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NAPCE News – May 2022

NAPCE News – May 2022

Making a positive difference to young people through pastoral care

FEATURE ARTICLE:  NAPCE Vice Chair Dr Matt Silver Explores the Value and Management of Energy During a Crisis

Energy During a Crisis

We are all seeking change, yet require the energy to action it. 

This pandemic has hit us in phases and as a result each phase has demanded a different energy from the whole education sector. Unlike typical change, the pandemic has seen the number of phases continue to mount, some expected overnight, some slowly burning our resources almost unconsciously.

Two years ago, it was very much crisis. I sat at my desk as a head teacher in denial.

Surely the news was exaggerated? Surely the talk of lockdown was the media gaining clicks? What was coming wasn’t going to truly close the country and our school down?

As the guidance came in (and then changed), it felt like a scene out of a movie. Concern swept across the face of every learner and teacher.

Doubt. Fear. Anxiety over whether they should be in school, protecting themselves or their loved ones. A war cabinet was drawn up and battle plans made to execute orders in order to navigate safety and survival for our community and global pandemic.

Tough decisions were made, and looking back now you can pick which ones saw an emotional overload take over the control panel.

A Downward Spiral 

We were in the survival stage. This demanded us to lead and try to remain stable in a context of stress, anxiety and panic.

Much like a sprinter it demanded adrenaline and produced much cortisol but instead of a short journey, this has become a marathon of sprints, almost normalised, and as a result burnout is evident.

For many, this has led to a negative cycle that still has many leaders running it in a state of fight, flight or freeze.

I coached a client last week who had refused to book in a session since December, simply because they were too concerned with their staff to take an hour for themselves and this is after the restrictions have lifted.

Such an imbalanced physiological and psychological state has kept our parasympathetic nervous system switched on constantly, meaning that with no recovery, a less active immune and digestive system, stress has become anxiety and anxiety is leading to depression and disconnection.

Without the awareness, literacy, or management to shift out of this state, professionals have resorted to different coping mechanisms.

Flight from the profession has clearly be seen with the great resignation, as has the freeze when it comes to the national shortage of those seeking to step into leadership and guide their communities for the storm (53% of deputy heads do not want to take the step).

In many conversations and reports, the top layer of education is crumbling and further exposing their communities to the same suffering when they need stability.

Wellbeing initiatives are not the solution as the majority are extrinsic and temporary glimmers of positivity.

To develop our capacity and wisdom to evolve with change must be intrinsic. It has to be the body and mind making the decision together and to choose to unite with others if rejection is going to be prevented.

The only consistent wellbeing that is present is our emotional state and this must remain positive to move forward.

Moving up the Spiral

To address this negative spiral of ourselves and our communities requires us to recognise that all we can control during a time of sensory overload, is our own physiological and psychological state.

This is not about chunks of time, but instead regenerating energy. Space to allow for an awareness of where our energy levels are and how we are using it for optimal recovery and then performance. The same to reconnect with those around us are and the climate surrounding us (in multiple forms).

Is the internal and external energy gain and spend where we want it to be? Is there balance? Only with awareness and a common language can we apply the tools to navigate our state.

Our schools are our boats. The captain has to know where they are going, how to pace the journey subject to conditions so it is sustainable for the crew, our engine.

I was fortunate enough to integrate self-management tools into my own practice and the school’s culture before the pandemic having been coached by a group called Complete, who focus on vertical development (upgrading the processor, not adding more apps). By no means did this mean plain sailing, but it did allow our team to seek balance in the eye of the storm, gain a greater capacity to adapt and therefore be there to guide others.

What we looked to provide was the awareness of our human bodies attention to homeostasis (balance).

The space to understand this allows us to take the first step to understanding why it is we are having such reactions to change, such outbursts that flare up in resistance or shutdowns and denial. Our bodies pH, oxygen levels, blood sugars (the list goes on) is so acute that the body goes to extremes to maintain it. The same can be said with the biological lab that is our body.

What we are seeking is to counter what lies behind most forms of coping; fear of losing balance. Why is this not more obvious? When we are in a negative state, our mind does not alert us to this in order to ensure we can run through pain barriers in order to survive.

When not using our pre-frontal lobes (our smart thinking) we still believe we are making rational decisions.

To address stress and anxiety build up, we can foster our DHEA production- the performance hormone and an antidote to cortisol.

Our coaching programme often starts with polyvagal exercises that inform our brains that all is OK and in a safe state to switch our parasympathetic nervous system on and allow rest and recovery mode. This allows us to move into positive emotional states and our pre-frontal lobe to switch on once more.

The key question to ask yourself is do you know when you are making erratic decisions and if you do, can you self-manage yourself out of this state? Do our learners not need the same? Imagine. We can no longer seek the conditions to do this as the conditions are in constant flux. We need to step back, enquire, gain awareness, and only then can we set a wiser course.

Whilst much has been rightly made of education reform, we must be able to consciously be in a balanced state if we are going to reduce the resistance and increase the quality and therefore coherence of the direction we are to take. So before reform, we feel you need to overcome the resistance and prepare for the journey. To begin this we require:

External and Inner Space

Often with coaching leaders or their teams, it is the simplicity of stepping out of their typical routines and providing them with a safe space to reconnect with their essence, examine their own personal and professional journey and resulting state from multiple angles held most value.

Having facilitated in various forms with hundreds of leaders over the pandemic, this is the most consistent pattern.

It is not that they need expertise or training of processes, but the space and map to look beneath their own surface and in doing so discovering their own state at multiple levels, their own purpose, and aligning these to function at peak performance.

The simplicity of such space and the common frameworks of adult development to guide the next steps have increased leaders’ capacity despite a global crisis.

When they experience the payback for themselves, they begin the same exploration within their teams, and it spreads to their learners. This allows them to maintain their captaincy, ship and align their course, ensuring others are still on board, have agency and remain for the journey despite the waves of constant flux we will continue to navigate.

As each lockdown receded and restrictions eased, we felt the need to rebalance and realign as we began to reconnect in physical form.

The appreciation for connection left us in a positive emotional state that allowed us to see hope again.

Whilst digital platforms provided an invaluable bridge, they serve only two senses.

Let us not forget how valuable those spaces to connect with each other and ourselves are.

Change is constant but so is growth.

To get you through to the end of term and start next year as a new chapter, Pathways Development is delivering a virtual masterclass on energy management. 

Click here to book your ticket: https://www.pathways-ed.org/pathways-development-events.

We cover the 5 E’s of Energy:

  1. Environment
  2. Emotion
  3. Eating and Exercise
  4. Essence
  5. Encompass

Dr Matt Silver is the CEO of Pathways Education and the Vice Chair of NAPCE. He is a system designer that implements deep learning and expansive development in a meaningful digital hybrid for leaders and learners alike whilst creating outstanding provisions. 

Pathways group of schools, colleges and leadership programmes live their mission by facilitating the individual and collective journey we are each on, driving learners to enhance their capacity, becoming self-determined and self-authoring so that they can dynamically connect with change. 

To create equitable communities, Pathways is building a flourishing co-operative that provides seed funding and incubation of social enterprises created by a network of the least served members in society, those with additional needs. This is supported by the profits generated by their international coaching and consultancy development offer. They created this during the pandemic.

GOOD PRACTICE: We Shine a Spotlight on the Great Work of the Finalists in “International Contribution” at NAPCE Awards 2021

Good Practice in Pastoral Care in Education

NAPCE is pleased to raise awareness about good practice in pastoral care in education highlighted by the National Awards for Pastoral Care in Education.

This month it is the turn of last year’s finalists in the International Contribution to Pastoral Care category sponsored by the Hult International Business School.

This award is for an international school or organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.

The winner in this category in 2021 was Bromsgrove International School, Thailand. 

Their nomination was for the creation and launch of the Bromsgrove Boarding Skills Awards scheme, which allows students a unique opportunity to reflect on their development and growth in boarding as well as obtaining micro-credentials.

The modules focused on characteristics required for later life and have a positive impact on academic work.

While the boarders do not have much time to ‘get bored’, equipping them with new skills to ensure they keep active helps with their mental health, an area increasingly prominent in pastoral care.

The scheme empowers students to better themselves and the community they live in, setting them on a path to become outstanding global citizens.

Other nominations in this category included Stephany Herzog, International School of Zug and Luzern. 

Stephany’s work with inclusion at ISZL has had a powerful impact on many young people’s lives.

She works with students, staff, and the wider community to ensure the school stands behind its inclusion policy.

The nomination included the comment, “We Are All ISZL”, whatever their gender expression, identity, sexual orientation, race, or religion.

She has developed and nurtured the school’s Diversity, Equality, and Inclusion Network. Her work with students and staff has given an opportunity for people who may feel reluctant to share their voice a safe place to be heard and the chance to drive change forward.

Another example of good practice in this category was the nomination for Child1st Consultancy Limitedfor the work of Ann Marie Christian.

Ann Marie has delivered training and consultancy to international schools since 2008. She was headhunted and recommended to a CEO of a school in Dubai and continues to deliver this work.

She has spoken at International Conferences in the Middle East, the Caribbean, and the Far East. She writes articles and raises the awareness of the importance of well-being and educating people internationally about child abuse and how to report it and spot the signs.

In 2019 Ann Marie was recognised and won the Wintrade International Award for Women in the Public Sector. She is an associate consultant for COIS and BSME.
 
The closing date for nominations for the 2022 National Awards for Pastoral Care in Education organised by NAPCE is on 30th May, 2022, so now is the time to spend a few minutes making a nomination to recognise the good practice and hard work of people working in pastoral care in education to make a difference in the education of children and young people.

ENTER NOW: https://napceawards.wufoo.com/forms/napce-awards-2022-entry-form/

Nominations are free and a grand presentation event is planned for October to announce the winners in each category.

More information can be found at https://www.napce.org.uk/napce-awards-2022-entry-now-open/                                                                                         

 

WELCOME: Meet New NAPCE NEC Member Luke Ramsden

Welcome to Luke Ramsden

We are very pleased to welcome Luke Ramsden as a member of the NAPCE National Executive Committee.

Luke is Senior Deputy Headteacher and senior Safeguarding Lead at St Benedict’s School in Ealing in London Luke was the winner of the Pastoral Leader of the Year Awardsponsored by Taylor and Francis, in the National Awards for Pastoral Care in Education 2021 organised by NAPCE.

This award is for a leader who 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.

His nomination for the award explained how Luke had been responsible for developing outstanding safeguarding and pastoral practice at St Benedict’s School and how he has introduced a range of initiatives that have promoted the safety and wellbeing of pupils.

This has included successful campaigns to tackle bullying, peer-on-peer abuse and mental health issues where Luke has made use of accurate data to identify, predict and effectively target problems.

Luke is also the Chair of a Safeguarding Advisory Panel that provides expert advice and is regularly invited to speak at safeguarding events and conferences.

His contribution to the development of effective safeguarding and pastoral practice has been truly outstanding.

Luke started his teaching career at Tonbridge School where he was Head of History and was then a Housemaster at Ampleforth College before moving to Ealing.

In his role as Senior Deputy Head he is responsible for the day-to-day running of the school, as well as the pastoral oversight of all the students and overseeing the school’s PSHE programme (among a number of other roles).

In his time at St Benedict’s the school has become a flagship school for safeguarding and pastoral care, with the happiness of every student placed firmly at the heart of all the school does.

Luke regularly talks at educational conferences, and writes on safeguarding, pastoral care, and in particular the use of data to inform excellence in both these areas.

Among other positions Luke holds outside St Benedict’s is as Trustee of the School’s Consent Project charity.

We are delighted that Luke has become a member of the National Executive Committee and he has already started contributing to the work of the Association and will be speaking at the June online conference and at the National Safeguarding Conference in London in September on behalf of NAPCE.

If you might be interested in contributing to the work of NAPCE as a member of the National Executive Committee then you first need to become a member of the Association.

Please contact admin@napce.org.uk to let us know that you are interested in contributing to the work of the Association and for further details.

It would be great to hear form you if you are interested in pastoral care in education and are passionate about supporting children and young people to achieve their full potential from their education.                                                                                            

 

CONFERENCE: FREE Tickets Available Now for NAPCE Online Spring Conference 2022

Online Spring Conference 2022

‘How can effective pastoral care support learners and prepare them for their future roles in society’? 

After months of planning for the NAPCE Online Conference 2022 we now have less than one month to wait for the event.

If you haven’t secured your place already, now is the time to book your ticket, so you do not miss out on the brilliant line up of speakers who are covering important issues for everybody interested in pastoral care or working in a pastoral role in education.

You can join one of the biggest events on the pastoral calendar with the ‘Pastoral Question Time’ on the Thursday evening of the Conference.

Pour yourself a glass of wine or cup of tea, send in your questions (to admin@napce.org.uk ) and listen to the views of our expert panel from around the world.

Join other people interested in pastoral care in education live on the evening by registering on Eventbrite for your ticket.

The links for the events will be sent out to ticket holders in the next few weeks.

BOOK FREE TICKETS HERE:
https://napce-june-conference-22.eventbrite.co.uk

CONFERENCE PROGRAMME
Wednesday 15 June
2-00pm Welcome to the Conference – Phil Jones Chair of NAPCE
2-10pm Presentation 1– The School Response to Online Sexual Harassment and Abuse., Professor Kaitlyn Mendes, University of western Ontario Canada.
2-40pm Questions
2-45pm Presentation 2 – Developing Effective Supervision for Safeguarding, Carl Elder, Educational Consultant
3-15pm Questions
3-20pm Presentation 3 – The Rock and Roll Years for Education and the Lessons for Pastoral Care, Les Walton, CBE, Educationalist and Author
3-50pm Questions
3-55pm Close – Phil Jones Chair of NAPCE

Thursday 16th June
7-00pm to 8-00pm NAPCE QUESTION TIME – How can pastoral care and support in schools enable young people to achieve their full potential? 
Chaired by Phil Jones – Chair of NAPCE
Invited onto panel,
Dr Noel Purdy– Deputy Editor of Pastoral Care in Education.
Maria O’Neil – Author ‘Proactive Pastoral Care
Dr Mark Diacoupolos, Assistant Professor, Department of Teaching and Leadership, Pittsburg State University. USA
Charlie Walker, Student member of NAPCE National Executive.
Luke Ramsden, Senior Deputy Head, St Benedict’s School, Ealing, London.
Dr Helen O’Connor, St Swithins’ School Psychologist.

Friday 17th June 
10-00am Welcome – Phil Jones Chair of NAPCE
10-10am Presentation 4 – Using data to Create a Proactive Pastoral Strategy, Luke Ramsden, Senior Deputy Head, St Benedict’s School, Ealing, London
10-40 Questions
10-45am Presentation 5 – Lessons from Pastoral Care in a Special School, Nadine Huseyin, Family Support, Pastoral and Safeguarding lead, the Grove School Tottenham
11-15am Questions
11-20am Presentation 6 –The future Challenges of Managing Behaviour, Phil Jones, National Chair, The National Association for Pastoral Care in Education
11-50 am Questions
11-55am Close – Phil Jones Chair of NAPCE

Speakers and guests on the Question Time panel include:

Dr Helen O’Connor – Following a Clinical Doctorate from Royal Holloway University in 2001 Helen developed a specialist interest in OCD and eating disorders and worked for 14years within CAMHS and in her last position before leaving the NHS as the Lead Consultant Psychologist for a Psychological Therapies team within an adolescent inpatient unit. Helen left the NHS to work at St Swithun’s in 2015 as the schools Psychologist. Whilst working primarily with girls both preventing and managing mental health problems, Helen has developed an interest in helping teachers and education leaders consider ways of improving wellbeing for pupils in the classroom. Helen has introduced a positive education curriculum and this has now been nominated for a TES award for Pastoral Initiative of the Year 2022.

Dr Kaitlyn Mendes – Kaitlynn Mendes, PhD, is Associate Professor of Sociology and Canada Research Chair in Inequality and Gender at the University of Western Ontario, Canada and Honorary Professor of Gender, Media, and Sociology at the University of Leicester, UK. She has written widely about young people’s experiences of sexual violence, and the creative ways they have used digital technologies to challenge it. She is author of numerous books and articles including: Digital Feminist Activism: Girls and Women Fight Back Against Rape Culture (2019) and is currently co-writing a book called: Life After Lockdown: Young People, Schools, and Recovering from the Pandemic.

My presentation will focus on the crisis in schools around sexual violence, stemming from the Instagram site and website Everyone’s Invited, and the ways schools and teachers have struggled to respond. The talk is based on research conducted between March 2021-March 2022 with nearly 1000 young people and 77 teachers in England.

Dr Noel Purdy

MA (Cantab), MA (Ed.), MEd, PhD, PGCE, PGCCET, SFHEA, FLF, FCMI, CMgr
Director of Research and Scholarship, Head of Education Studies
Stranmillis University College, Belfast

Dr Noel Purdy is Director of Research and Scholarship and Head of Education Studies at Stranmillis University College, where he is also Director of CREU (the Centre for Research in Educational Underachievement).  He lectures at undergraduate and postgraduate level and has a particular research interest in educational underachievement, special educational needs and tackling bullying in schools.  He studied Modern and Medieval Languages at Cambridge University before teaching French and German in two post-primary schools (one all-ability, one grammar) in Northern Ireland. He has also taught in Germany and Switzerland.  He was the northern co-chair of the all-Ireland Standing Conference on Teacher Education North and South (SCoTENS) 2016-2021 and remains on their steering committee.  He is a member and former chair of the Northern Ireland Anti-Bullying Forum (NIABF 2013-2016) and was President of NASEN in Northern Ireland (2014-2016).  Recent research projects include a two-year Erasmus+ project working with 4 other EU partners to address cyberbullying in schools, a study of parental experiences of the SEN system in Northern Ireland funded by NICCY, two surveys of parental experiences of lockdown home-schooling in Northern Ireland in 2020 and 2021, a report on loyalist and republican former prisoners’ attitudes to educational underachievement, and (currently) a study of perceptions of level 4 and 5 vocational qualifications in Northern Ireland funded by the Department for the Economy. He is Editor (Acting) of Pastoral Care in Education – An International Journal of Personal, Social and Emotional Development. He chaired the Expert Panel on Educational Underachievement in Northern Ireland 2020-2021 whose final report and action plan A Fair Start was launched on 1 June 2021.  Most recently in February 2022 he was appointed Chair of the Steering Committee to review the 2013 Action Plan on Bullying in Ireland, appointed by Education Minister Norma Foley TD.

For more information about the presenters and guests 
on the Question Time Panel please follow us on Twitter @NAPCE1 or visit the ticket link here
https://napce-june-conference-22.eventbrite.co.uk

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 https://www.eventbrite.co.uk/e/napce-40th-anniversary-dinner-tickets-299335118397

The programme for the evening is,

7-00pm Guests Arrive – Prosecco Welcome Reception.
7-30pm Three Course Anniversary Dinner.

Dinner menu

  1. Starter                       
  2. Cream of Leek, Potato and Watercress Soup, Croutons (V) (GF)
  3. Main course             
  4. Roasted Chicken Supreme, Gratin Potato, and Red Wine Gravy (GF
  5. Dessert
  6. White Chocolate and Raspberry Cheesecake (V)

Vegetarian/Vegan Gluten Free option 

  1. Starter
  2. Leek, Sweet Potato and Spinach Soup (GF)
  3. Main course
  4. Butternut Squash, Sweet Potato and Roasted Red Peppers, Parsley and Dill Sauce with Tender Stem Broccoli (GF)
  5. Dessert
  6. 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 admin@napce.co.uk

 

40th ANNIVERSARY: Weekend Conference Details Released to Mark Four Decades of NAPCE

We are very proud to reveal details of the weekend conference to mark NAPCE’s 40th Anniversary in October.

Further details are being added in the coming weeks.

Dates for the Diary

The 40th Anniversary Conference and Events Weekend – October 2022

Venue
Worcestershire County Cricket Club
County Ground
New Road
Worcester
WR2 4QQ

Friday 7th October

Conference Day One

‘Is There a Need for a New Direction for Pastoral Care in Education’? –  Research and Policy making.

Confirmed Speakers

Dr Noel Purdy – Director of Research and Scholarship at Stranmillis University College, Belfast, and Deputy Editor of ‘Pastoral Care in Education’
Maria O Neil – Educationalist and author of ‘Proactive Pastoral Care’
Professor Helen Cowie – University of Surrey

Invited and waiting for confirmation 

The Rt Hon Nadim Zahawi, Secretary of State for Education
Ofsted
Full programme and other speakers to be confirmed

Saturday 8th October 

Conference Day Two

‘Is There a Need for a New Direction for Pastoral Care in Education’? –  Good Practice.
Daniel Sobel – Educationalist, author and founder and CEO of Inclusion Expert
Ron Skelton – Headteacher and CEO of Broadway School, Perry Barr, Birmingham
Dr Helen O Connor – Psychologist at St Swithun’s School in Winchester
Invited and to be confirmed
Mrs Heather Hansbury, President, Girls School Association

Workshops include:

Jill Robson – NAPCE National Secretary – Effective PSHE

Full programme and other speakers to be confirmed

Tickets: https://napce2022.eventbrite.co.uk/

Reduced price tickets will be available for NAPCE members, and a reduced-price ticket will be available for both days of the conference.

Other Events planned for the Anniversary weekend in Worcester include 

Friday 7th October 7-00pm
Presentation Event for the National Awards for Pastoral Care in Education 

AWARDS: Entry for the NAPCE Awards 2022 Closes on May 30th

There are just a few days left to enter the National Awards for Pastoral Care in Education 2022 organised by NAPCE.

The third annual NAPCE awards takes place in our 40th anniversary year for the Association and we are inviting everybody with a pastoral role or an interest in how pastoral care in education can support children and young people to achieve their full potential.

The closing date for nominations is 30th May 2022 and the judges will then have the difficult task of deciding who the finalists and winners will be in each category.

We are looking for the people, teams and organisations that make a real difference in the learning experience of children and young people and want to recognise their achievements and celebrate their good practice.

The categories for the awards this year are:-

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.

Outstanding Contribution to Pastoral Care
A person, group or organisation that has made a real difference in pastoral care, for the benefit of young people.

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
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.

The maximum number of words to support a nomination is being increased from 100 words to 300 words this year so there will be every opportunity to describe the good practice and the impact it is making.

Nominations can be made for excellent contributions to research, for raising awareness and for good practice in pastoral care in education from the 2021 -2022 academic year. The sponsors and panel of judges will be announced shortly.

A grand live presentation event is planned for the anniversary year in the autumn to announce the winners.

All finalists will receive a certificate form NAPCE to recognise their achievements and winners will receive a plaque and a £100.00 cash prize.

Make sure your good practice is recognised by making a nomination today.
 
To make a nomination for the 2022 National Awards for Pastoral Care in Education organised by NAPCE go to https://napceawards.wufoo.com/forms/napce-awards-2022-entry-form/

NAPCE News – April 2022

NAPCE News – April 2022

Making a positive difference to young people through pastoral care

FEATURE ARTICLE:  NAPCE Chair Phil Jones reviews DFE’s New Consultation on Behaviour, Suspension and Permanent Exclusion Guidance in Schools

DFE Consultation on Revised Behaviour in Schools’ Guidance and Suspension and Permanent Exclusion Guidance – February 2022 

The recent publication of the Education White Paper and Green Paper on Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) systems provided an insight into the thinking and plans of policy makers in education.

Another recently published document which suggests how policy and practice in schools is likely to develop (that was especially relevant to professionals with an interest in pastoral care or working in pastoral roles) was the consultation document ‘Revised behaviour in schools’ guidance and suspension and permanent exclusions guidance.

This document can be found at GOV.UK. and the consultation is based on two draft policy documents Behaviour in schools Guidance (2022) and Suspension and Permanent Exclusion Guidance (2022).

This is in response to a promise following the publication of the Timpson Review of School Exclusions (2019) that the UK Government was committed to working with sector experts to publish clearer, more consistent guidance.

The aim of this guidance is to support schools to:

·       create positive behaviour cultures
·       ensure suspensions and permanent exclusions are conducted in a lawful, reasonable and procedurally fair way

This promise seems to have been lost or delayed by the Government’s focus on Brexit and then the global pandemic.

NAPCE responded to the consultation which closed on the 31st March 2022.

The proposed changes in the guidance are likely to have a significant impact on policy and practice for managing behaviour in schools and in the daily work of staff in pastoral roles.

There had been speculation before the publication of the Timpson Review that it would restrict the powers of school leaders to implement suspensions and exclusions as a strategy to achieve good behaviour and a positive learning environment for learners.

The Timpson Review made 30 recommendations for changes but did recognise that school leaders use exclusions as a sanction as a ‘last resort’.

It also recommended that schools should be made more responsible for pupils that are excluded and more accountable for the educational outcomes that theses pupils achieve.

There was no guidance provided by the report or by the DFE on how this would be achieved in practice, and this might help to explain why there has been a delay in discussing new policy and practice.

The Timpson Revew suggested that more funding should be provided for alternative provision as an alternative to exclusion.

It raised concerns that pupils who were given repeated fixed term exclusions were missing out on education and that their experience was like a ‘revolving door’.

The Report asked for further consultation on reducing the 45-day limit for fixed term exclusions in an academic year and raised concerns about what was described as the rare practice of ‘off rolling’ to solve school behaviour issues.

There were also calls for the DFE to strengthen guidance about in-school units for managing behaviour, so they were always used constructively.

The Timpson Review called for more training on behaviour management so that schools could embed and maintain positive behaviour cultures.

The introduction to the consultation document demonstrates a focus on ensuring that schools make good behaviour a priority.

“Good behaviour in schools is essential to ensure that all pupils can benefit from the opportunities provided by education”.

“Schools should be calm, orderly and safe environments that support their pupils to succeed”.

This suggests that schools will come under increased scrutiny for their policies and practice to provide a positive learning environment and be accountable for how they manage behaviour.

It is also clear from the introduction to the consultation document that school leaders will be under increased scrutiny for how they use suspension and exclusions as strategies as part of the behaviour policy.

“It is important that headteachers have the knowledge and confidence to suspend or exclude pupils where it is warranted”.

“It is equally important that the obligations on schools are clear and well understood to ensure that any suspension or permanent exclusion is lawful, reasonable and fair”.

This could leave school leaders and staff in pastoral roles in the position where they are criticised if suspension or exclusion is not used as a sanction but also aware that they must carefully justify any decision and ensure that all appropriate procedures are followed.

The different sections of the consultation document provide clues about what is likely to be important for policy makers and what is seen as being good practice in behaviour management in schools.

The role of governing bodies in reviewing and monitoring suspensions and exclusions is highlighted.

There is a promise of increased guidance for governing bodies on how to analyse data on behaviour, suspensions and exclusions to be able to identify any variations in practice.

There is an increased expectation that headteachers will involve other professionals such as social workers in the exclusion decision making process.

A call for further consultation on remote meetings for exclusions suggest that theses are seen as being an option and part of the practice in schools after the pandemic.

There is a discussion about managed moves that suggests a more structured approach to their use as part of behaviour management.

Schools are encouraged to have a clear vision of what expected behaviour looks like and how they will create a whole school environment in which pupils are more likely to behave well.

It is emphasised that the school behaviour policy should be clearly communicated to ensure that the role and responsibilities for staff, pupils and parents is clear, to maintain good behaviour standards.

There is a focus on SEN and SEND pupils that statistics show are at more risk of suspension or exclusion.

Schools are encouraged to provide more support for vulnerable groups of pupils to meet behavioural standards and reminded about their responsibilities and duties under the Children and families Act 2014 and the Equality Act 2010.

The use of rewards and positive recognition is encouraged to reinforce expectations and routines of the school behaviour culture.

This has implications for staff in pastoral roles and suggests that pastoral leaders will need to plan a proactive approach to meeting the needs of different groups of learners and plan actions that develop and sustain a positive culture for learning and behaviour.

The document calls on schools to respond, “robustly to incidents of misbehaviour”, to deter further incidents and restore order and protect pupils from further disruption to their learning.

Sanctions should be applied in a fair and consistent manner and special consideration should be given when sanctions are implemented for SEND pupils.

The document discusses the use of removal rooms and how they should be used and highlights that there is a difference between a removal room and a separation space.

This includes comments that special consideration should be given to the removal of SEND or vulnerable pupils.

A small section signals how schools should support pupils following behavioural incidents and the pastoral support that may be required.

There is an emphasis on the importance of early intervention strategies to prevent misbehaviour, to reduce suspension and exclusion numbers and help pupils to develop appropriate skills and attitudes.

This will have implications for staff in pastoral roles for the use of their time and for the priorities for their daily work with pupils.

There is a discussion about how schools should respond to incidents of sexual violence and harassment to prevent it “leading to a culture of unacceptable and an unsafe environment for children in line with current safeguarding guidance”.

It is recognised that guidance on how to respond to online incidents and other incidents that take place away from the school site would be useful.

It recognises the headteacher’s autonomy in setting a policy on mobile phones but outlines that any policy should consider the needs for phones to be used in some circumstances such as medical grounds or to enable “children with SEND to access the curriculum”.

Staff in pastoral roles are very skilled and have considerable experience in managing behaviour in schools.

They have access to guidance in a wide range of books and publications based on research and experience that is shared.

The comments in the consultation document explore areas that pastoral staff are aware of and have daily experience of them in their schools.

What is interesting is that the issues that are examined indicate what the priorities are for policy makers and what needs to be considered by pastoral leaders in reviewing their behaviour policies and practice.

The DFE is currently analysing the feedback to the consultation and will publish the outcomes soon.

NAPCE will continue to contribute to discussions about policy and practice in pastoral care in education and welcomes any views or comments from Members.

Phil Jones
National Chair
NAPCE
April 2022

References
SEND review: right support, right place, right time – GOV.UK (www.gov.uk)

Opportunity for all: strong schools with great teachers for your child – GOV.UK (www.gov.uk)
Revised behaviour in schools guidance and suspension and permanent exclusions guidance – GOV.UK (www.gov.uk)

REPORT: NAPCE NEC Meets in Person for First Time Since Pandemic Started

After nearly three years following restrictions caused by the global pandemic, it was great for NAPCE members to meet up in person again for the March meetings.

The National Executive meeting took place in the morning followed by the Annual General Meeting at lunchtime and the Editorial Board Meeting in the afternoon.

The venue was Worcestershire County Cricket Ground in Worcester which will be the venue for the conferences, events, and meetings to celebrate the 40th anniversary of NAPCE in October.

The meetings took place in the View Conference Centre. This is on the third floor and has excellent views of the cricket ground and cathedral from the balcony and views of the River Severn and the City from the rear.

Unfortunately, COVID still made an impact, and it was only possible for some people to attend by video link on the large screen in the conference room.

This meant that the people attending in person had to make an extra effort to enjoy the excellent refreshments!

There were discussions at the meetings about plans for the free online conference in June, the ‘in person’ conference in October, the National Awards for Pastoral Care in Education 2022 and the presentation event and the Anniversary Dinner which takes place over the anniversary celebration weekend in October.

There were positive reports about the Association’s academic journal, ‘Pastoral Care in Education’ with its reputation around the world for raising awareness about research and practice in pastoral care in education continuing to grow.

News about the plans for a special edition of the Journal to celebrate the 40th anniversary were shared and updates were given on the progress made.

The engagement with NAPCE through social media continues to grow and it was good to hear that even during the pandemic more people are engaging with NAPCE and taking an interest in its work to raise awareness about pastoral care in education.

The Association has a sound financial position and is well supported by the administrative team.

Mel O’ Grady has now stepped down form her role providing administrative support for NAPCE, and special thanks were given for her work for several years supporting the Association.

Members were informed about the work of NAPCE in the previous year and plans for the year ahead at the Annual General Meeting.

Reports were presented from the Chair, Secretary, Treasurer and Editor of the Journal.

The reports gave members a positive picture of the Association’s work and made them aware of the exciting plans for events and activities in the future.

Our Journal editor, Professor Stan Tucker, is currently recovering from surgery and Dr Noel Purdy is acting as editor.

Everybody wished Stan a speedy recovery and sent best wishes.

An amendment to the constitution was agreed at the AGM to clarify that anybody contributing to decision making as a member of the National Executive or editorial board or any other sub committee that may be formed in the future must be a member of NAPCE.

This means that decisions for members are made by members and ensures that decision makers are covered by the Association’s insurance and are compliant with the governance expectations of the Charities Commission.

The next meetings of the National Executive and Editorial Board will take place in Worcester as part of the anniversary weekend.

There are plans for the March 2023 meetings to take place in central London.

ARTICLE: Creating Sense of Self to Find Young Carers by Dr Dee Gray

While young carer figures are often accompanied by the caveat that they are ‘underestimated’, we have rough numbers of approximately 30,000 carers under the age of 25 in Wales, 29,000 in Scotland, 6,500 in Northern Ireland, and 800,000 in England.

The reasons why these figures are ‘underestimated’ and are therefore inaccurate vary.

Most obviously there inaccuracy is due to the timing of studies (the last published census was in 2011, the next is due summer 2022), to the shifting negative influences that affect the health of the population and thereby increasing the need for young carers (Covid being a prime example), and surprisingly perhaps the fact that some young carers do not want to be found.

Why young carers might not want to be found often relates to the stigma attached to caring roles, especially when those being cared for have mental health or drug and alcohol problems (The Children’s Society, 2013).

When we look at the experiential learning of young carers it is a mixed bag of positives and negatives.

On the plus side, young carers have unique experiences that develop their leadership and interpersonal skills, they learn how to budget, how to provide often complex health and social care, and are a dab hand at showing compassion to others. Their value to society is huge.

On the negative side however, young carers are often bullied at school, and are isolated from the usual social activities that contribute towards a sense of self and belonging.

When young carers ‘slip through the pastoral net’, their mental health is impacted, often their academic potential is unfulfilled, so the likelihood of reduced employment opportunities becomes all too real.

Awareness of the pastoral needs of young carers is growing and many schools are actively involved in identifying, and making a real and positive difference to the young carers within the school setting.

There is always more to do however, which can be a challenge when resources are tight.

A few years ago I was invited to adapt a wellbeing programme (originally designed for and being delivered to frontline staff in stressful occupations), for delivery to young carers and school staff in Wales.

The programme ran over a few months and, although the numbers involved were small, as a case study it demonstrated how the value of young carers in the school could be improved, and with that the identification of young carers.

From this grew the establishment of the Young Carers Academy, a not for profit organisation based in Wales.

The Young Carers Academy runs along a central wellbeing theme, so everything we do spins out from it and then spins back into it.

We co-produce everything with young carers, even our website and branding comes from them. \

All of this takes time, but it contributes to a young carer sense of identity and of creating their own space, something they want to belong to, not something we tell them, however well meaning, is a good idea.

There are a fair few reasons why co-production supports this, but the real insight into why we do things this way relates back to ‘not wanting to be found’.

The simple truth is like many young people, young carers are often reluctant to stand out, because they want to fit in.

By exposing their home conditions and unmet needs to others in the school, we risk creating the psychologically unsafe spaces we are trying to address.

The wellbeing methodology we use at the Young Carers Academy is about creating and finding a way to being a ‘best self’ (Gray. D., Jones. K. 2018).

The methodology is the same tried and tested approach I undertook with frontline staff, and it works with young carers because they too are often on the frontline Gray. D. (2017).

The approach adapted for them is simple, and requires in essence for them to recall times of happiness, and then to add to these memories through a range of new co-produced experiences.

Being part of the co-creation of the Young Carers Academy is one of those potentially life changing experiences.

It is early days but it is hoped that the general idea to develop their salutogenic way of experiencing the world, will stand them in good stead for what life throws at them in the future.

If you would like to find out more about our work at the Young Carers Academy, please contact me at dee@youngcarersacademy.org

Dr Dee Gray
Young Carers Academy

  1. Hounsell. D. (2013) Hidden from View: the experiences of young carers in England. The Children’s Society. https://www.childrenssociety.org.uk/sites/default/files/2020-10/hidden_from_view_final.pdf
  2. https://socialcare.wales/hub/hub-resource-sub-categories/young-carers-and-young-adult-carers

3. Gray. D., Jones. K. (2018) “The resilience and wellbeing of public sector leaders”, International Journal of Public Leadership, Vol. 14 Issue: 3, pp.138-154, https://doi.org/10.1108/IJPL-09-2017-0033
4. Gray. D. (2017) The Resilience and Wellbeing of Carers – Developing the Third Workforce. Forum Conference Proceedings International Forum on Quality and Safety in Healthcare: Building Capability and Leadership. Kuala Lumpur, 24-26 August 2017, Kuala Lumpur
                                                                                           

 

CONFERENCE: FREE Tickets Available Now for NAPCE Online Spring Conference 2022

Online Spring Conference 2022

‘How can effective pastoral care support learners and prepare them for their future roles in society’?

FREE Online Conference over three days 

Tickets are going fast for the free online conference being organised by NAPCE in June 2022.

With a brilliant line up of expert speakers and a great Question Time panel this is the conference for everybody who is interested in pastoral care in education and the difference it can make to a young person’s learning experience and life chances.

Last year’s conference sold out a month before the event, so go to Eventbrite today to register for your tickets.

PROGRAMME
Wednesday 15 June
2-00pm Welcome to the Conference – Phil Jones, Chair of NAPCE
2-10pm Presentation 1– The School Response to Online Sexual Harassment and Abuse., Professor Kaitlyn Mendes, University of western Ontario Canada.
2-40pm Questions
2-45pm Presentation 2 – Developing Effective Supervision for Safeguarding, Carl Elder, Educational Consultant
3-15pm Questions
3-20pm Presentation 3 – The Rock and Roll Years for Education and the Lessons for Pastoral Care, LesWalton, CBE, Educationalist and Author
3-50pm Questions
3-55pm Close – Phil Jones Chair of NAPCE

Thursday 16th June

7-00pm to 8-00pm NAPCE QUESTION TIME – How can pastoral care and support in schools enable young people to achieve their full potential? 
Chaired by Phil Jones – Chair of NAPCE
Invited onto panel,
Dr Noel Purdy– Deputy Editor of Pastoral Care in Education.
Maria O’Neill – Author ‘Proactive Pastoral Care
Dr Mark Diacoupolos, Assistant Professor, Department of Teaching and Leadership, Pittsburg State University. USA
Charlie Walker, Student member of NAPCE National Executive.
Luke Ramsden, Senior Deputy Head, St Benedict’s School, Ealing, London.
Dr Helen O’Connor, St Swithins’ School Psychologist.

Friday 17th June 
10-00am Welcome – Phil Jones Chair of NAPCE
10-10am Presentation 4 – Using data to Create a Proactive Pastoral Strategy, Luke Ramsden, Senior Deputy Head, St Benedict’s School, Ealing, London
10-40am Questions
10-45am Presentation 5 – Lessons from Pastoral Care in a Special School, Nadine Huseyin, Family Support, Pastoral and Safeguarding lead, the Grove School Tottenham
11-15am Questions
11-20am Presentation 6 – Wellbeing – Early Intervention Made Easy, Alex Kyriacou, Director, UOK Wellbeing
11-50am Questions
11-55am Close – Phil Jones Chair of NAPCE

Follow the link to book your FREE tickets https://napce-june-conference-22.eventbrite.co.uk

The links for each event in the Conference will be sent to people who have registered for tickets in June. 

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 https://www.eventbrite.co.uk/e/napce-40th-anniversary-dinner-tickets-299335118397

The programme for the evening is,

7-00pm Guests Arrive – Prosecco Welcome Reception.
7-30pm Three Course Anniversary Dinner.

Dinner menu

  1. Starter                       
  2. Cream of Leek, Potato and Watercress Soup, Croutons (V) (GF)
  3. Main course             
  4. Roasted Chicken Supreme, Gratin Potato, and Red Wine Gravy (GF
  5. Dessert
  6. White Chocolate and Raspberry Cheesecake (V)

Vegetarian/Vegan Gluten Free option 

  1. Starter
  2. Leek, Sweet Potato and Spinach Soup (GF)
  3. Main course
  4. Butternut Squash, Sweet Potato and Roasted Red Peppers, Parsley and Dill Sauce with Tender Stem Broccoli (GF)
  5. Dessert
  6. 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 admin@napce.co.uk

 

40th ANNIVERSARY: Weekend Conference Details Released to Mark Four Decades of NAPCE

We are very proud to reveal details of the weekend conference to mark NAPCE’s 40th Anniversary in October.

Further details are being added in the coming weeks.

Dates for the Diary

The 40th Anniversary Conference and Events Weekend – October 2022

Venue
Worcestershire County Cricket Club
County Ground
New Road
Worcester
WR2 4QQ

Friday 7th October

Conference Day One

‘Is There a Need for a New Direction for Pastoral Care in Education’? –  Research and Policy making.

Confirmed Speakers

Dr Noel Purdy – Director of Research and Scholarship at Stranmillis University College, Belfast, and Deputy Editor of ‘Pastoral Care in Education’
Maria O Neil – Educationalist and author of ‘Proactive Pastoral Care’
Professor Helen Cowie – University of Surrey

Invited and waiting for confirmation 

The Rt Hon Nadim Zahawi, Secretary of State for Education
Ofsted
Full programme and other speakers to be confirmed

Saturday 8th October 

Conference Day Two

‘Is There a Need for a New Direction for Pastoral Care in Education’? –  Good Practice.
Daniel Sobel – Educationalist, author and founder and CEO of Inclusion Expert
Ron Skelton – Headteacher and CEO of Broadway School, Perry Barr, Birmingham
Dr Helen O Connor – Psychologist at St Swithun’s School in Winchester
Invited and to be confirmed
Mrs Heather Hansbury, President, Girls School Association

Workshops include:

Jill Robson – NAPCE National Secretary – Effective PSHE

Full programme and other speakers to be confirmed

Tickets: https://napce2022.eventbrite.co.uk/

Reduced price tickets will be available for NAPCE members, and a reduced-price ticket will be available for both days of the conference.

Other Events planned for the Anniversary weekend in Worcester include 

Friday 7th October 7-00pm
Presentation Event for the National Awards for Pastoral Care in Education 

AWARDS: Entry for the NAPCE Awards 2022 Closes on May 30th

There is just over one month left to enter the National Awards for Pastoral Care in Education 2022 organised by NAPCE.

The third annual NAPCE awards takes place in our 40th anniversary year for the Association and we are inviting everybody with a pastoral role or an interest in how pastoral care in education can support children and young people to achieve their full potential.

The closing date for nominations is 30th May 2022 and the judges will then have the difficult task of deciding who the finalists and winners will be in each category.

We are looking for the people, teams and organisations that make a real difference in the learning experience of children and young people and want to recognise their achievements and celebrate their good practice.

The categories for the awards this year are:-

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.

Outstanding Contribution to Pastoral Care
A person, group or organisation that has made a real difference in pastoral care, for the benefit of young people.

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
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.

The maximum number of words to support a nomination is being increased from 100 words to 300 words this year so there will be every opportunity to describe the good practice and the impact it is making.

Nominations can be made for excellent contributions to research, for raising awareness and for good practice in pastoral care in education from the 2021 -2022 academic year. The sponsors and panel of judges will be announced shortly.

A grand live presentation event is planned for the anniversary year in the autumn to announce the winners.

All finalists will receive a certificate form NAPCE to recognise their achievements and winners will receive a plaque and a £100.00 cash prize.

Make sure your good practice is recognised by making a nomination today.
 
To make a nomination for the 2022 National Awards for Pastoral Care in Education organised by NAPCE go to https://napceawards.wufoo.com/forms/napce-awards-2022-entry-form/

NAPCE News – March 2022

NAPCE News – March 2022

Making a positive difference to young people through pastoral care

FEATURE ARTICLE:  “Priorities for Pastoral Care in the Future” by NAPCE Chair Phil Jones

Priorities for Pastoral Care in The Future

Is the priority for pastoral care in the 21st century to meet the needs of schools or the needs of the children and young people they care for?

Recent educational publications have questioned the purpose of education in the 21st century.

One example is Martin Illingworth’s book, ‘Forget School. Why young people are succeeding on their own terms and what schools can do to avoid being left behind.’

In the book he argues that learners are finding their own ways to develop their skills and understanding that they need to prepare themselves for their future lives because the experience they have in school is not relevant to them.

The priorities in education for young people which include being able to network effectively, manage their finances responsibly and be digitally proficient and alert to the world around them are not goals that are priorities for schools in the current educational system.

‘As far as I can see the children are there to serve the school, not the other way around. The school has to compete with the one down the road for a label that says it is a success’ (Illingworth 2020).

Priya Lakhani in her book, ‘Inadequate. The system failing our teachers and your children’ calls for a more ambitious view about the purpose of education in the 21st century.

She comments that despite the intellectual, technological, and educational abilities, reaching greater heights than at any time in our existence, our schools are still focused on achieving the very basics of functioning humans – how to read and how to use numbers.

‘Teachers spend most of their time importing basic knowledge and skills that have changed little for centuries’ (Lakhani 2020).

She uses a quote from Bill Gates, founder of Microsoft to illustrate her argument.

‘Success today requires the agility and drive to constantly rethink, reinvigorate, react and reinvent’.

This discussion has implications for pastoral leaders in their planning and delivery of pastoral care to ensure that it is relevant to children and young people and supports their preparation for their future in the workplace and in society.

‘Children in primary schools now will be looking for work in the 2030s. What knowledge and skills will they need in order to succeed?’ (Lakhani 2020)

To achieve success, people will need to develop and use effectively, their social and emotional skills.

Staff in their pastoral roles will be responsible for using pastoral structures and systems to develop these social and emotional skills that will be important in the modern workplace and society.

In a recent article in The Times newspaper, Margaret Thatcher’s former Trade and Industry Secretary in the 1980s – Lord Young of Graffham – commented on how in his opinion schools, colleges and universities were failing to prepare young people either for life or work.

‘People come out of school completely unaware of the world they are going to be moving into’ (Times 2022)

Pastoral leaders need to reflect on what the goals are for the pastoral work of the school and how the pastoral structures and systems can contribute to preparing learners for their future lives.

One issue that highlights the challenges for pastoral leaders in providing learners with a relevant learning experience, is the issue about the use of mobile phones in schools.

It is easy to understand why pastoral staff will implement strategies and rules that control the use of mobile telephones in schools.

There is no doubt that the use of mobile phones can be abused in schools especially with high quality cameras and the difficulties with controlling what can be accessed on the internet.

Mobile phones can be a distraction for learning with children and young people under peer pressure to be fully aware of the latest information shared on social media.

However, the reality is that mobile phones are a part of daily life and that includes being a valuable tool in the workplace and an important part of social interaction in the modern world.

A decision to ban mobile phones during the school day, it can be argued, enables the school to provide a safe learning environment where the focus is on learning.

Is this not in reality, a missed opportunity to teach learners, through the pastoral curriculum, the safe and responsible use of the technology.

A ban on mobile phones may enable schools to provide an orderly learning environment but at the cost of a missed opportunity to prepare children and young people to use technology safely and responsibly.

A challenging question for pastoral leaders is whether the purpose of pastoral care in schools is to encourage compliant and conforming learners to enable the school to achieve good examination results or to encourage learners to question and challenge views and opinions to develop informed understanding about issues that are important for their daily lives.

The January National Conference for Pastoral Leaders organised by ASCL explored the heightened focus on how schools respond to sexual harassment and abuse.

Research by Ofsted, discussed at the Conference, reported that children and young people are more likely to share concerns with their peers than with adults.

It also reported that sexual harassment and abuse is also taking place in primary schools. (Ofsted 2021).

This has implications for pastoral leaders for the culture they want to develop in their schools.

Professor Jessica Ringrose, speaking at the Conference, reported that from her research they had found that only 2% of children and young people reporting concerns about sexual harassment and abuse, reported it to their schools.

This raises questions about how confident children and young people are that schools understand their daily life experiences and whether they can provide appropriate support and guidance in response to the issues that are important to them.

There were also questions raised from the research about the pastoral strategies used by schools with the findings reporting that children and young people did not like assemblies as a way of providing guidance about sensitive issues and would prefer opportunities to discuss them in small groups.

Pastoral leaders need to reflect on the purpose of their pastoral work and develop and implement strategies that are relevant for the life experiences of the children and young people in their care.

One example of this comes from earlier in my teaching career when in the role of Head of Year, I was approached by a group of my students who said they were concerned about the bullying that was taking place in the school.

At the time, the response of most schools was that there was “no bullying in our school” but the evidence from the students was presenting a different picture.

After doing a survey which showed that there were significant concerns about bullying following further discussions with the students, we established a student listening service called ‘I believe’ where students could share concerns with their peers.

The strategy was not popular with all the adults in the school with some members of staff expressing the view that “there is now more bullying because you are  talking about it”.

The view from students was the complete opposite with feedback that because students could now raise concerns less bullying was now taking place.

It was going to take time, but the feedback from students showed that the strategy was changing the culture so that bullying would no longer be acceptable in the school community.

The work of the school was recognised by being nominated for the First ever ‘Philip Lawrence Awards’ in 1997.

This led to one of the more terrifying experiences in my teaching career when a limousine picked me up outside my house at 5-00am and I was taken to London to appear on breakfast television to talk about ‘I believe’.

This and other awards that followed showed that the pastoral work of schools to improve the learning experience and personal development of children and young people is valued in society.

If pastoral care is going to be relevant for children and young people in the future, then it is important that schools listen to them.

Adults working in schools, need to have an understanding about what is important to children and young people in their daily lives.

This will ensure that there is clarity about the support children and young people need as learners.

It will also ensure that their learning experience supports their personal development and prepares them for their future lives in society.

Please share your views and ideas with NAPCE about how pastoral care can contribute to the learning experience of young people in a modern rapidly changing technological world.

You can do this by following NAPCE on Twitter and by participating in the events and activities NAPCE has planned for 2022.

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

The views expressed in the article are my own and not necessarily the views of the Association and are intended to stimulate discussion and debate about the future role of pastoral care in education. 

References
Illingworth, M. (2020). Forget School. Why young people are succeeding on their own terms and what schools can do to avoid being left behind. Carmarthen. Independent Thinking Press.
Lakhani, P. (2020). Inadequate. The system failing our teachers and your children. Woodbridge. John Catt Educational Ltd
Ofsted. (2021) Review of sexual abuse in schools and colleges. Available at https://www.gov.uk.government/publications/review-of-sexual-abuse-in-schools-and-colleges/review-of-sexual-abuse-in-schools-and-colleges
Ringrose, J. Regehr, K. and Milne, B. (2021) Understanding and combatting experiences of image – based sexual harassment and abuse. Available at, https://www.ASCL.org.uk/IBSHA
Times (2022) Scrap exams to help pupils to get jobs says Thatcher favourite. The Times Newspaper 4th February 2022.

GOOD PRACTICE: Leading Pastoral Care Practice from NAPCE Awards “Outstanding Contribution to Pastoral Care” Finalists

Celebrating Good Practice in Pastoral Care in Education.
 
NAPCE is proud to be able to highlight the excellent work that is being done in pastoral care in education.

The National Awards for Pastoral Care in Education organised by NAPCE highlights the difference that is made by professionals working in pastoral roles.

This month we are recognising the excellent work that was highlighted by the contributions to the category ‘Outstanding Contribution to Pastoral Care’.

This award, sponsored by NAPCE, is for a person, group or organisation that has made a real difference in pastoral care, for the benefit of young people.
 
The proud winner of this award in 2021, were Achieve NI from Belfast in Northern Ireland.

The nomination reported on how Mandy McDermott and her team at AchieveNI had made an outstanding contribution to the pastoral care at various schools and colleges throughout Northern Ireland.

They have designed and delivered many issue-based training packages on issues relating to Emotional well-being such as ‘Emotional Intelligence’, ‘Anger Management’, ‘Stress and Anxiety’ and ‘Primary School Transition’. 

They have also provided one-to-one counselling support to those young people who are navigating difficult times.

Mandy and her team at AchieveNI have made immeasurable differences in the lives of many young people spanning many years.

They carry out this work with passion, commitment, and dedication, never turning any young person away and they deserved recognition for this.

The finalists in this category included Jan Ashton from Nidderdale High School, Pateley Bridge, North Yorkshire. 

Jan excels as a Pastoral Leader ensuring close contact with students and families.

She maintained this in recent challenging times in some unusual and creative ways.

Jan made care packages for students feeling low, she planted trees, filled pastoral pamper hampers, wrote recognition postcards, sent letters of comfort and care for those who were bereaved and study packages for those preparing for exams.

Every single student known to her received a reminder of some sort to let them know that she was there.

Jan made sure closure, distance and virtual worlds did not mean any loss of pastoral care.

Also nominated in this category was Sarah Cockerline, from Oakfield School, Hull. 

This residential school has been Ofsted ‘Outstanding’ for 3 years in a row.  

Their knowledge and expertise in pastoral care has been shared with schools across England.

They provide each pupil with specific individualised care and support.

Pupils assist in the creation of their Individual Behaviour Education Care Plan which is aimed at developing independence, self-reliance, confidence, self-esteem, and independent living.

This year they have introduced the LEAP provision.

This is their Life Enriching Activity Programme, as an extended days offer to enhance the lives of complex pupils who attend Daily, making a real difference to the pupils in their care.

Nicola Wright, from Nidderdale High School, Pately Bridge, North Yorkshire, was nominated in this category for her work in pastoral care n the 2020-21 academic year.

Nicola completely reinvented her pastoral role during the lockdown periods to ensure that close pastoral contact was maintained daily throughout the home learning periods.

She produced an online daily newsletter called ‘Check In’ for students to share their highs and lows through photography, creative writing, artwork, news, and humour.

The Check In became a welcome daily, co-created contact shared throughout the community keeping tight the precious links between us all and ensuring outstanding pastoral contact and care continued to envelop the school.

An outstanding Nidderdale Pastoral project, shared by the LA as an example of excellence. 
  
The last finalist in this category in 2021 was Claire Gibbs, Ridgeway Secondary School, Redditch, Worcestershire. 

Claire has worked for Ridgeway for over 20 years she is relentless in her commitment to young people and has impacted so many young lives positively.

Claire is one of our most valued and key staff members and selflessly dedicates her time and support every day.

Claire deserves recognition for her work, and she is appreciated by her school for everything she does for the students.

Congratulations to everybody involved in these examples of excellent pastoral care.

Do not miss your opportunity to nominate for the 2022 National Awards for Pastoral Care in education organised by NAPCE.

Making a nomination is easy and it ensures that staff supporting pastoral care are valued and get the recognition they deserve. 

You can nominate here: https://napceawards.wufoo.com/forms/napce-awards-2022-entry-form/

REPORT: Chair & Secretary Reports from NAPCE 2021/22 AGM in March

Chair/Secretary Report 2021/22 
For The National Association for Pastoral Care in Education (NAPCE)

The Association through the National Executive Committee (NEC) continues to maintain strong financial management and governance.

The NEC at its meetings and through the work of its members ensures sound strategic planning and internal accountability for the activities of the Association.

The NEC ensures, (that as a non profit making charity which aims to support pastoral care in education), the work of its members, NEC and sub committees including the Editorial Board (EB) has the support needed to achieve its aims including administrative, financial, and appropriate insurance.

The National Executive has the responsibility for ensuring that the Association meets the governance expectations of the Charities Commission. The strategic priorities for the NEC this year have been.

  1. Planning events and conferences, where appropriate in partnership with other organisations to ensure that NAPCE is active in the educational world.
  2. To expand the activities of the NAPCE to enable the Association to interact with an increasing number of people with an interest in pastoral care in education.
  3. To develop the role of NAPCE as a provider of training and professional development, to share theory and good practice in pastoral care.
  4. To continue to develop the structure and organisation of the Association to meet the current and future needs of its members.
  5. To raise the profile of NAPCE and the Journal in the educational world

Once again this has not been a normal year for the Association because of the impact of the global pandemic.

Like most organisations, the pandemic and restrictions required have prevented events where people meet in person which has historically been an important part of the Associations activities, and this has brought challenges for NAPCE and a need to adapt and work in diverse ways.

The NEC identified the strategic challenges that the restrictions caused by the pandemic would bring to the Association.

  1. To be financially secure.
  2. To continue to engage and interact with people with an interest in pastoral care in education.
  3. To sustain interest in the work of NAPCE, to maintain and increase membership.
  4. To support professionals with an interest in pastoral care and explore new ways to support professionals, to ensure that the Association continues to have positive role in a changing educational world.

Although in the last two years the NEC has been prevented from organising in person events because of the pandemic, The Association has adapted to the changing situation and been successful in responding to these challenges.

The NEC and EB have developed new skills and ways of working, to support NAPCE in raising awareness about the importance of pastoral care in education.

As we can now be more optimistic about being able to organise in person events in the future the new skills and ways of working that we have developed during the pandemic will provide more options for how NAPCE engages with people who share our interest in pastoral care in the future.

The NEC continues to work closely with the EB to support their work in developing the Journal and to maintain its excellent reputation.

The Association has a positive relationship with the publishers of the journal, Taylor Francis.

They continue to be an important partner in the future development of NAPCE and by providing a regular income to provide financial stability.

The Association once again organised the ‘National Awards for Pastoral Care in Education’ and this has become an important initiative to raise awareness about NAPCE and to engage with more people who share an interest in pastoral care in education.

We are starting to see a connection between people who make nominations for the awards and then become more actively involved in NAPCE and interested in becoming members.

There were more nominations in 2021 than the previous year and they came from different regions in the United Kingdom and other parts of the world.

Awards were presented to the winners selected by the judging panel, in eight categories to recognise the achievements of people working in different areas of pastoral care in education.

The sponsors of the awards included, Inclusion Expert, The Thrive Approach, Taylor and Francis, Association of School and College Leaders, The Hult International School and BlueSky Education.

A presentation event took place online in September because of the pandemic restrictions.

This event was attended by over one hundred people, who joined the live link for the evening.

The areas represented in the United Kingdom included, Manchester, Nottingham, Antrim, Belfast, and attendees also came from Switzerland and Gabon.

Many of the nominees joined the link in groups from their own schools and it was brilliant to be able to recognise and value the examples of good practice in pastoral care that had taken place during the pandemic

A huge thank you Iain Johnson, Susana Cervera and Victoria Bownes, for the organisation of the Awards and the presentation event and a big thank you to the educationalist and author Daniel Sobel for being our guest speaker at the presentation .

  • “Thank you NAPCE for organising a great event.”
  • “So pleased to see people being valued and recognised for their contribution to pastoral care in schools.”
  • “It is brilliant to hear about all this good practice and the difference it is making. Well done everyone”
  • “Important for these Awards to recognise outstanding pastoral care. Well done to all the finalists.
  • “Well done everyone and thanks for organising such a great event.”

The nominations for the 2022 National Awards for Pastoral Care in Education are now open. Please encourage colleagues and contacts to visit the NAPCE website www.napce.org.uk or follow the link to make a nomination NAPCE Awards 2022 – Entry Form (wufoo.com).

Plans for a conference had to change because of the restrictions from the pandemic for organising live events.

An online conference was organised over three days in July with the title’ Does Every Child Still Matter?

A New Approach to Education.’ There was a programme of three presentations on the first day.

  • Combatting Online Sexual Harassment – Why we need RSE More Than Ever – Professor Kaitlyn Mendes, Leicester University
  • Promoting Social and Emotional Well-Being. Lee Pritchard, Head of UK Development, The Thrive Approach.
  • Pastoral Care post COVID – Connor Acton

On the evening of the second day there was a ‘Pastoral Question Time ‘, with an invited panel to answer questions from delegates.
Chaired by Phil Jones – Chair of NAPCE

On the panel

  • Dr Noel Purdy – Deputy Editor of Pastoral Care in Education.
  • Margaret Mulholland ASCL SEND and Inclusion Specialist
  • Nigel Murray – Paralympic Gold Medallist.
  • Mark Diacopoulos, Assistant Professor, Pittsburgh State University,
  • Daniel Sobel, Author and Founder of ‘Inclusion Expert’
  • Michelle de Middelaer, Educational Consultant, Learning Through Leadership

On the final day of the conference there were three more presentations.

  • Building Positive Relationships for Learning – Helen Peter
  • Proactive Pastoral Care – Maria O Neil, Author and Founder UK Pastoral Chat
  • Engaging Learners – Phil Jones Chair of NAPCE

All the available tickets for links for this free event were ‘sold out,’ with over a hundred delegates attending over the three days.

The event was an important opportunity to maintain the contact with people who are interested in the work of NAPCE, and it attracted 832 visits to the event page on NAPCE’s Eventbrite site.

The Conference was attended by delegates from the United Kingdom, Europe, Asia, Africa, and Australia.

NAPCE is planning another online conference for 2022 with the title, ‘How can effective pastoral care support learners and prepare them for their future roles in society’?

Once again, the Conference will take place over three days with presentations on day one and day three and a Pastoral Question Time on the evening of day two.

Details can be found on the NAPCE Eventbrite page at https://napce2022.eventbrite.co.uk. and tickets can be reserved at https://napce-june-conference-22.eventbrite.co.uk

Links for this conference are limited so please encourage colleagues and contacts to book tickets early to avoid being disappointed as this event in 2021 was sold out.

This is an anniversary year for the Association.

It was 40 years ago this year since the Association was first formed and its members started working on the first publication of the journal ‘Pastoral Care in Education’.

A weekend of events is planned in October to celebrate the anniversary.

These include an anniversary dinner at the lovely setting of Worcestershire Cricket Ground in Worcester with views of the Cathedral and Severn River.

There will be a reception on arrival, a three-course dinner and a bar available until 11-00pm.

We are pleased that Les Walton OBE, has agreed to be our after-dinner speaker.

He has recently published his book ‘Education the Rock and Roll years.

A Northern perspective on a lifetime of learning, teaching and leading where he shares his experiences from his career in education.

A chapter in the book is devoted to NAPCE, and he explains his involvement in creating Gateshead Pastoral Care Association in 1981 and how Michael Marland approached him, a nationally renowned headteacher, who along with other leading educationalists wanted to establish a National Association.

This became the National Association for Pastoral Care in Education in 1982.

This is going to be an important evening for everybody who has been involved in the history of NAPCE or who has an interest in pastoral care and one not to be missed.

Tickets will be available to NAPCE members at a reduced cost and tickets will be available soon.

Other activities that are planned for the anniversary year include.

  • A special edition of the journal ‘Pastoral Care in Education’ with guest writers exploring the challenges facing pastoral care in education today and ideas about how pastoral care in education should develop in the next 40 years.
  • A two-day conference at the Anniversary weekend at Worcestershire County Cricket Ground, in Worcester, with the title, ‘Is there a need for a new direction for pastoral care in education’? Leading educationalists and experts in research, policy making and good practice in pastoral care in education will be speaking and delegates will be offered workshops to develop their understanding of current issues.
  • A live presentation event for the National Awards for Pastoral Care in Education as part of the anniversary weekend of events at Worcestershire County Cricket Ground in Worcester.
  • A new NAPCE book about pastoral care in education published by Cambridge Scholars.

The Association continues to form partnerships with organisations with similar interest and values.

The Association was once again actively involved in the planning and delivery of the Association of School and College Leaders, (ASCL) annual conference for Pastoral Leaders in January.

Once again, this year it was an online event and NAPCE contributed with Chair Phil Jones being invited onto the panel to answer questions from delegates.

This was an excellent opportunity to raise the profile of NAPCE, with delegates in leadership roles in primary and secondary schools, attending the conference, from all around the country.

NAPCE was once again invited to contribute to the planning of Safer Internet Day and was a registered supporter of the event.

This is an annual event involving schools and organisations from across the country.

As Chair of NAPCE, Phil was invited to attend the online event in February, that was streamed live from the top of the BT tower in London.

It is good to see NAPCE taking an active role in educational events and activities and that other educational organisation are now approaching NAPCE to ask for our support and contributions to important educational events.

The NEC have continued to take positive action to enable the Association to interact more effectively with other people who share an interest in education and the contribution that pastoral care can make to the learning experience of children and young people.

The Association is pleased to continue working with Iain Johnson from Noise PR.

Iain is managing our social media and supporting the Association with its publicity and marketing.

Iain has made a huge contribution to raising awareness about the work of NAPCE and is making a real impact in helping us to achieve our aim of interacting with more people who share our interest in pastoral care.

The impact of his support can be seen in increased followers on social media and people contacting NAPCE.

Iain produces a monthly newsletter for the Association, which has seen a growing number of people requesting a copy and an increase in the number of people opening and reading the newsletter each month.

The newsletter has published a wide range of articles on pastoral care, written by guest educationalists from other educational organisations as well as contributions from members of the NEC.

The newsletter has become a valuable resource for the latest thinking and sharing of ideas about pastoral care in education and ensures that members and supporters of NAPCE are kept up to date with current information about pastoral care and news about NAPCE events and activities.

This increased interaction has seen more interest, in membership of the Association and there has been an increase in the number of members and subscribers to the journal.

This demonstrates that the work to increase awareness about the work of NAPCE is having an impact.

The Association continues to work with Taylor and Francis to develop the Association’s website.

The Association’s Twitter feed on the website provides the latest news and information and there are links to planned events and activities.

This ensures that the Association is providing its members with current news from the world of education and information to support them in their pastoral roles.

The increased contact with the Association through the website, social media and contact with NAPCE’s administration has continued this year.

NAPCE administration has seen a significant increase in contact by email and telephone which demonstrates how NAPCE has raised its profile and is seen as being important in encouraging awareness about the important contribution pastoral care can make to education.

There have been requests for advice and guidance on a wide range of pastoral issues that members of the NEC have responded to.

Contacts have been about advice on good practice in pastoral care and guidance about the roles of pastoral leaders, pastoral staff, and designated safeguarding leads.

NAPCE through its Twitter page provides support and inspiration for developing good practice in pastoral care.

One area explored on NAPCE’s Twitter page this year was The 25 Reasons Why Pastoral Care is Important in 2022’ which is an example of how NAPCE is stimulating discussion and ideas about good practice.

As the engagement with NAPCE and the interest in our activities continues to increase, the NEC has increased the capacity to provide administrative support.

Anne who looks after communications and Susana who looks after meetings and events in the NAPCE Administrative team have taken on a shared responsibility for Finance after Mel made the decision to step down from this role.

Mel had been the administrator since 2008 and served the Association with dedication and commitment over the past 13 years.

On behalf of the Association we would like to record our appreciation to her and send out very best wishes for the future.

Members of NEC this year have contributed their energy, skills, and expertise to the Association to enable it to continue to expand its activities for its members and raise its profile in the educational world despite the challenges that we have faced because of the pandemic.

The NEC welcomes suggestions about how to raise awareness of the work of NAPCE, and any suggestions about how our members can contribute to discussions about future developments in policy and practice in Pastoral Care and participate in activities to raise awareness about prominent issues in this area of education.

NAPCE is a charity and decisions are made by members who serve on committees on behalf of other members in the best interest of achieving the aims of the Association.

This ensures that the Association can demonstrate to the Charity Commission and others, good governance and ensures that as members, the people making decisions on behalf of the Association are covered by NAPCE’s insurance.

All members are contributing to Association finances, as subscriptions are managed by Taylor and Francis but the funding it generates is returned to NAPCE to support our work.

This has always been good practice that members make decisions on behalf of the membership, and this will be clarified in a proposed amendment to the constitution at the AGM.

Thank you to all members of the National Executive Committee, Editorial Board, Melissa O’Grady, NAPCE Financial Administrator, Anne Jones, Communication Administrator, Susana Cervera, Meetings and Events Administrator, Iain Johnson at Noise PR, Lyndsey Upex, at the Pastoral Care in Education Editorial Office and Abi Amey and her colleagues at Taylor and Francis, for your support, contributions, energy, and ideas this year.

Following the challenging work over the last few years, NAPCE has raised its profile in the educational world and established the foundations to enable it to make a significant contribution to encouraging positive approaches to pastoral care in the future.

We look forward to having the opportunity to meet people in person again who share our interest in the difference effective pastoral care can make in the education and lives of children and young people in this important year for the Association.

Phil Jones, Chair, NAPCE
Jill Robson, Secretary, NAPCE 
                                                                                             

CONFERENCE: FREE Tickets Available Now for NAPCE Online Spring Conference 2022

Online Spring Conference 2022

‘How can effective pastoral care support learners and prepare them for their future roles in society’?

FREE Online Conference over three days 

Tickets are going fast for the free online conference being organised by NAPCE in June 2022.

With a brilliant line up of expert speakers and a great Question Time panel this is the conference for everybody who is interested in pastoral care in education and the difference it can make to a young person’s learning experience and life chances.

Last year’s conference sold out a month before the event, so go to Eventbrite today to register for your tickets.

PROGRAMME
Wednesday 15 June
2-00pm Welcome to the Conference – Phil Jones, Chair of NAPCE
2-10pm Presentation 1– The School Response to Online Sexual Harassment and Abuse., Professor Kaitlyn Mendes, University of western Ontario Canada.
2-40pm Questions
2-45pm Presentation 2 – Developing Effective Supervision for Safeguarding, Carl Elder, Educational Consultant
3-15pm Questions
3-20pm Presentation 3 – The Rock and Roll Years for Education and the Lessons for Pastoral Care, LesWalton, CBE, Educationalist and Author
3-50pm Questions
3-55pm Close – Phil Jones Chair of NAPCE

Thursday 16th June

7-00pm to 8-00pm NAPCE QUESTION TIME – How can pastoral care and support in schools enable young people to achieve their full potential? 
Chaired by Phil Jones – Chair of NAPCE
Invited onto panel,
Dr Noel Purdy– Deputy Editor of Pastoral Care in Education.
Maria O’Neill – Author ‘Proactive Pastoral Care
Dr Mark Diacoupolos, Assistant Professor, Department of Teaching and Leadership, Pittsburg State University. USA
Charlie Walker, Student member of NAPCE National Executive.
Luke Ramsden, Senior Deputy Head, St Benedict’s School, Ealing, London.
Dr Helen O’Connor, St Swithins’ School Psychologist.

Friday 17th June 
10-00am Welcome – Phil Jones Chair of NAPCE
10-10am Presentation 4 – Using data to Create a Proactive Pastoral Strategy, Luke Ramsden, Senior Deputy Head, St Benedict’s School, Ealing, London
10-40am Questions
10-45am Presentation 5 – Lessons from Pastoral Care in a Special School, Nadine Huseyin, Family Support, Pastoral and Safeguarding lead, the Grove School Tottenham
11-15am Questions
11-20am Presentation 6 – Wellbeing – Early Intervention Made Easy, Alex Kyriacou, Director, UOK Wellbeing
11-50am Questions
11-55am Close – Phil Jones Chair of NAPCE

Follow the link to book your FREE tickets https://napce-june-conference-22.eventbrite.co.uk

The links for each event in the Conference will be sent to people who have registered for tickets in June. 

INVITATION: How to Attend NAPCE’s AGM on March 26th, 2022

The 2022 AGM for the Association takes place on Saturday 26th March and after two years when it was not possible because of pandemic restrictions this year it will be an ‘in person’, event.

The AGM will take place in Worcester against the background of the Cathedral at Worcestershire County Cricket Ground.

All members are invited to attend the AGM and are entitled to participate in discussions and to vote.

The AGM will be an opportunity to find out more about the Association’s activities in the last year and the plans for the anniversary year and in the future.

It is hoped that the venue will be able to provide an opportunity for members to join the AGM remotely online.

Please email events@napce.org.uk if you would like to attend the AGM to enable arrangements to be made for the refreshments.

If you would be interested in joining the event online, please email events@napce.org.uk and ask for the link details to be sent to you.

Although you will only be able to participate in the AGM and vote if you are a current member of NAPCE, you are welcome to attend as an observer by emailing events@napce.org.uk

The agenda and other arrangements are below.

Annual General Meeting 2021
Saturday 26th March 2021
12.30-13.30 hours
In Room View 3
Worcestershire County Cricket Club
County Ground, New Road, Worcester. WR2 4QQ

AGENDA

  1. Welcome to members
  2. Apologies for absence
  3. Minutes of 2021 AGM
  4. Matters arising
  5. Resolutions from the 2021 AGM
  6. Reports – Chair/Secretary/Treasurer/Journal Editor
  7. Report on NEC elections
  8. New resolutions from the 2022 AGM
  9. Amendments to the constitution
  10. Any Other Business

 

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 https://www.eventbrite.co.uk/e/napce-40th-anniversary-dinner-tickets-299335118397

Tickets will be available on Eventbrite from Monday 28th March, 2022.

The programme for the evening is,

7-00pm Guests Arrive – Prosecco Welcome Reception.
7-30pm Three Course Anniversary Dinner.

Dinner menu

  1. Starter                       
  2. Cream of Leek, Potato and Watercress Soup, Croutons (V) (GF)
  3. Main course             
  4. Roasted Chicken Supreme, Gratin Potato, and Red Wine Gravy (GF
  5. Dessert
  6. White Chocolate and Raspberry Cheesecake (V)

Vegetarian/Vegan Gluten Free option 

  1. Starter
  2. Leek, Sweet Potato and Spinach Soup (GF)
  3. Main course
  4. Butternut Squash, Sweet Potato and Roasted Red Peppers, Parsley and Dill Sauce with Tender Stem Broccoli (GF)
  5. Dessert
  6. 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 admin@napce.co.uk

 

40th ANNIVERSARY: Weekend Conference Details Released to Mark Four Decades of NAPCE

We are very proud to reveal details of the weekend conference to mark NAPCE’s 40th Anniversary in October.

Further details are being added in the coming weeks.

Dates for the Diary

The 40th Anniversary Conference and Events Weekend – October 2022

Venue
Worcestershire County Cricket Club
County Ground
New Road
Worcester
WR2 4QQ

Friday 7th October

Conference Day One

‘Is There a Need for a New Direction for Pastoral Care in Education’? –  Research and Policy making.

Confirmed Speakers

Dr Noel Purdy – Director of Research and Scholarship at Stranmillis University College, Belfast, and Deputy Editor of ‘Pastoral Care in Education’
Maria O Neil – Educationalist and author of ‘Proactive Pastoral Care’
Professor Helen Cowie – University of Surrey

Invited and waiting for confirmation 

The Rt Hon Nadim Zahawi, Secretary of State for Education
Ofsted
Full programme and other speakers to be confirmed

Saturday 8th October 

Conference Day Two

‘Is There a Need for a New Direction for Pastoral Care in Education’? –  Good Practice.
Daniel Sobel – Educationalist, author and founder and CEO of Inclusion Expert
Ron Skelton – Headteacher and CEO of Broadway School, Perry Barr, Birmingham
Dr Helen O Connor – Psychologist at St Swithun’s School in Winchester
Invited and to be confirmed
Mrs Heather Hansbury, President, Girls School Association

Workshops include:

Jill Robson – NAPCE National Secretary – Effective PSHE

Full programme and other speakers to be confirmed

Tickets: https://napce2022.eventbrite.co.uk/

Reduced price tickets will be available for NAPCE members, and a reduced-price ticket will be available for both days of the conference.

Other Events planned for the Anniversary weekend in Worcester include 

Friday 7th October 7-00pm
Presentation Event for the National Awards for Pastoral Care in Education 

AWARDS: Entry for the NAPCE Awards 2022 is Now Open

We are delighted to launch the National Awards for Pastoral Care in Education 2022 organised by NAPCE.

The third annual NAPCE awards takes place in our 40th anniversary year for the Association and we are inviting everybody with a pastoral role or an interest in how pastoral care in education can support children and young people to achieve their full potential.

We are looking for the people, teams and organisations that make a real difference in the learning experience of children and young people and want to recognise their achievements and celebrate their good practice.

The categories for the awards this year are:-

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.

Outstanding Contribution to Pastoral Care
A person, group or organisation that has made a real difference in pastoral care, for the benefit of young people.

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
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.

The maximum number of words to support a nomination is being increased from 100 words to 300 words this year so there will be every opportunity to describe the good practice and the impact it is making.

Nominations can be made for excellent contributions to research, for raising awareness and for good practice in pastoral care in education from the 2021 -2022 academic year. The sponsors and panel of judges will be announced shortly.

The closing date for nominations is 30th May 2022 and the judges will then have the difficult task of deciding who the finalists and winners will be in each category.

A grand live presentation event is planned for the anniversary year in the autumn to announce the winners.

All finalists will receive a certificate form NAPCE to recognise their achievements and winners will receive a plaque and a £100.00 cash prize.

Make sure your good practice is recognised by making a nomination today.
 
To make a nomination for the 2022 National Awards for Pastoral Care in Education organised by NAPCE go to https://napceawards.wufoo.com/forms/napce-awards-2022-entry-form/

NAPCE News – February 2022

NAPCE News – February 2022

Making a positive difference to young people through pastoral care

FEATURE ARTICLE: “A Kestrel for a Knave” – NAPCE’s Dr Noel Purdy Reflects on the How Relevant This Popular Novel Could Be Today in Pastoral Care

A Kestrel for a Knave – Reflections on Pastoral Care by Dr Noel Purdy

Recently I have been re-reading Barry Hines’ 1968 novel Kestrel for a Knave, the story of Billy Casper, a young working-class boy who finds and trains a kestrel (Kes).

Adapted into a film Kes directed by Ken Loach the following year, both the novel and the film have developed an international fan base that extends far beyond Barnsley and Yorkshire, with the novel studied by thousands of pupils every year on the GCSE English literature specification, and clips from the film now appearing regularly on social media channels.

The enduring appeal of the story can be seen in a heart-warming 2019 BBC documentary by comedian (and former teacher) Greg Davies and by the recent unveiling of a statue of ‘Billy’ in Barnsley by Dai Bradley (who played him in the 1968 film) in memory of Barry Hines.

The story itself is dark, gritty, unforgiving in its portrayal of a troubled family in a working-class mining community where prospects are limited, aspirations low and discipline harsh by today’s standards.

The portrayal of school is overwhelmingly negative.

We see a regime controlled by corporal punishment, imposed without conscience by the merciless headmaster Mr Gryce (an innocent messenger boy is caned and is physically sick as a result); where teachers are portrayed as largely humourless (after calling out the name ‘Fisher’ as part of the class roll call, Mr Crossley fails to appreciate Billy shouting out ‘German Bight’ which caused him to make a mistake on the roll book); and where physical and verbal bullying are rife, meted out by both pupils and teachers.

Billy is bullied by his older brother Jud as well as other boys in school and there is little that Billy’s mother or teachers at school are able or willing to do to stop it.

In a flashback near the end of the novel, we learn that Billy’s father had left home, having discovered his wife having an affair with ‘Uncle Mick’, meaning that Billy is also teased by other boys for coming from a single parent household and for his mother subsequently having other partners.

Even the humour of the famous football match scene where Mr Sugden, resplendent in his Denis Law Manchester United strip, plays and cheats his way to victory, is tinged with cruelty as Billy is humiliated by being forced to wear oversized shorts that pull up to his neck, and is then forced into freezing cold showers by Sugden who positions other boys to block his escape.

And of course, the story concludes with Jud killing Kes, Billy’s pride and joy, as a thoughtless act of revenge for Billy failing to place a winning bet.

The book is a tough, disturbing read.  I have been reading the story with my 12 year old son whose standard responses have alternated between “Did that really happen in those days?” and “That’s a terrible Yorkshire accent, dad!”

And yet, I couldn’t help but search for some glimmers of hope in an otherwise joyless working-class world.

Aside from the new passion for life that Billy discovers through training the kestrel hawk, the only other glimmer of light I have found is in the character of Mr Farthing, the only teacher who seems to take any genuine pastoral interest in Billy, who gives him the opportunity to speak in front of his peers about training his hawk, and who goes to watch Billy fly Kes one lunchtime.

What we see here is the essence of pastoral care through the importance of relationship, the giving of opportunity to develop, and the resulting sense of pride and mutual respect that emerge.

When Billy speaks in front of his classmates, he captivates them with his knowledge and passion, and he is able to spell out specific vocabulary without fault (jesses, swivel, leash) that he has learned from devouring the book on falconry he stole from the local bookshop.

For me at least, this is my favourite scene of the whole novel and talks to themes of pupil engagement, curricular relevance and opportunities to flourish.

So what can we learn of any relevance to today from a 1960s novel set in a small Yorkshire mining community?

As Dai Bradley said at the unveiling of the statue of Billy and Kes in Barnsley in November 2021, this short novel about a boy and his kestrel is known right across the world, and, importantly, “a lot of young people look towards Billy for support when they’re having problems in their early life through bullying or problems at school”.

Some of our NAPCE members will know much more than me about gritty Yorkshire mining towns, and perhaps more about falconry too, but perhaps I could encourage you to re-read and rediscover the pastoral importance of a much-loved story.

If this has sparked an interest, feel free to get in touch.

Dr Noel Purdy
Stranmillis University College, Belfast
Deputy Editor, Pastoral Care in Education

n.purdy@stran.ac.uk

ARTICLE: Virtually Nothing is Impossible: Pastoral Approaches to Online Safety by NAPCE Member Dominic Riste

Virtually nothing is impossible: Pastoral Approaches to Online Safety by Dominic Riste

Caring for the personal development of young people is both a fundamentally worthy and complicated endeavour.

Worthy because it takes a responsibility for social, emotional and personal growth, complicated because it encompasses a wide range of variables that shape an individual’s growth such as beliefs, core values, home life, motivation and experiences.

As a result, pastoral care must be adaptable, embedded robustly (across a school or institution) and constantly evolving.

One of the most significant developments and source of continuous advancements that are transmitted into the lives of young people are the influences and risks inherent in their online activities.

As an influential source of knowledge and communication it exerts significant influence over how young people perceive themselves and their own personal development.

In the UK, the recent updates to the regulation of the online world, implemented to strengthen the Online Safety Bill, are portrayed as a preventative approach to tackling harmful behaviours.

The new measures are accredited with making it easier, more efficient and quicker to identify offenders as well as holding social media companies to account and increasing their responsibility to deter and prevent misuse while protecting their users more effectively.

In essence they mirror the proactive approach that effective pastoral care takes to educate and protect young people about online safety.

Supporting young people to navigate the intricately spun (and sometimes adhesively addictive) content of the world wide web has proactivity at its heart.

A degree of openness is required with all stakeholders.

The sharing of information with parents, children and teachers is fundamental, highlighting both the positive and potentially negative facets of apps, websites and social media platforms.

Often the hazards that exist online – disingenuous profiles, cyberbullying and invasion of privacy thrive – thrive when unacknowledged and covert.

The need for openness extends into having a supportive approach where young people feel that issues they experience online are listened to and taken seriously and met with understanding and support.

It is this need that asks all stakeholders to grapple with the question: How can we protect our young people online without simply limiting access or independence?

If we are to trust and encourage this openness in young people when they are online, then pastoral care must compliment this with education and empowerment.

The skills that are promoted, nurtured and developed in young people are vital in empowering them to navigate the risks of the internet.

Encouraging transferable skills, such as the ability to think critically, are now an even more important aspect of personal development.

If we are to accept that the online world commands a role in influencing a young person’s values, sense of self, confidence, views and potentially their identity, the capability of determining the accuracy, reliability and bias of information becomes a personal safety defense.

Given the private and personal nature of phone and internet, young people need to be able to exercise the often difficult skill of critical thinking independently.

Across the curriculum and interactions with young people we can encourage them to think independently and value the critical skills necessary to use the internet for its considerable potential and advantages.

Planning across subjects can consider questions such as, how can I develop critical thinkers around my subject area?

From the perspective of teaching English, how can recognising perspective and viewpoint be embedded more explicitly as a learning objective?

In History, how can the influence of bias be explored?

How can young people explore the reliability and trustworthiness of sources?

How can we engage with contextual and current affairs in a way that highlights the need for criticality and awareness when looking at the influence of perspective?

Ultimately, this implies the need for a holistic and embedded approach that does not resemble a tack on, tick box or isolated initiative.

Contextually, the use of technology and the internet is not a separate and additional component to the lives of young people, it is entrenched in the fabric of their lives, therefore the pastoral care that advises and educates young people about online opportunities, risks and realities must be similarly embedded when considering their personal development.

Felicitously (for this article) February sees the celebration of Internet Safety Day, which promotes the safe use of digital technology with an emphasis on the considerable power of using the internet positively.

The occasion marks an opportunity to encourage a national conversation around the critical, creative and courteous use of technology, yet it must also be at the forefront of regular pastoral work.

Equipping young people is a year-round as well as a worthy and complicated endeavour.

Dominic Riste
NEC Member, NAPCE

ARTICLE: Using Data to Create Effective Strategies in Schools by NAPCE Award Winner Luke Ramsden

Using Data to Create Effective Strategies in Schools by Luke Ramsden

Introduction
 
All schools have understood the benefits of using data to track the academic progress of their students (and the performance of their different departments) for many years now.

Detailed evaluation of performance is now a standard part of every school’s strategy for ensuring the best possible results.

In doing this schools are paralleling companies and many other organisations in realising the importance of using data to inform their strategies.

There are two potential problems, though, that need to be understood to ensure that data can be used really effectively in the planning of a whole-school strategy.

The first of these is that, understandably enough, many school leaders and governors have not had much training in data analysis and so do not always find themselves that comfortable in evaluating the growing quantities of data being thrown at them.

For instance, school leaders can sometimes make decisions on data without fully understanding the concept of Statistical Significance.

To give a common example, many schools will use the number of students getting an Oxbridge offer as a benchmark of academic success.

However, with a few exceptions, the numbers applying are so small each year that they do not make a statistically significant sample.

In comparison those getting offers to Russell Group universities which is probably a much larger sample is a far better measure as it does not depend much on the fortunes of each individual student.

The second problem is that, while senior teams have a clear focus on academic data to create a forward-thinking and clearly planned strategy, data in other areas of school life often remains relatively neglected.

This is despite the fact that the introduction of software to record and categorise behavioural and pastoral issues are increasingly used, giving schools at least as much data to analyse here as in the academic sphere.

Using data on attendance

Attendance is a good example of an area of school life where seemingly simple data records of attendance need to be evaluated and contextualised with care.

All schools already closely monitor student attendance through their registers.

Indeed, a document published in January by the Department for Education, New measures to increase school attendance means that ‘Schools are … being asked from today to sign up to a new daily attendance data collection trial. Data  will be gathered  directly from school registers, reducing administrative work and potentially helping schools, academy trusts, local authorities and central Government spot and address system-wide issues more quickly.’

Yet, while collecting raw attendance data is clearly important to monitor and challenge low attendance, a number of recent news stories have highlighted the issue of schools punishing poor attendance even when there might be a very good pastoral or medical explanation for absence.

It seems common sense that, in order to understand attendance data fully, schools should incorporate contextual information to understand why attendance might be low.

For instance, students with low attendance due to anxiety or other mental health concerns could be given a separate category of attendance to contextualise and explain this low attendance.

The same could be done for students with documented physical health concerns that have also led to low attendance.

In that way schools can ensure they are challenging poor attendance while also being mindful of students’ pastoral concerns.

Similarly, if attendance data is contextualised like this schools can ensure that they can plan a really effective strategy to improve attendance levels.

So, for instance, if a large number of absentee students have documented mental health concerns then school investment in mental health support such as school counselling will be more effective than fines on parents in improving attendance.

Behaviour tracking

In the same way as schools already have a lot of raw data on attendance, schools will also generally have a lot of data on behaviour through the noting of detentions, suspensions and exclusions.

Again, though, the important thing is to be able to process and evaluate this data so that it becomes useful information for school leaders and governors.

A good example of this is in interpreting an increase in the number of detentions in a school.

A simplistic reading of the data that the number of detentions rose in a term or a year could just be to assume that it means that behaviour has grown worse in the school as more students must be misbehaving.

Yet it could also be that the behaviour policy has changed in an attempt to improve behaviour and so it is easier to get a detention, and also perhaps that teachers have been asked to be more vigilant for poor behaviour and so it is being more widely reported.

The dilemma this gives schools can be seen in the wake of last year’s Ofsted Review of Sexual Abuse in Schools and Colleges.

All teachers will be much more vigilant in looking out for these cases, and also in recording them as this is now a requirement for inspection.

This will lead to an increase in peer on peer abuse cases recorded by many schools, but whilst superficial reading of this data by school governors or inspectors might seem to indicate a school with growing problems in this area in fact it shows that the school is doing absolutely the right thing with an increasing number of cases recorded.

In terms of developing wider school strategies the real opportunity that comes from behavioural data comes from using the broader pattern of behaviour events to evaluate what school policies have had a positive impact and what strategies are likely to work in the future.

So, for instance, if bullying cases are recorded it might be that over the years a clear pattern can be seen that bullying cases peak at a particular time of year.

This can allow the school to act pre-emptively the next year by ensuring that there are anti-bullying assemblies at that time of year, that there are extra teachers on duty to monitor behaviour and so on.

The more data that is being collected the more targeted this can be, so for instance if you collect data on where incidents happen, you can look to target particular ‘hot spots’ for poor behaviour where teachers are on duty or even work to develop the site, perhaps opening up or just redecorating a forgotten corner of the campus where students felt unobserved.

Pastoral tracking

Schools have not historically made a habit of collecting purely pastoral concerns in the form of data that can be processed and evaluated.

However, the ubiquity of MyConcern, CPOMS and other online pastoral systems mean that schools now have a tremendous new opportunity here as well to be just as well-informed here as in all other areas of school life.

As with academic and behaviour tracking the most significant element of this is that it allows senior leaders to develop a school strategy of pastoral care that can pre-empt issues in the future rather than just reacting to events as they occur.

So if a school saw a particular spike in anxiety cases in their year 9 students then the PSHE programme for the next year could be tailored to have a greater number of lessons looking at mental health first aid, and tutors for the next academic year could have specific training to help them support that year group.

Again, like behaviour management, the more detailed the data is the better use the school can make of it, so ensuring that pastoral data is clearly categorised is crucial.

So if it was clear that anxiety concerns in year 9 were largely about academic achievement or largely post-covid anxiety about attendance this would allow even more specific support to be put in place for the students to support those issues.

Over the years broader long-term trends can also be seen, and quantified, far more clearly when keeping pastoral records online and the broader strategic needs of the school identified.

So in a school where it is felt that there might be a need for great counselling provision the senior team can quickly and easily identify the numbers of cases each year which would have benefitted from this and see exactly how much that need has grown over the preceding years.

It is clear then that there are huge opportunities for schools to take advantage of the vast amounts of data being collected by the electronic systems that they use, but that all of this data needs to be evaluated and used intelligently so that it moves from being raw data to useful information.

Luke Ramsden
Senior Deputy Head
St Benedict’s School, London

ARTICLE: Using Data Insights to Positively Impact Pastoral Care by Alex Kyriacou of UOK

Using Data Insights To Positively Impact Pastoral Care

You could be forgiven for seeing the word data in the title of this article and swiftly scrolling on.

But the reality is that our lives today are dominated by it, so we should be asking how we can harness it to positively impact pastoral care?

No amount of technology, AI or software will replace human interaction and meaningful conversations when it comes to addressing wellbeing issues.

But if used correctly and in a way that is tailored to the environment, data insights can be a valuable tool to aid interventions, early or ongoing.

It is important that we make a distinction between two types of data, Big Data and Small Data.

Big Data, as the name suggests is high volume, super detailed and is often characterised as “massive chunks of unstructured information”.

Small Data connects people with timely, meaningful insights, neatly presented to be accessible, understandable, and most importantly actionable.

For the purpose of this article, our focus is very much on small data.

In the education sector where time and resources are precious, producing a never-ending stack of data and asking staff to wade through it and find actionable solutions would be completely impractical.

You would be laughed out of the staffroom for even suggesting it.

Collecting detailed reports on wellbeing trends within student cohorts has its place but if it takes 3 months to collect and analyse the data to get these insights, is it worth it?

On one side of the coin, absolutely.

However, on the other, it leaves the window open for potential concerns to manifest and/or escalate.

Concerns that may have otherwise been picked up on if a different approach had been adopted.

In contrast the ability to review small chunks of insight into a student’s state of wellbeing and mental health throughout the academic year is an intriguing one, for obvious reasons.

How well are they sleeping? Are they feel supported by friends and family? Do they feel prepared for the week ahead?

These concise insights could help start more meaningful conversations, making an immediate impact where needed.

Whilst simultaneously promoting a student’s self-awareness, something that is unlikely to happen following a laborious 100 question survey.

But if small data insights are this brilliant and can aid early intervention so well, then why isn’t every school harnessing them?

The simple answer is that the means to do so in a way that is specifically tailored to the school environment, without impacting staff workload, hasn’t been readily available…until recently.

UOK Wellbeing
UOK Wellbeing is a start-up based out of Hertfordshire that has built a platform with the sole purpose of providing a way to capture these small data insights from students and present them to front line pastoral staff in a way that is easily actionable whilst being time and cost effective.

So how does it work?

In under 30 seconds students complete an engaging wellness check-in via the UOK app, where they provide a subjective rating to various pillars of wellbeing; Engagement, Motivation, Sleep, Positive Emotions etc.

The staff platform then has the capability to alert designated individuals (such as form tutors) when a potential concern is identified. As well as providing an clear visual overview of the ongoing wellbeing state of individuals.

If you are interested in providing such a tool for your pastoral staff, and would like a free trial of the platform, you can contact the UOK team via contact@uokwellbeing.co.uk or find out more info on their website www.uokwellbeing.co.uk

Alex Kyriacou
Director
UOK Wellbeing

MEMBERSHIP: Renewals for NAPCE 2022 Membership Are Being Sent Out

2022 Membership Renewals – NAPCE

Invitations are being sent out to NAPCE members to renew your membership for 2022.

This year is the 40th anniversary of the National Association for Pastoral Care in Education.

Special events including a weekend conference and Anniversary Dinner are planned to celebrate the 40 years that NAPCE has been supporting education.

Members will have priority for bookings so to make sure that you are fully involved in the Association’s special year renew your membership early and get the full benefits of being a member of NAPCE.

If you have shown your interest in the work of NAPCE by registering for the newsletter or following NAPCE on social media, then now is the time to become a member in time for the anniversary year. 

The National Executive have made the decision to NOT INCREASE THE PRICE OF MEMBERSHIP for 2022 and full membership includes a subscription for four copies of the academic journal to be delivered to your home address.

Taylor and Francis publishers manage the membership subscriptions on behalf of NAPCE and their contact details are T&F Customer Services, Sheepen Place, Colchester, CO3 3LP, UK Tel: +44 (0) 20 7017 5543 . Fax: +44 (0) 20 7017 5198 . Email: societies@tandf.co.uk. Contact Taylor and Francis to find out about the different ways that you can pay your subscription.

APPLICATION FOR MEMBERSHIP –  Individual and Group memberships include a subscription to Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development (PCE) Published by Routledge

INDIVIDUAL MEMBERSHIP including one copy of PCE Individual Subscription Rate £44 US$88 €57 NQT/Retired/Student Individual Rate £21 US$40 €33

GROUP MEMBERSHIP including two copies of PCE Group Subscription rate £66 US$132 €86 Primary/Special School Rate £43

ASSOCIATE MEMBERSHIP society membership only – does not include PCE subscription. Associate Subscription rate £10 US$16 €30

Follow this link to apply for membership RPED_NAPCEmembership-New.pdf (netdna-ssl.com) or go to Apply Online – NAPCE to apply for membership online.

AWARDS: Entry for the NAPCE Awards 2022 is Now Open

Nominations are currently open for the National Awards for Pastoral Care in Education 2022 organised by NAPCE.

The third annual NAPCE awards takes place in our 40th anniversary year for the Association and we are inviting everybody with a pastoral role or an interest in how pastoral care in education can support children and young people to achieve their full potential.

We are looking for the people, teams and organisations that make a real difference in the learning experience of children and young people and want to recognise their achievements and celebrate their good practice.

The categories for the awards this year are:-

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.

Outstanding Contribution to Pastoral Care
A person, group or organisation that has made a real difference in pastoral care, for the benefit of young people.

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
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.

The maximum number of words to support a nomination is being increased from 100 words to 300 words this year so there will be every opportunity to describe the good practice and the impact it is making.

Nominations can be made for excellent contributions to research, for raising awareness and for good practice in pastoral care in education from the 2021 -2022 academic year. The sponsors and panel of judges will be announced shortly.

The closing date for nominations is 30th May 2022 and the judges will then have the difficult task of deciding who the finalists and winners will be in each category.

A grand live presentation event is planned for the anniversary year in the autumn to announce the winners.

All finalists will receive a certificate form NAPCE to recognise their achievements and winners will receive a plaque and a £100.00 cash prize.

Make sure your good practice is recognised by making a nomination today.
 
To make a nomination for the 2022 National Awards for Pastoral Care in Education organised by NAPCE go to https://napceawards.wufoo.com/forms/napce-awards-2022-entry-form/

NAPCE News – December 2021

NAPCE News – December 2021

Making a positive difference to young people through pastoral care

CONFERENCE:  “NAPCE Partners with ASCL Pastoral Leaders Conference 2022”

NAPCE is delighted to be an official partner of the ASCL Conference for Pastoral Leaders 2022.

The theme for next year is ‘Keeping Children and Young People Safe – Tackling Harassment and Abuse”.

The Conference will be held across two dates in two locations, Manchester  (27th January, 2022) and London (9th February, 2022).

NAPCE Chair Phil Jones will be a special guest for a panel discussion at both events.

The Conference will also include guest speakers speaking on a range of safeguarding matters.

For more information and to book tickets follow these links:-

https://www.ascl.org.uk/pastoral_manchester

https://www.ascl.org.uk/pastoral_london

GOOD PRACTICE: Outstanding Pastoral Care Practice from NAPCE Awards “Pastoral Leader of the Year” Finalists

The National Awards for Pastoral Care in Education organised by NAPCE were a opportunity to recognise the brilliant work that has been done in pastoral care.

It is a great opportunity to shine a light on the amazing efforts to support learners and the good practice that is taking place in schools across the UK and internationally.

NAPCE is proud to be able to highlight the excellent work that is being done in pastoral care in education through the 2021 awards.

This month it is the turn of the pastoral heroes who despite the challenges of the pandemic, through their work made a great contribution to the education and lives of children and young people in their care.

The Pastoral Leader of the Year award is sponsored by the publishers of NAPCE’s academic journal ‘Pastoral Care in Education’, Taylor and Francis.

This award goes to the person who has a passion for pastoral care that is shared with colleagues to inspire and motivate them to make a real difference in the lives of the young people they work with.

The winner in 2021 was Luke Ramsden, Senior Deputy Head, at  St Benedict’s School, Ealing, London.  

Luke has been responsible for developing outstanding safeguarding and pastoral practice at St Benedict’s School and has introduced a range of initiatives that have promoted the safety and wellbeing of pupils.

This has included successful campaigns to tackle bullying, peer-on-peer abuse and mental health issues where Luke has made use of accurate data to identify, predict and effectively target problems.

Luke is also the Chair of a Safeguarding Advisory Panel that provides expert advice and is regularly invited to speak at safeguarding events and conferences.

His contribution to the development of effective safeguarding and pastoral practice has been truly outstanding.

The finalists for this award in 2021 were.
Miss Laura Fisher, Limavady High School, Limavady, Northern Ireland.

Laura travelled to San Francisco to explore LGBTQ+ inclusion and has since given training to the pastoral team, pastoral leaders across the ALC and the school’s Board of Governors, with plans now in place to support these vulnerable learners in school.

During lockdown, she organised mental health presentations and has been in the school building every day to support parents and pupils.

She has completed Place2Be Mental Health training, neglect and suicide awareness training and led an ACES TeachMeet. She is member of Action Mental Health focus group, is the ALC representative for the Pastoral Steering group and is currently leading whole school Take5 status.

Helen Burton (Deputy Headteacher) Belmont Community SchoolBelmont Durham.

Helen was nominated for an unwavering commitment to the welfare of all children, particularly the disadvantaged.

She is passionate about improving the life chances of children through education and pastoral care.

She uses her moral purpose and relentless drive to secure the best for children and in doing so inspires others to go the extra mile.

This is best exemplified through the many acts of kindness she is responsible for, including mentoring and tutoring the most challenging children; personally organising and delivering food, reading books and work to vulnerable families during lockdown.

She is a leader who genuinely walks the talk, never asking anyone to do something she hasn’t already done herself.

Micki Handford, The Children’s Hospital School, Leicester.

Micki leads a team who support children missing school due to mental health problems.

She introduced the Thrive programme to better identify wellbeing priorities for each child and then develop a bespoke package.

During lockdown she made weekly wellbeing calls, home visits and met a particularly anxious child at the Sure Start centre to help complete GCSE assessments.

She arranged Zoom meetings for parents on topics such as finance, housing, CAMHS and supporting study, recording sessions for those unable to attend on a You Tube channel.

She liaises with family support, health, social services and is a safeguarding lead.

Alison Simpson, Cobden Primary School, Loughborough, Leicestershire

Alison has formed, organised and lead a new team of professionals to provide outstanding nurture and therapy sessions and wellbeing initiatives, in a highly deprived primary school with an extremely vulnerable group of pupils.

Alison has tirelessly driven for improvements in the lives of children at school and at home and has developed feedback and pupil voice systems to ensure that children can be heard and that their needs are being met.

Over 25% of her cohort have now received quality provision around wellbeing and pastoral needs in 2020 – 2021 where in the previous year there was none.

The nominations for the 2022 National Awards for Pastoral Care in Education are now open.

To make a nomination in any of the categories please follow the link

https://napceawards.wufoo.com/forms/napce-awards-2022-entry-form/

SAFER INTERNET DAY 2022: NAPCE Will Officially Support the Event in February Next Year

Safer Internet Day 2022

NAPCE is pleased to once again to be working with UK Safer Internet Centre and the charities, Childnet International, Internet Watch Foundation and South West Grid for Learning to plan and support Safer Internet Day 2022.

Phil Jones NAPCE National Chair was invited to attend the national planning meeting on Monday 6th December to help plan the 2022 event.

The 2022 event takes place on 8th February, and it will include a live broadcast to promote safe use of the internet from the top of the BT Tower in London.

The aim for 2022 is to inspire a national conversation about using technology, responsibly, respectfully, critically, and creatively to reach more young people than ever before. It will encourage young people to speak up and adults to engage and listen. The activities planned for Safer Internet Day 2022 will equip young people with the skills they need to interact safely and respectfully, while enjoying their online communities.

Educational materials have been developed and are available for free at the website https://saferinternet.org.uk/ in the age ranges 3-7, 7-11. 11-14 and 14-18.

They include ideas for assemblies, videos, quizzes, and lesson plans.

Resources are available for adults to share with children and young people at home and at school.

For more information about Safer internet Day 2022 follow the link-
Safer Internet Day 2022 – UK Safer Internet Centre

FROM THE CHAIR: A Festive Message from NAPCE Chair Phil Jones

As we approach the end of the term many colleagues working in pastoral roles in schools have shared with me that this has been one of the most demanding and exhausting terms in their careers.

Despite the arrival of a ‘new normal’ we are still in schools living in a very uncertain world where it is difficult to plan ahead and know what challenges we are likely to face in the future.

Schools have been at the frontline of the nation’s response to the pandemic dealing with daily demands to support children and young people and provide some stability for their local communities.

The impact of the experience of the pandemic is still not clear with the priority being to cope daily and provide learners with the best possible educational experience.

One headteacher said to me last week that we have realised that our students do not even remember how to walk around the building.

Schools are realising that well established routines and expectations have been eroded by the experience of the pandemic and schools are having to invest time in reinforcing their culture and ethos that enables a school to function effectively.

Much of this daily work is being done by staff in pastoral roles in schools.

When children and young people look for answers about what is happening in their world they look to the people in pastoral roles in schools and this is difficult when the uncertainty means that the adults do not have the answers.

We may not be clear about what problems and challenges will emerge from the experience of the pandemic, but we can be sure that staff in pastoral roles in schools will have an important role to play.

NAPCE is determined to continue to highlight the good practice and excellent work that is being done in pastoral care in education.

January is the month for renewing memberships of NAPCE and if you are not already a member, we hope that you will make it one of your new year resolutions to become a member of NAPCE and support our work in the best interest of all children and young people to support them in achieving their full potential from their education.

Membership of NAPCE comes with a subscription to our academic journal ‘Pastoral Care in Education’, and this ensures that you are up to date with current research and ideas about pastoral care in education.

Once again in 2022 NAPCE will be celebrating the excellent work and good practice in pastoral care in education by organising the National Awards for Pastoral Care in Education.

Please take a few minutes to make a nomination to ensure that your excellent work or the excellent work of your colleagues is recognised.

The new year will be the 40th anniversary year for NAPCE and special events and activities are planned to celebrate the occasion.

These include a Conference and Anniversary Dinner at Worcestershire County Cricket Ground in October.

Make sure you are following NAPCE on Twitter and other social media platforms for the latest news about events and plans for other activities.

I hope you have been following the NAPCE advent calendar on Twitter with our ideas about the reasons why pastoral care in education is important.

Please interact with us on Twitter and let us know if you agree with our thoughts or whether you have got ideas that you would like to share about how effective pastoral care in education can make a real difference.

I would like to take the opportunity to thank everybody who has supported and contributed to the work of NAPCE in 2021.

A big thank you to everybody who attended and contributed to the online conference, wrote articles for the newsletter or journal, made nominations for the Awards and shared ideas about pastoral care.

Together you are all making a positive impact on the learning and lives of children and young people.

A special thank you to the members of the NAPCE National Executive and Editorial Board for your inspired ideas and determination to make a difference.

A very happy Christmas to everybody and my best wishes for a safe and fulfilling new year.

Phil Jones
National Chair
NAPCE

MEMBERSHIP: Renewals for NAPCE 2022 Membership Are Being Sent Out

2022 Membership Renewals – NAPCE

Invitations are being sent out to NAPCE members to renew your membership for 2022.

Next year it will be 40 years since the National Association for Pastoral Care was formed and the academic journal Pastoral Care in Education was published.

Special events including a weekend conference and Anniversary Dinner are planned to celebrate the 40 years that NAPCE has been supporting education.

Members will have priority for bookings so to make sure that you are fully involved in the Association’s special year renew your membership early and get the full benefits of being a member of NAPCE.

If you have shown your interest in the work of NAPCE by registering for the newsletter or following NAPCE on social media, then now is the time to become a member in time for the anniversary year.

The National Executive have made the decision to NOT INCREASE THE PRICE OF MEMBERSHIP for 2022 and full membership includes a subscription for four copies of the academic journal to be delivered to your home address.

Taylor and Francis publishers manage the membership subscriptions on behalf of NAPCE and their contact details are T&F Customer Services, Sheepen Place, Colchester, CO3 3LP, UK Tel: +44 (0) 20 7017 5543 . Fax: +44 (0) 20 7017 5198 . Email: societies@tandf.co.uk. Contact Taylor and Francis to find out about the different ways that you can pay your subscription.

APPLICATION FOR MEMBERSHIP –  Individual and Group memberships include a subscription to Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development (PCE) Published by Routledge

INDIVIDUAL MEMBERSHIP including one copy of PCE Individual Subscription Rate £44 US$88 €57 NQT/Retired/Student Individual Rate £21 US$40 €33

GROUP MEMBERSHIP including two copies of PCE Group Subscription rate £66 US$132 €86 Primary/Special School Rate £43

ASSOCIATE MEMBERSHIP society membership only – does not include PCE subscription. Associate Subscription rate £10 US$16 €30

Follow this link to apply for membership RPED_NAPCEmembership-New.pdf (netdna-ssl.com) or go to Apply Online – NAPCE to apply for membership online.

ARTICLE: Safeguarding Supervision in Schools – The Need and the Purpose by Carle Elder

Safeguarding Supervision in Schools – The Need to and the Purpose

Supervision – The Need

Education is a universal service. Therefore, it is inevitably serving some children and families with complex needs.

The idea that any child is exposed to abuse or trauma is abhorrent. Rightly, safeguarding is elevated and prioritised in order to protect children by seeking to reduce the incidence of these episodes and to provide emotional support to children and families in the unfortunate circumstances where they have occurred. Sadly, traumatic events are a part of life so there will always be a need for mechanisms to support people in the midst of them.

There is tremendous pressure on schools in the UK to have, as part of their safeguarding functions, a well-developed provision that compensates for some of the reductions in public resources that we have seen over the past few years.During my time as a school and trust leader I noticed that as schools became ever more knowledgeable and sophisticated in their safeguarding practices, the expectations around their depth of involvement in safeguarding matters was matched only by the increase in the sheer volume of cases they uncovered and were working on.

It was my privilege to be the Principal of an academy and then Director of Education for the same trust that largely operated in city settings in the east midlands. Unfortunately, these communities had a greater than national average incidence of deprivation and, although I have no data to confirm the connection, a similarly high level of incidence of safeguarding concerns.

These experiences of made two things clear to me:

• There seems to be a growth in the pressure, demands on schools and their safeguarding staff alongside an increase in the volume and complexity of the safeguarding issues they are facing
• The emotional toll of working closely on complex safeguarding cases is often enormous and it is essential to have a robust and effective support system for those staff involved.This leads me on to two important questions:

• How can we keep improving our safeguarding practices?
• Who supports those supporting the most vulnerable children?My own experience combined with further reading, wider research and engaging with professional learning (such as the NSPCC Supervision Skills training) has led me to the realisation that supervision for our safeguarding staff and leaders is the answer to both of these questions.

Supervision – The Purpose

Tony Morrison, regarded as an leading expert in this field for over 30 years, proposed a model for supervision that can be applied just as successfully in schools as in the social care settings it was initially based in. Often described as the 4x4x4 Model of Supervision, it connects the four functions of supervision with the four beneficiaries via the four elements of an adult learning cycle (Kolb, 1988).

Two of the four functions stated in this model of supervision are ‘development’ and ‘support’. Clearly, these directly address and resolve the questions posed earlier:

• The Development Function: Supervision, when done well within a model and framework, ensures the continuing professional development of those involved in safeguarding. It enables these staff to improve the knowledge, skills and competence to safeguard children.
• The Support Function: Supervision enables those staff directly involved in complex safeguarding cases to safely process their emotional response to this work. There are obvious benefits to them of being able to offload but the consequences of this help the other key stakeholders too. These staff are less likely to be burnt out; are more able to be effective and can therefore better serve the children, families and school. Also, it is reassuring to know that having invested in the knowledge and skills of these staff, the support function will impact on their ongoing motivation and capacity to do the role and have positive impacts on staff retention.Additional Functions of Supervision:

• The Mediation Function: Develops in the safeguarding staff a deeper understanding of how their role and work contributes to the overall aims of the school and organisation.
• The Managerial Function: Clarifies and reinforces the expectations of the safeguarding staff. It is essential that those working in safeguarding know what is expected of them, how they are expected to perform these tasks (procedurally and attitudinally) and also when they need to do them by.These functions have connections to the policies and practices in schools and trusts. Supervision creates the space for professional dialogue and discussion to ensure these are better than fit-for-purpose and optimised. Additionally, supervision complements some of the aims of existing performance management processes in clarifying expectations and reflecting on how well actions align with the framework of policy.

In conclusion, supervision of our safeguarding staff enables that key element of our work to be done more successfully for all concerned.

There is clarity on how this aspect of our work fits within the wider school and community context (mediation function); everyone involved knows exactly what is expected of them and how they are expected to do it (managerial function); the staff performing this work are developed and the benefit of this learning and experience is shared across the staff peer group and network (the development function) and everybody involved contributes to and is supported by a culture that promotes their wellbeing and emotional health (the support function).

It bears further repetition, Safeguarding Supervision helps us safeguard our children better.

Further reading:

Department for Education (2015, updated December 2020) Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children. Available at Working together to safeguard children – GOV.UK (www.gov.uk) (accessed October 2021)

Department for Education (2015, updated September 2021) Keeping Children Safe in Education: Statutory Guidance for schools and colleges. Available at Keeping children safe in education – GOV.UK (www.gov.uk) (accessed October 2021)

Kolb DA (1988) Experiential Learning: Experience as the source of learning and development. London: Pearson Education

Morrison T (2005) Staff Supervision in Social Care (3rdEdition). Brighton: Pavilion Publishing & Media

Sturt P & Rowe J (2018) Using Supervision in Schools: A guide to building safe cultures and providing emotional support in a range of school settings. Brighton: Pavilion Publishing & Media

About the Author (Carle Elder):

Carl has been involved in teaching and school leadership, often serving challenging communities, for over 15 years with the notable achievement of leading a previously failing school in Nottingham to sustained and significant improvement. Carl has witnessed first-hand the incredible impact that improving schools by improving leadership undoubtedly has; a profound impact on the children and also the community as a whole.

Carl has a sound knowledge of the education sector, a track record of successful leadership, and a genuine interest in self-development regarding leadership theory and practice. Carl is now a full time Educational Consultant and Coach who has also completed the NSPCC Supervision Skills in Child Protection programme and offers supervision to school staff through Leadership Edge – Coaching in Schools.

AWARDS: Entry for the NAPCE Awards 2022 is Now Open

We are delighted to launch the National Awards for Pastoral Care in Education 2022 organised by NAPCE.

The third annual NAPCE awards will be in the 40th anniversary year for the Association and we are inviting everybody with a pastoral role or an interest in how pastoral care in education can support children and young people to achieve their full potential.

We are looking for the people, teams and organisations that make a real difference in the learning experience of children and young people and want to recognise their achievements and celebrate their good practice.

The categories for the awards this year are:-

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.

Outstanding Contribution to Pastoral Care
A person, group or organisation that has made a real difference in pastoral care, for the benefit of young people.

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
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.

The maximum number of words to support a nomination is being increased from 100 words to 300 words this year so there will be every opportunity to describe the good practice and the impact it is making.

Nominations can be made for excellent contributions to research, for raising awareness and for good practice in pastoral care in education from the 2021 -2022 academic year. The sponsors and panel of judges will be announced shortly.

The closing date for nominations is 30th May 2022 and the judges will then have the difficult task of deciding who the finalists and winners will be in each category.

A grand live presentation event is planned for the anniversary year in the autumn to announce the winners.

All finalists will receive a certificate form NAPCE to recognise their achievements and winners will receive a plaque and a £100.00 cash prize.

Make sure your good practice is recognised by making a nomination today.
 
To make a nomination for the 2022 National Awards for Pastoral Care in Education organised by NAPCE go to https://napceawards.wufoo.com/forms/napce-awards-2022-entry-form/

NAPCE News – November 2021

NAPCE News – November 2021

Making a positive difference to young people through pastoral care

FEATURE ARTICLE:  “Student Voice and Care During Covid-19” by NAPCE NEC Member Luke Myer

Student voice and care during COVID-19 by Luke Myer

It’s clear that the pandemic has highlighted and exacerbated inequalities in education. But, in many ways, it has also brought educational communities closer together – reducing attainment gaps and putting learners and staff in a shared, albeit unprecedented, situation. Care has never been so important.

The latest special issue of NAPCE’s Pastoral Care in Education explored the importance of care in the time of COVID-19; it hopped around the globe, with case studies from New Zealand to Guatemala. It studied every level of education – from a feminist view of pastoral care for young children in Spain to the experiences of disabled students in UK universities. One contribution, from an Indigenous Moana/Pacific perspective, explored the idea of ‘teu le vā’, or nurturing the relational space between people, and what that looks like during the pandemic – the ‘digital va/vā’.[1] At its core, care is about understanding the needs of others and helping meet them. The most important voices in pastoral care, therefore, are those of learners themselves. Pastoral care at its most effective offers learners space to talk; this is as true in early years as it is with postgraduate students.

Student voice has increasingly become established in school life; it’s difficult to visit a primary or secondary school without seeing a display board celebrating a student council or prefect system. In higher education, ‘student engagement’ is a core feature, embedded in the UK Quality Code.[2] It’s a legal requirement for UK universities to have independent, democratic students’ unions, enshrined in the 1994 Education Act. Empowering students to speak and involving them in decision-making brings shared benefits in terms of better academic outcomes and continuous improvement of pedagogy. But it also brings benefits for students themselves – increased resilience, sense of belonging, civic participation, and trust.[3],[4] The Anna Freud Centre reports that schools with a strong commitment to student voice see better behaviour, reductions in exclusions, and improved attainment.

However, in the pandemic, opportunities for student voice have been limited. With online learning, disruptive lockdowns, and frequent pupil self-isolations, teachers have struggled to deliver learning at its most basic.

“We’ve had a huge influx in pupils losing social skills, being anxious around others, and struggling to stay in lesson,” one secondary teacher in Cheshire told me. “We have so many kids now on half timetables to help deal with it.”

A similar view was shared by a head of department at a north London secondary school.

“On top of poor social skills from missing so much school, we had a flood of problems when students returned – things that had gone on at home or on social media. It was exhausting. We weren’t expecting it, nor were we provided with the resources to deal with it effectively.”

2021 UNESCO survey of secondary teachers across Europe, the Middle East and North Africa found that during the pandemic, ‘the vast majority of young people, regardless of whether they live in Europe or MENA, lost out on opportunities to have their voice heard’. So, what does student voice look like in the ‘digital va/vā’? Can it be delivered? And how does it impact on pastoral care?

“The reliance on digital technology has gone up,” the head of department tells me. “But this is a good thing because I can easily communicate and share with my groups. There are still boundary issues to resolve, for example if I get an email on a Sunday night from a student. But I think the emergence of tools like Google Classrooms has been really good.”

In the initial lockdown in spring 2020, case studies published by the QAA showed universities like Robert Gordon and Harper Adams had been carrying out online pulse surveys of students’ experiences in online learning environments. Robert Gordon University’s Enhancement of Learning, Teaching and Access department (DELTA) gathered feedback which identified technological and social barriers to learning. These were then included in students’ extenuating circumstances, and a programme of free online industry-focused short courses were developed to address skills needs.

In Liverpool, mass online feedback from secondary school students during the pandemic has begun informing new mental health strategies. Eighty-five local schools took part in the 2021 OxWell Student Survey, an annual online study that asks students aged 9-18 about wellbeing and mental health. Over 11,600 young people across the city took part, sharing thoughts on their wellbeing at school during the pandemic. Liverpool City Council’s Education, Employment & Skills team have begun using the feedback to work with schools on new programmes like Forest Schools and peer-to-peer playground support. The exercise will result in close collaboration between schools, including joint training to tackle children’s low-level mental health needs.

These surveys show how the insights of learners can bring an invaluable perspective, shaping what we do when it comes to pastoral care. But student voice can go deeper than this too. The language in the Quality Code I mentioned earlier reads:

The provider actively engages students, individually and collectively, in the quality of their educational experience.

In practice, this means that meaningful student voice systems allow students to shape their education in partnership with staff. They can do so ‘collectively’, in spaces where they can consider, deliberate and develop their own informed views together. They can also do so ‘individually’ – with staff differentiating their teaching and learning based on the student’s own views. Learning is, after all, a two-way street – it’s not simply done ‘to’ students, but with the effort they put in too. So, when students have the opportunity to actively shape their learning, schools create a partnership model which can drive high-quality education.

The advance of technology in education can help. UNESCO’s Europe-MENA survey found that after the pandemic, 87% of teachers were using social media to stay connected with students.[5] They also reported a 19% increase in teachers using digital student voice methods, with 54% doing so in “most” or “all” lessons.

The case studies cited range from student-led films about pupil experiences in Greece and Tunisia, to interactive online seminars with leading community members in Romania. In the Greek example, school pupils used social media groups and online meetings to share their feelings about learning from home. This was coupled with lessons on film-making skills, and the end result was a collaborative video project which received international recognition.

In the UK, most universities involved student representatives directly in their COVID planning; examples range from the Highlands and Islands Students’ Association to Cardiff Metropolitan University. Students’ union elected officers typically attended university committees by Zoom, including strategic and operational decision-making meetings. Many held daily or weekly Student Voice sessions to collate student concerns from social media and email, and identify patterns to feed back to the university. The University of Bath students’ union created a Facebook ‘Corona Community’ with nearly 4000+ students, and coupled it with Microsoft Teams sites for communicating with specific groups, for example international students. The union was able to capture detailed data on students’ engagement with online learning.

The north London school has used Google Classrooms to develop pupil-driven PSHE. “My school have started doing ‘MyZone’,” the department head told me. “It’s an hour a week dedicated to student-led discussion of social issues like mental health and digital communication skills. The students have shaped what we do – we talk about the things that they want to discuss, and giving them that control means they turn up and engage.”

A similar initiative was introduced in the Cheshire school. “Every Wednesday, period one, we have a ‘Spirit’ hour,” explained the teacher. “It’s based on the PSHE curriculum, but through lockdown we adapted it based on what kids were asking to give them an insight into the NHS, infections, and so on.”

A whole-school approach to pastoral care means listening to everyone’s voices, and learners themselves are as important as anyone. When schools involve them in their decision-making, it drives positive change and improved outcomes, as well as individual empowerment and confidence-building. It takes effort – it’s not a one-off exercise, but a continuous cycle of improvement. It takes time to bed in, and to ensure that it’s inclusive of all students rather than the ones most likely to get involved. But it’s worth it.

The pandemic has been a painful, disruptive time for education, but it can also be an opportunity for change. If schools embrace digital tools for student voice, they can show students that their views are valued, that it is safe to share, and that they will be heard. In turn, we’ll all benefit – in school and in wider society.

Luke Myer
National Executive Committee
NAPCE


[1] Baice, T., Fonua, S.M., Levy, B., Allen, J.M. and Wright, T. (2021). How do you (demonstrate) care in an institution that does not define “care”?. Pastoral Care in Education, 39(3), pp.250–268.
[2] Quality Assurance Agency (QAA) (2018) UK Quality Code for Higher Education. Gloucester: QAA.
[3] Lyndon, H. (2020) ‘Listening to Children’ in Williams- Brown, Z. and Mander, S.Eds. ‘Childhood Well-being and Resilience: influences on educational outcomes’. Abingdon: Routledge.
[4] Fielding, M. (2004) “New Wave” Student Voice and the Renewal of Civic Society. London Review of Education, 2, 197-217.
[5] UNESCO (2021) The impact of the COVID-19 pandemic on student voice: Findings and recommendations. Paris: UNESCO. p.18

GOOD PRACTICE: Outstanding Pastoral Care Practice from NAPCE Awards “Team of the Year” Finalists

The National Awards for Pastoral Care in Education organised by NAPCE were a opportunity to recognise the brilliant work that has been done in pastoral care.

It is a great opportunity to shine a light on the amazing efforts to support learners and the good practice that is taking place in schools across the UK and internationally.

This month we focus on the category for the Pastoral Team of the Year which is sponsored by the Thrive Approach to share some good practice from the finalists and winner.

This award goes to 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.

The Winners of this award in 2021 were All Saints C of E Primary School, Wigston Leicestershire. 

The pastoral team have worked tirelessly to help provide an education for some of our most vulnerable children.

From visiting children during lockdown, to providing a provision that starts as soon as the children get into school and finishes when they leave.

The team have sourced breakfasts for the entire school, offer bespoke behaviour interventions throughout the day and also support our families when in need.

The pastoral team also offer support for the rest of our colleagues, supplying training, advice and interventions when needed.

We are about to go the entire school year with zero fixed-term or permanent exclusions, something the school has never achieved before. This is down to our fantastic pastoral team.

The finalists for this category shared this excellent practice with the judges.

The Grove Pastoral Team, The Grove School, Tottenham, London

The team supports the wellbeing of our autistic pupils across the school and beyond within the borough.

They lead on initiatives such as PBS and developing valuable life skills including social skills and independence.

Their work focuses on helping our autistic learners to understand their emotions and regulate themselves appropriately.

The team works with families through home visits and family support to ensure the work in school is continued at home.

Success through lockdown was a 96% engagement from families and in school through negative incidents decreasing dramatically and positive records increasing by over 200%.
.
Limavady High School , Limavady, Northern Ireland.

Team = Vice Principal, SENCO, 2 Heads of Key Stage and 6 Heads of Year. Team members have attended training in mental health first aid, suicide prevention, ACEs and neglect.

Focus on restorative practice, building relationships and engaging with parents. Surveys used during lockdown to identify pupils struggling and all received phone calls/virtual meetings.

Delivery of personal development programmes with a focus on 5 Ways to Wellbeing and core values. Every external agency meeting is attended. Provision of safe spaces and bespoke support packages.

Team focus on pupil voice which is a School Development Plan priority. RESTORE programme after lockdown.

Nidderdale High School, Pateley Bridge, North Yorkshire.

Nidderdale High School Pastoral Team are nominated for their strength and togetherness and for the support they continually offer to every young person in the school, their families and carers.

They have a reputation for resolving complex and difficult cases, often using the environment of the Nidderdale countryside to find bespoke ways of working whilst additionally promoting good mental health and wellbeing.

The Pastoral Team has ensured that every young person felt supported, listened to and noticed throughout the periods of closure and uncertainty.

They have remained contactable, approachable, inclusive and strong, promoting a constant culture of kindness and care.

Buxton Community School, Buxton, Derbyshire.

The pastoral team at BCS put our children at the heart of everything they do. Well-being, emotional health, safety, friendships, parental support and supporting children with SEND.

They’ve worked tirelessly through COVID and are now helping children get back into normal routines. School is a safer, happier and more nurturing place because of this team of absolute heroes.

They’re amazing and our students, staff and parents are lucky to have these people in their lives. Thank you.

Have a look at this link to see how our finalists celebrated as the winners were announced at the Presentation Ceremony.

https://twitter.com/i/status/1441318847152230402

The 2022 National Awards for pastoral care are about to be launched and to find out how you can make nominations to recognise good practice in pastoral care in education follow NAPCE on Twitter @NAPCE1 and look out for details in future editions of the NAPCE newsletter and on the website www.napce.org.uk

ANTI-BULLYING WEEK: A New Book by NAPCE Editorial Board Member Helen Cowie Raises Awareness of Bullying

Anti-bullying week 2021 – A School For Everyone: Stories and Lesson Plans to Teach Inclusivity and Social Issues

Anti-bullying Week, coordinated by the Anti-Bullying Alliance, is an annual event empowering everyone to unite against bullying. “One Kind Word,” the theme of Anti-Bullying Week 2021, which runs from 15th – 19th November, focuses on how little acts of kindness can make a huge impact and how we should all respect each other’s differences.

“A SCHOOL FOR EVERYONE: Stories and Lesson Plans to Teach Inclusivity and Social Issues” is a research-informed empathy-building discussion tool for educators that shares this anti-bullying message, encouraging respect for individuality and showing young people how they can make a difference.

By increasing knowledge and understanding of a wide range of social and emotional issues, the book promotes acceptance and celebration of diversity in the school environment so that all classmates feel valued and included.

The compendium provides 16 stories told from the different perspectives of individual children from one class over the course of three terms.

Each chapter opens with discussions about tricky topics including gender diversity, bereavement, disability, body image, frenemies, cyber-bullying, parental divorce, living in poverty, and climate change, to help children develop empathy for their peers.

Shared reading of a story gives each child insight into the inner thoughts of a character who is experiencing distressing emotions.

Alongside classmates who are facing these difficult issues, we also meet Jakub who is from Poland, Molly who is not a stereotypical girl, Oliver who is on the autism spectrum, Jamie whose dad is in prison, Hind who is a refugee, Margaret who is from a gypsy family, and Michael who learns about important Black Britons. By reading their stories, young people start to imagine what it feels like to be one of them.

For each issue raised, the story is followed by a fact file, a set of interactive activities, lesson plans and a bank of resources to further enhance understanding and promote empathy.

Research suggests that interacting with peers and guiding children’s learning can help children learn more than working on their own.

The activities are designed for children to work together to support their learning. In the group setting, minds meet and beliefs can be discussed within a supportive environment.

Bystanders can reflect on the positive impact of just one kind word. Marginalised children can gain hope that there are solutions to difficult situations. Children who bully can see the effect of negative behaviour on the character in the story.

There are several characteristics typical of children exhibiting bullying behaviours – and a lack of empathy for the distress that their actions cause is a key characteristic. One way to increase empathy is through real or “imagined” contact. Research studies have found that when people from different groups make contact with each other, prejudice is reduced and relations are improved.

However, there are two ways in which this contact is difficult.

First, reduction of prejudice can only work when there is an opportunity for contact. Some schools may have low levels of diversity so that children do not have the opportunity to interact with people who are different from themselves. Second, sometimes people become anxious about interacting with someone who is different from themselves, preventing contact from reducing prejudice.

This is another reason why the concept of imaginary contact becomes so important. Imagined contact can reduce children’s future anxiety about meeting people different from themselves.

Reading stories about people who are different and leading children to imagine interacting with them – imaginary contact – can be a powerful force for change.

Researchers have found that imagining an intergroup interaction can have many of the same effects as actually participating in intergroup contact.

The first-person stories and activities in “A School for Everyone” aim to create contact, leading to more compassionate and inclusive classrooms, where diversity is celebrated. Just as one kind word can lead to another, our hope is that “A School for Everyone” can make a difference.

https://uk.jkp.com/products/a-school-for-everyone

Helen Cowie
Editorial Board Member
NAPCE

MEMBERSHIP: Renewals for NAPCE 2022 Membership Are Being Sent Out

2022 Membership Renewals – NAPCE

Invitations are being sent out to NAPCE members to renew your membership for 2022.

Next year it will be 40 years since the National Association for Pastoral Care was formed and the academic journal Pastoral Care in Education was published.

Special events including a weekend conference and Anniversary Dinner are planned to celebrate the 40 years that NAPCE has been supporting education.

Members will have priority for bookings so to make sure that you are fully involved in the Association’s special year renew your membership early and get the full benefits of being a member of NAPCE.

If you have shown your interest in the work of NAPCE by registering for the newsletter or following NAPCE on social media, then now is the time to become a member in time for the anniversary year.

The National Executive have made the decision to NOT INCREASE THE PRICE OF MEMBERSHIP for 2022 and full membership includes a subscription for four copies of the academic journal to be delivered to your home address.

Taylor and Francis publishers manage the membership subscriptions on behalf of NAPCE and their contact details are T&F Customer Services, Sheepen Place, Colchester, CO3 3LP, UK Tel: +44 (0) 20 7017 5543 . Fax: +44 (0) 20 7017 5198 . Email: societies@tandf.co.uk. Contact Taylor and Francis to find out about the different ways that you can pay your subscription.

APPLICATION FOR MEMBERSHIP –  Individual and Group memberships include a subscription to Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development (PCE) Published by Routledge

INDIVIDUAL MEMBERSHIP including one copy of PCE Individual Subscription Rate £44 US$88 €57 NQT/Retired/Student Individual Rate £21 US$40 €33

GROUP MEMBERSHIP including two copies of PCE Group Subscription rate £66 US$132 €86 Primary/Special School Rate £43

ASSOCIATE MEMBERSHIP society membership only – does not include PCE subscription. Associate Subscription rate £10 US$16 €30

Follow this link to apply for membership RPED_NAPCEmembership-New.pdf (netdna-ssl.com) or go to Apply Online – NAPCE to apply for membership online.

AWARDS: Entry for the NAPCE Awards 2022 is Now Open

We are delighted to launch the National Awards for Pastoral Care in Education 2022 organised by NAPCE.

The third annual NAPCE awards will be in the 40th anniversary year for the Association and we are inviting everybody with a pastoral role or an interest in how pastoral care in education can support children and young people to achieve their full potential.

We are looking for the people, teams and organisations that make a real difference in the learning experience of children and young people and want to recognise their achievements and celebrate their good practice.

The categories for the awards this year are:-

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.

Outstanding Contribution to Pastoral Care
A person, group or organisation that has made a real difference in pastoral care, for the benefit of young people.

International Contribution to Pastoral Care
An international school, organisation outside of the UK or an individual working in research or in an international school outside of the UK, that has promoted or delivered high quality pastoral care.
 
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.

The maximum number of words to support a nomination is being increased from 100 words to 300 words this year so there will be every opportunity to describe the good practice and the impact it is making.

Nominations can be made for excellent contributions to research, for raising awareness and for good practice in pastoral care in education from the 2021 -2022 academic year. The sponsors and panel of judges will be announced shortly.

The closing date for nominations is 30th May 2022 and the judges will then have the difficult task of deciding who the finalists and winners will be in each category.

A grand live presentation event is planned for the anniversary year in the autumn to announce the winners.

All finalists will receive a certificate form NAPCE to recognise their achievements and winners will receive a plaque and a £100.00 cash prize.

Make sure your good practice is recognised by making a nomination today.
 
To make a nomination for the 2022 National Awards for Pastoral Care in Education organised by NAPCE go to https://napceawards.wufoo.com/forms/napce-awards-2022-entry-form/

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