydon

GOOD PRACTICE: The Latest Instalment in our New Series Focusing on Success Stories in Pastoral Care from NAPCE Award Contestants

Welcome to the latest in a series of “Good Practice” reports from finalists and winners of the NAPCE Awards 2020.

Every month we share examples of some of the greatest work within pastoral care in the UK education sector, following the first NAPCE Awards.

In this new edition, we are featuring Eileen Pavey of Litcham School, a mixed all-through school in Kings Lynn, Norfolk.

Eileen was a finalist in the Outstanding Contribution to Pastoral Care category at the NAPCE Awards 2020.

The following information was submitted to NAPCE by the school and we are very keen to share it with you.

Eileen Pavey, Litcham School – NAPCE Awards 2020 Finalists

My aspiration to support others feels innate.

I have helped to establish the pastoral culture which is deeply embedded into our school and is fundamental in allowing our students to thrive.

Our ethos is built on trusted relationships; with students, families and the wider community and is something that I am extremely proud of.

Alongside Head of Year 7 and 8, I am the transition lead at Litcham School. I offer an array of student support whilst effectively coordinating the pastoral team, outside agency input, and our students who run groups and offer fantastic peer support.

We encourage our young people to talk about their thoughts and feelings.

As a Mental Health First Aider, I cascade training so that everyone can offer the quality care needed for our pupils to develop resilience, flourish, succeed and aspire.

Our students leave as well-rounded citizens and are aware that it’s natural to seek support; we offer a pastoral toolbox for life.

The success of our pastoral teamwork has been recognised by inspectors who reported that the ‘care and support for pupils are outstanding’.

Young people can witness our own struggles. Four years ago my 25 year old son Sam passed away; I have been blessed with such genuine, kind, whole school support.

In Sam’s memory I have set up a charity called ‘Sam’s Fund’ and the generosity has been overwhelming-over £100k has been raised towards a new school pavilion!

We end the year with the entire school taking part in Sam’s Run. A time to remember everyone we have loved and lost.

The atmosphere of togetherness and care is incredible.
I dedicate my wonderful NAPCE nomination to all at Litcham School – staff, students, parents and the wider community; our special Litcham family which I am so incredibly proud to be a part of.

I have added a quote from one of my wonderful Year 7 tutors Josh, who joined Litcham in September 2019:

‘Eileen is an extremely positive and supportive Head of Year who always offers her ear to students and staff alike.

“Her office door is always open and Eileen always makes you feel welcome; whatever else she has going on is put on pause so that she can advise and support.

“As an NQT and Form Tutor, Eileen’s encouragement and assistance has been invaluable to myself and the students this year’.

Eileen Pavey
Litcham School
Head of Year 7 & 8, Senior Pastoral Care Manager and Deputy safeguarding Lead

This picture shows a pull from Litcham School overcoming fears and achieving a zip line drop.

NAPCE News – November 2019

NAPCE News – November 2019
Making a positive difference to young people through pastoral care

Pastoral care in schools across the UK and further afield is proven to be critically linked to the academic and personal-social development of young people. NAPCE continues to support education providers in the process of pastoral care implementation and development. It is here that we share important news of our latest activities, events and best practice guidance.

FEATURE ARTICLE: Statutory Relationships and Sex Education: What should we make of school protests? Asks NAPCE’s Dr Max Biddulph

Statutory Relationships and Sex Education: What should we make of school protests? By Dr Max Biddulph

In the first major policy shift in the field for almost twenty years, in England and Wales the Department for Education (DfE) is introducing compulsory Relationships Education for primary pupils and Relationships and Sex Education (RSE) for secondary pupils from September 2020.

In the detailing of their intention, the DfE (2019) states that:-

“Through these subjects, we want to support all young people to be happy, healthy and safe – we want to equip them for adult life and to make a positive contribution to society”.

The last time Sex and Relationships Education was given an overhaul was in the early 2000s, so this is a long overdue revision given the shifts in societal values and impact that technology is having on many dimensions of daily life. In explaining the process of consultation, the DfE go on to say that:

“A thorough engagement process, involving a public call for evidence and discussions with over 90 organisations, as well as the public consultation on the draft regulations and guidance, has informed the key decisions on these subjects. The consultation received over 11,000 responses from teachers, schools, expert organisations, young people and parents – these responses have helped finalise the statutory guidance as well as the regulations that have been laid in Parliament”.

Interestingly, despite the fact that the new proposals contained in the legislation received support from the majority of MPs in its passage through parliament in April 2019, this curriculum change is proving controversial in some quarters as evidenced by the high volume of correspondence sent to parliamentarians and the protests outside school gates in Birmingham and Nottingham during 2019.

So although this scenario is predictable as historically researchers have conceptualised the field of RSE as a “contested area”, what should we make of this latest turn of events?

Firstly, it’s helpful to scrutinise the objections that underpin the protests which seem to centre on three key issues namely: the feeling that ‘control’ over what is taught has been taken away from parents, fears that RSE will sexualise ‘innocent children and young people’ and objections to the inclusion of LGBT content.

A second characteristic of the school protest phenomenon seems to be that there is a strong presence of individuals from certain faith groups e.g. Muslim community, and that although some parents and children can be found amongst those protesting, there are a significant number of ‘activists’ for whom faith is strongly aligned with identity.

The situation is further complicated by the fact that in the Nottingham protest, there was a counter protest of parents supporting the inclusion of LGBT content. Given the presence of persons of different ethnicities and faith over an issue that has sexualities at its core, I think it is important to examine at a deeper what is in process here.

The expression of identity through “what I am not?” Conservative Islam versus white secular liberalism? The assertion of deeply held values when they seem to under attack? Homophobia and transphobia?

As a former teacher of Sex and Relationships Education myself, I am supportive of statutory RSE as I see it’s potential to empower and don’t see it as contaminating knowledge, rather as a vehicle for learning protective behaviours.

I am speaking from a fairly privileged position of having researched in the field and delivered considerable amounts of professional development on the subject. I state this not because I want to patronise people with the opposing view but to point out that I have developed a nuanced over view and I think this is key to understanding the current impasse.

Writing in The Guardian (6.8.19), Colin Diamond, Professor of Educational Leadership in the University of Birmingham, raises questions about the way that the government has gone about the introduction of this curriculum change pointing out that ‘the DfE was unwilling to discuss how the guidance would play out in complex multi-faith, multi-ethnic schools and communities.

This was a dereliction of duty by ministers’. Historically the agents of dialogue and engagement with faith schools and communities were professionals in former LEAs or sexual health charities such as fpa, who developed considerable expertise and good practice in this area. Sadly both mechanisms are now gone, the former being replaced by academyisation and the latter a victim of austerity.

Diamond goes on to observe that ‘the protests are wrong and have been almost universally condemned for the use of homophobic slogans and harassment outside schools.

Yet some of the language used to describe the situation has also not been helpful. Those who ask questions about the teaching of LGBT awareness in primary schools are not all “homophobic”, or behaving as “bigots” or “extremists” – just some of the labels being thrown around. And neither is this solely a “Muslim issue”. The protests reflect wider concerns from some Christians and Jews too.

Digging deeper, we find communities who feel they have been backed into a corner and judged as not compatible with 21st century British values. Some mainstream Muslim school leaders in Birmingham (also) feel marginalised’.

So, the battle lines are drawn and in October 2019, the government issued new advice to local authorities on dealing with protests outside schools over LGBT-inclusive teaching.

There is a lot at stake here including the wider project of pastoral care in education. RSE is part of the wider reform of PSHE and includes an important new initiative to support the mental well-being of children and young people.

Perhaps this is the avenue to find the common ground to begin a dialogue and Diamond helpfully steers us to UNICEFs ‘Rights of the Child’. This is an important moment in the story of RSE that is proving painful and damaging for people on all sides.

I hope some dialogue and reconciliation can begin soon.

Dr Max Biddulph
NEC Officer
National Association for Pastoral Care in Education (NAPCE)

ENTER NOW: NAPCE launches awards event to celebrate pastoral care work in schools

NAPCE is delighted to have joined forces with UK Pastoral Chat to launch an exciting new awards scheme for pastoral care providers in the education sector.

This is the first time ever an event has being organised to recognise the fantastic achievements across schools in the UK on pastoral care.

It has been created to provide much deserved recognition to the people and schools who are doing great work and to shine a light on good practice in pastoral care.

There are seven categories to enter in the NAPCE Awards and 11 under the UK Pastoral Chat scheme.

Entry for both sets of awards is separate, although the closing date for both is Monday 2^ndMarch, 2020.

Both organisations will work in partnership to organise the first ever National Awards for Pastoral Care in Education under one awards ceremony which will take place in 2020.

You can enter the NAPCE awards now here: https://napceawards.wufoo.com/forms/zxzr4y71g2ofzi/

NAPCE is inviting nominations in the following categories;

Pastoral School of the Year
Pastoral Team of the Year
Pastoral Member of Staff of the Year
Pastoral Leader of the Year
Pastoral Development of the Year
Raising Awareness about Pastoral Care
Outstanding Contribution to Pastoral Care

Nominations are encouraged for awards in different categories from schools and educational institutions.

UK Pastoral Chat is inviting nominations for awards in the following categories;

SLT
Head of Year (Including Head of 6^thForm)
Head of House/Head of Boarding
PSHE Lead
Nurse/ Counsellor
Pastoral Support Staff (including Learning Mentor)
Tutor/Classroom teacher
Unsung Hero
Guidance teacher
DSL/CP Co-ordinator
Governor

Details about how to make nominations can be found on the UK Pastoral Chat Twitter pages.

The Awards will be an excellent opportunity to share good practice in pastoral care and through the social media and websites of both organisations to raise awareness of where pastoral support is making a real difference in the educational experience of young people.

The awards will encourage new initiatives and ideas in pastoral care and will recognise the contributions being made to developing policy and practice in pastoral support.

This is an opportunity to recognise the impact the work of pastoral staff is having on the achievement and well being of young people. The decisions about prize winners in each category will be made by a panel of invited professionals who work in pastoral care.

There will be a prize of £100.00 for the school or institution for the winners of each category and individuals will also be recognised for their achievements.

The criteria for the NAPCE awards are;
Award Criteria

Pastoral School of the Year

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

Pastoral Team of the Year

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

Pastoral Member of Staff of the Year

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

Pastoral Leader of the Year

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

Pastoral Development of the Year

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

Raising Awareness about Pastoral Care

An individual, group or organisation who through their actions have raised awareness about pastoral care or pastoral issues and encouraged positive improvements for the benefit of young people.

Outstanding Contribution to Pastoral Care

A person, group or organisation that has made a real difference for the benefit of young people in the area of pastoral care.Nominations for the NAPCE Awards are welcome from member schools and institutions and from schools and institutions that are not currently members of NAPCE.

Nominations can be made online via this link:

https://napceawards.wufoo.com/forms/zxzr4y71g2ofzi/

You can also enter by e-mail to NAPCE Base at admin@napce.org.uk or they can be sent by post to National Association for Pastoral Care in Education, (NAPCE), PO BOX 60005, Nuneaton, CV11 9GY, with the following information:

Award __________________________________________

Nomination __________________________________________
Support for nomination (maximum 100 words)

Nominated by _______________________________________________

Email contact _______________________________________________

The Awards Programme and partnership with UK Pastoral Chat is an exciting opportunity to raise the profile of Pastoral Care and give hard working pastoral staff and schools with positive approaches to supporting learners the recognition that they deserve.

Please be part of this process by sending your nominations.

Phil Jones
National Chair
National Association for Pastoral Care in Education

***ARTICLE: In the aftermath of Anti-Bullying Week 2019, NAPCE have shared a practical classroom exercise to engage students in this* difficult *subject***

As part of NAPCE’s support for Anti-Bullying Week 2019 (November 11-15, 2019) our Chair, Phil Jones, shared a collection of practical in-school activities to help students and staff explore and understand the line between bullying and banter.

Each of these scenarios have been created to engage young people in the thought process behind activities which could cross the line with an overall view to encourage contemplation and adjusted behaviour outcomes.

We encourage educators to adopt this practice session within a classroom environment and would very much welcome any reported outcomes send to admin@napce.org.uk

Bullying or Banter? Classroom activities to make a difference by Phil Jones, Chair of NAPCE

Organise the class into groups of 5 or 6 students.
Ask students to organise themselves into roles for example:

Chair (who organises the meeting)
Secretary (who records any decisions made)
Timekeeper (who makes sure that the team are on task to meet the deadline)

Ask the team to agree three rules for their discussion
Hand out the scenarios.
To add challenge and pace to the activity give the teams a deadline for completing each scenario.
Ask for feedback from each team on the decisions they have made when the deadline is reached for each scenario.
Give points to the team depending on the quality of their response and how well they explain their views. Perhaps a prize for the best team.
Extension activity would be to come up with five rules for preventing misunderstandings between bullying and banter.
Team can evaluate how well they worked together and how well they considered all the issues.

SCENARIO A

A is a goalkeeper in a football team. A is a good goalkeeper and is respected for making important saves in matches. In one important cup match A makes three big mistakes which all lead to goals for their opponents and they lose the match 3 goals to two. As A come off the pitch some members of the team tell A that they were useless today and that it is their fault that they lost. In the evening A gets a text message saying that the team needs a new goalkeeper. A decides that they will not play football again.

Was this banter or bullying?
Is A being too sensitive?
What could A do about the situation?
What could anybody else do about the situation?

SCENARIO B

B is asked to go to a gig at a local nightclub by a group of friends from school. When B asks their parents, they say no because they think B is too young and they have heard rumours that there are drugs at this nightclub. B explains this to their friends, but they just respond by saying that B is ‘scared’ of their parents and that they should ignore them and just go anyway. Later, that evening one of the friends posts a picture of a chicken on social media with the question does anybody recognise this person?

Is this bullying or banter?
What could go wrong?
What should B do?
What could anybody else do to help resolve the situation.

SCENARIO C

C has just started their first job working in an office. They are very nervous on their first day and do not want to do anything wrong. They are not sure what happens at lunchtime, so they take sandwiches in a Tupperware box. At lunchtime everybody in the office agrees to go out for lunch. Everybody starts laughing when they see that C has got their sandwiches out to eat. They make fun of C and say look at ‘Tups’, who cannot afford to buy a lunch and similar comments. They go out and leave C behind. In the afternoon everybody ignores C apart form a note which suddenly appears on their desk which says, “give some money now for starving workers’. C decides that they are going to give the job up.

Is this bullying or banter?
What has caused this situation?
What could C do about the situation?
What could anybody else do about the situation?

SCENARIO D

D enjoys listening to classical music and does not like modern music. They have just started their first job after leaving school and enjoys having the money to be able to go out for meals. On a visit to a restaurant with their four closest friends form school a local rock band is playing. D makes a comment that the band is rubbish and the restaurant would be better to have a musician playing a violin. The friends laugh and say that he is not living in the real world and make comments about D being boring. Later that evening D finds out from social media that his four friends are going to a rock concert and he has not been invited. D decides that he is going to tell his friend that they are unable to appreciate good music and he doesn’t want to see them again.

Is this bullying or banter?
How could this situation have been avoided?
What could D do to improve the situation
What could anybody else do about the situation?

The scenarios will encourage teams to consider different perceptions about situations and what is the intent of the people involved. They will need to think about how situations can be prevented form becoming a problem and how people need to use empathy and sensitivity to resolve them. The organisation of the activity will provide opportunities for students to learn how to work in teams, how to contribute their ideas and to develop their listening and communication skills.

MEDIA WATCH: A round-up of the latest news stories involving pastoral care in education

At NAPCE we work very hard to stay across the national and international news media to store and share the latest stories involving pastoral care in education on our own platforms.

In this new feature for NAPCE News, we are sharing with you a selection of the biggest stories hitting the headlines this month with the aim that some of these reported developments may provide useful context within your work as a strategist or practitioner of pastoral support.

Here is a summary for November 2019.

“Self-harm: Girls ‘more likely to end up in hospital'” from BBC News

Read here: https://www.bbc.co.uk/news/uk-wales-50211831

“Councils dealing with more children at risk of gang involvement and trafficking” from The Guardian

Read here: https://www.theguardian.com/uk-news/2019/oct/31/social-services-see-30-rise-in-children-seeking-asylum

“Domestic abuse ‘biggest threat to child protection'” from BBC News

Read here: https://www.bbc.co.uk/news/education-50294046

“Bullying: Fifth of young people in UK have been victims in past year – report” from BBC News

Read here: https://www.bbc.co.uk/news/uk-50370667

“Teen self-harm rates are dramatically down in Denmark – here’s why” from The Independent

Read here: https://www.independent.co.uk/news/health/teen-self-harm-rates-down-denmark-mental-health-suicide-a9181561.html

“Teachers ‘need more training’ to combat sexual abuse” from TES

Read here: https://www.tes.com/news/teachers-need-more-training-combat-sexual-abuse

“We are sleepwalking into a student self-esteem crisis” from TES

Read here: https://www.tes.com/news/we-are-sleepwalking-student-self-esteem-crisis

“Children who rarely eat breakfast secure lower GCSE grades than classmates, study finds” from The Independent

Read here: https://www.independent.co.uk/news/education/education-news/breakfast-school-gcse-grades-children-austerity-leeds-university-a9209131.html

“One in seven children develop a mental illness, claims new research” from The Independent

Read here: https://www.independent.co.uk/life-style/health-and-families/children-mental-illness-research-depression-anxiety-young-people-a9210926.html

“Sharp rise in pupil numbers in special schools
DfE figures show special school population has risen by 6 per cent in a year” from TES

Read here: https://www.tes.com/news/sharp-rise-pupil-numbers-special-schools

NAPCE May Conference 2019 – A Report

Conference- “Facing the Challenges of mental health and well-being in schools. Let’s talk about it!”

May 8^th, 2019, Birmingham

Summary of Analysis of Evaluations from Delegates

Delegates completed a questionnaire to provide feedback at the end of the conference. There were 85 delegates at the conference. The responses to the evaluation show that delegates came from a wide range of backgrounds including primary school teachers, secondary school teachers, headteachers and leaders in secondary schools, non – teaching pastoral staff in schools, people working in higher education, people working in teacher training and organisations that included the Wildlife Trust, BBC Bitesize and Aston Villa Foundation. Speakers came from Birmingham Educational Partnership, Newman University, Ofsted, ASCL, Mind, Squirrel learning, Compassion Matters, Newman Health and Well-being, and NAPCE. In addition, displays were provided by the Thrive Approach and Services for Education

Delegates were positive about the experience they had at the conference and about how they had benefited from attending. The comments show that delegates found the conference useful and that the information that was shared with them and the understanding they developed, would have a positive impact on their future work

It was really informative and lots of ideas to take back to school
Great update on national picture and progression and hurdles with mental health in schools and wider society
Lots of information to think about and incorporate into our academy
I learnt so much and it gave me time to start formulating my thoughts so I can start preparing my action plan
Very informative, Thought provoking and inspiring
So much knowledge to take back home to think about and share at work
The information given today can only help me and the staff I work with to support the young people we work with and each other
Helped me to focus on the national picture not just my school setting. Gave me time to think and network with others.

One theme that emerged from the conference was the importance of a whole school approach to promoting mental health and well-being in schools.

Raising awareness about the need for a whole school response to emotional well being
It raised awareness about the importance of a whole school approach to mental health issues and well-being in schools.
It has helped me to think about the importance of a whole school approach
Learning new approaches to developing a whole school approach.

Delegates appreciated the different information presented, with speakers focusing on current practice, national issues and developments, research and ideas and strategies to respond to the challenges that schools face.

I thought the balance of information was good
Great update on national picture and progression and hurdles with mental health in schools and wider society
Range of ideas to take back to school and implement
Lots of information to think about and incorporate into our academy
Made connections between different models of pastoral care and current practice learnt about the most up to date evidence and policy

Delegates were positive about the knowledge and understanding they gained from the speakers and workshop leaders. Without exception all the speakers and workshop leaders were mentioned as being the highlight of the conference by different delegates.

Wide range of speakers all relevant to theme but providing different perspectives
The speakers created a whole picture of what we need to strive for. It all fitted together
Each speaker contributed to my understanding and each one had a highlight. A Valuable day
The wide range of speakers that brought different perspectives to the table
Different speakers from different areas of expertise
I found all the speakers and the workshops to be of great interest

Delegates feedback about the venue for the Conference, The Studio in Birmingham was very positive. They liked the location especially because it was close to the station and the food and facilities. There were a few comments about it being difficult to get to central Birmingham by car for a 9-00am start.

Excellent regarding room and food. Busy getting into central Birmingham for 9-00am
Great venue and food
The venue was perfect for the event
Excellent venue, nice food, great location
Very accessible. Clean tidy and fabulous hospitality
Amazing venue. Good facilities, good food, quirky design and excellent location close to the station

Delegates were positive about NAPCE’s organisation of the event. Suggestions for the organisation of future conferences included, providing more time for delegates to discuss issues and share good practice and to ask questions and make comments. The responses show that delegates valued the opportunity to network and share ideas and good practice with other delegates.

Nothing needs to be done to improve the conference. all was excellent
The organisation of the conference was very thorough
Arrange further conferences they are excellent
I thought the balance of information was good and at a very reasonable price.
NAPCE is addressing important areas and kept the conference interesting
The organisation of the conference was all very clear, and the conference fulfilled its aims effectively
More discussion time, but I did appreciate the breadth of content and appreciate time constraints
Provide time for delegates to talk and discuss. To comment and ask questions after each presentation
More time to talk in workshops
Workshops to be more interactive. More practical ideas and strategies
More practical ways and strategies that we can use for our pupils e.g. signs of mental health issues, various types of condition and ways to support
Opportunities for networking and sharing free resources, as schools do not have the money for lots of these things
Opportunities to share good practice on tables
Maybe more resources or an information sheet on where to find support

Delegates made some suggestions for issues and topics that could be explored in future conferences.

More about strategic approaches in school
Mental Health strategies to use in the classroom
Working with pupils with SEND
Supporting disaffected/alienated pupils
Case studies and best practice as group discussions
Use of pupil premium funding to support pastoral care. Links between pastoral needs and wider SEND needs
Relationships with parents
Managing pastoral care in a digital environment including social media
Developing Pastoral teams. Good practice models.

Delegates made the following general comments about their experience at the conference.

I really enjoyed the day and found it to be wholly engaging
Enjoyable and informative day. Thank you and very good value for money
A useful and stimulating day
I found it all very useful and well planned. A valuable day
Thank you for a very positive day
Fantastic day Very appropriate that the conference related to mental health. I have felt very valued and left the venue feeling very much looked after. Thank you
An enjoyable and useful day
Well done to all involved it was fantastic
Brilliant Day. Thoroughly enjoyable and informative

Thank you to all speakers, workshop leaders, organisers of displays, staff at The Studio NAPCE members and all delegates for your contribution to the success of the conference.

Phil Jones
National Chair
National Association for Pastoral Care in Education (NAPCE)